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    Thomas Michael Cobb

    (update 2023 Jan 26) Professor Associé
    Département de didactique des langues,
    Université du Québec à  Montréal

    85 rue McNaughten
    Hudson, J0P 1H0, Canada
    Phone: 514.244.8739
    E-mail: cobb.tom.3@gmail.com


      Research themes    

    • Complex knowledge acquisition (e.g. lexicon)
    • Second language reading and vocabulary
    • Literacy in academic achievement
    • Instructional adptation of linguistic & cognitive technologies
    • Data-Driven Learning
    • Computer assisted learning
    • Internet programming (Perl, Javascript, PHP)
    • Development education (Mideast, Africa)
    • Technology transfer and integration

      Output Summary 1997-    

    • 70+ peer-reviewed journal articles or book chapters in educational technology, literacy education, or applied linguistics, including (with overlap) 30 empirical studies (some multi-part with computer software), 7 theoretical studies, and 6 book reviews; 38 peer-reviewed conference presentations; 20 invited plenaries; a multi-plane interactive Website which accesses data-driven learning tools and principles for learners, teachers, course developers, and researchers worldwide attracting 10,000+ pages/day, 15,000+ individual visitors/week.

      Education   ^  

    • PhD Educational Technology - Concordia University, Montreal, 1997
    • Post Graduate Certificate of Education in English (Distinction) - Univ. of Wales, 1979
    • MA English - University of Manitoba, 1975
    • BA (Honours) English - University of Manitoba, 1972

      Teaching   ^  

    May 1997-2015

    Université du Québec à  Montréal
    1998-2015     Professor, dép de linguistique et de didactique des langues
    1997-1998     Coordinator of English sector, Ecole de langues



    LAN 2140 Intermediate English Reading
    LAN 3140 Advanced English Reading
    LAN 4150 Advanced Literacy for TESL teachers
    LIN 1232 Teaching Speaking & Listening
    LIN 2330 Teaching Reading and Writing
    LIN 2340 Advanced English Grammar
    LIN 3345 Second Language Acquisition
    LIN 4410 Language Teaching & Technology
    LIN 2131 Communication Technologies in the Teaching of ESL
    LIN 6310 Testing and Evaluation
    LIN 3334 Text
    LSM-5210 Supervision of internship for adult ESL learners
    LNS-2103 Supervision of internship for primary ESL learners
    LNS-2xxx Supervision of internship for secondary ESL learners
    LIN-2236 Teaching English Vocabulary


    LIN 8229 Teaching & Technology
    LIN 9960 Connectionist Models of Language Processing
    LIN 8225 Acquisition des langues secondes
    LIN 8226 Acquisition et enseignement du vocabulaire
    LIN 8235 Projet de Mémoire
    DDL 8000 Méthodologie de recherche

    Departmental and University Service 1998-2008

    Program development; online testing (1997-2006); supervision of contract instructors; technology committee; several hiring committees in both Dept. de Linguistique et de didactique des langues and in Ecole de langues; co-organizer for guest speakers, 1999-2004; webmaster for Departmental Website, 2001- (including a major restructuring in 2007); member of Comité des programmes en enseignement des langues secondes (2005-); member of Comité des programmes d'études (2007-); member of member of Comité d'attribution des bourses (UQAM) (2007-2008). .

    External Service 1998-2015

    Regular reviewer for
    • System
    • Educational Technology Research
      & Development (ETR&D)
    • Canadian Modern Language Review
    • Language Learning
    • Language Learning & Technology
    • English for Specific Purposes (ESP) Journal
    Occasional reviewer for
    • Language Testing
    • Canadian Journal of Applied Linguistics
    • Journal of Computer Assisted Learning
    • Oxford University Press
    • Taylor & Francis (Routledge)
    • SSHRC (Social Sciences & Humanities Research Council of Canada)
    • FQRSC (Fonds québécois de la recherche sur la société et la culture)


    Developer of The Compleat Lexical Tutor (www.lextutor.ca) Website, which is consulted by 1500+ learners, teachers, and researchers every weekday and night worldwide and is cited regularly in research publications and presentations at major conferences.

    Webmaster for ACLA-CAAL website www.aclacaal.org Nov 04 - June 2005; Co-Webmaster for AAAL conference website 1999; language and technology strand coordinator for AAAL 1999; reviewer for AAAL 2000; reviewer for AI-Ed 99 conference submissions.

    External examiner for PhD or MA dissertations at Université de Montréal (June, 2000, PhD; May 2011, PhD), University of Ottawa (April, 2005, MA), Carleton University (September, 2008, MA; and May 2011, MA), Haifa University, Israel (2010, PhD); Victoria University of Wellington, New Zealand (January 2013, PhD); Simon Fraser University, British Columbia (March, 2015, PhD)

    External assessor for grant applications, Open University of Hong Kong (2001-2); SSHRC grant application (December, 2005); Fonds québécois de la recherche sur la société et la culture (FQRSC, Montreal, January, 2010); Canada Research Chair, for the Official Languages and Bilingualism Institute (OLBI, Univ. Ottawa, March 2012); German-Israeli Foundation for Scientific Research and Development (GIF, February, 2014); Xi'an Jiaotong-Liverpool University, Suzhou, P R China (January, 2015).

    External evaluator for tenure and promotion applications Haifa University, Israel (November, 2002); Washington University in St Louis (October 2006); Brigham Young University (October 2006); Iowa State University (September 2007); Yarmouk University (Jordan, August 2008); University of Calgary (November, 2010); Ohio State University (November, 2011); University of Saskatchewan (August, 2015); Université de Montréal (July, 2016); Colorado STate University (July, 2018)

    Adjunct professor McGill University, Dept of Education, 2006-2010

    Submission reviewer for symposium Les nouvelles technologies et le traitement automatique des langues au coeur des dispositifs d'apprentissage, organised by le Groupe de Recherche en Ingénierie de la Langue (GRIL) de l'Université d'Ottawa (2005) for presentation at 72e Congrà¨s de l'ACFAS, Université du Québec à  Montréal, 10-14 May 2005; SLA strand reviewer for AAAL (American Association of Applied Linguists) 2014 (Portland, Oregon).

    Co-Editor for special volume on vocabulary research, for Canadian Modern Language Journal, 2005; Area Editor for Encyclopedia of Applied Linguistics, Technology and Language, 2010-2012.

    Sabbatical report, 2005-2006


    Sultan Qaboos University, Muscat, Oman; instructor; instructional designer; Macintosh lab developer.
    King Saud University, Riyadh,/ Saudi Arabia; coordinator of reading program in ESP (English for Specific Purposes, medicine).
    University of Victoria, British Columbia, Canada; coordinator EFL and remedial writing.

      International & Development Education ^  

    With IBE/Unesco 2016-18


    Two workshop series at KICD introducing competency-based curriculum & one M&E (monitoring and evaluation) report



    Three workshop series on competency-based curriculum reform

    With UNICEF 2020-21


    Project to expand the communicative dimension in the existing national curriculum for Grades 7 to 9 EFL (English as a Foreign Language)



      Contract & consulting   ^  


    Supervision of local developers in design of a model curriculum for ESL years 7-9 in Madagascar


    UNESCO-Bureau International de l'Education
    Three 10-day series of workshops in curriculum deveopment (June, Oct, Dec - links above)
    Curriculum Development for Pre-Service Teacher Education
    Yangon, Myanmar


    UNESCO-Bureau International de l'Education
    Three 10-day series of workshops in curriculum reform (links above)
    Kenya Institute for Curriculum Development, Nairobi
    July 3-8


    Brigham Young University
    External Evaluator
    Dept. of Linguistics and English language
    Nov 5-7

    Miami Dade College
    2 Day Workshops - Professional Development
    Oct 9 - 12

    Temple University Japan
    Distinguished Lecturer Series
    Two week-end courses (Osaka and Tokyo)
    Oct 27-28 and Nov 3-4
    ORE (Observatoire des réformes en éducation)
    Madagascar Project
    Antananarivo, May 15-30
    Reform principles for ESL trainers
    Ubisoft Gaming
    Language consultant for My Word Coach
    [box cover (pdf) | Game site | Interview (Fr, 7.1.08) L'UQAM 34(8)]
    Temple University Japan
    Distinguished Lecturer Series [DLS site | Blurb]
    Two week-end courses (Osaka and Tokyo) Mar 31 and April 1
    Victoria University of Wellington, NZ
    Two-week grad course, Computing and vocabulary teaching Dept. of Linguistics and Applied Language Study (LALS)
    June 20 -July 14
    Ontario Council on Graduate Studies
    Evaluator for proposed MA Applied Linguistics, Brock University
    January 6-9

    McGill University, Montreal, Department of Education
    Vocabulary research and pedagogy; summer graduate course.
    May 4 to June 15; Tuesdays & Thursdays; 13:35 to 16:25

    2002, 2003
    McGill University, Montreal, Department of Education
    Computers and language teaching; summer graduate course.

    Concordia University, Montreal, TESL Centre; seminar on Educational Computing, as part of a symposium for visiting Danish teachers Second language learning and research in Canadian contexts.
    Concordia University, Montreal, TESL Centre; Computers and language teaching (APLI-644); graduate course.
    Division of Language Studies, City University, Hong Kong; Lecturer, coordinator of reading skills for translation and interpretation.
    Université du Québec à  Montréal, Canada; hands-on introduction to computer-assisted language learning for trainee teachers.
    Instituto Tecnologico de Monterrey, Mexico; one-month course in computer-assisted learning for trainee teachers.
    Department of MIS, Faculty of Commerce, Concordia University; CAL tutorial programmer.
    Architecture Department, Sydney University, Australia; research assistant for cultural history project.
    Agassiz Centre for Water Studies, University of Manitoba, Winnipeg, Canada; funded research study in cultural history.

      Supported research   ^  

    Aug 2015 - April 2019

    ESRC Research Grant
    (Economic and Social Research Council, UK)
    Cardiff University, Ref 50850
    Corpws Cenedlaethol Cymraeg Cyfoes (The National Corpus of Contemporary Welsh): A community driven approach to linguistic corpus construction
    Under PIs Dawn Knight & Tess Fitzpatrick
    March 2018 Newsletter (p. 5)

    June 2012 - May 2015

    SSHRC/CRSH Standard Research Grant
    RSO number: 1022255, Proj. numb.: 10002452, $60,000
    Corpus linguistics: Investigating the development of academic literacy in grade 4 - 6
    Under Principle Researcher Dr Hetty Roessingh, U. Calgary

    2011 - 2014

    SSHRC/CRSH Standard Research Grant
    May 2011, File 410-2011-2465, $103,119
    Two paths to second language literacy: targeted word study and cross-linguistic awareness
    With Drs. Marlise Horst (Concordia) and Joanna White (Concordia)

    Submitted 2009

    Proposed Multi-Year US Study in Cognition and Student Learning
    Promoting academic language skills in non-native and native students
    US Dept. of Education grant application

    Team: Ellis, Nation, Schmitt, Read et al

    2005 - 2011 March

    FQRSC Regroupement Stratégique  $26,325/year
    (No. 2004-RS-87802)
    Infrastructure grant
    CSLP (Centre for the Study of Learning and Performance)

    2004 - 2005

    TESOL International Research Foundation
    Priority Research Grant   US$ 20,880

    With Marlise Horst (Concordia) and Diane Schmitt (Nottingham)
    A comparison of computerized and traditional techniques for learning academic vocabulary
    [Proposal summary]   [TIRF site]

    Submitted 2004

    Strategic Research Clusters Grant / Réseaux stratégiques de recherche
    Language Acquisition

    Crago, Spada, Genesee, Bialystock, principals
    Visit website

    2001- 2005

    CSLP - Centre for the Study of Learning and Performance
    (CEAP - Centre d'études sur l'apprentissage et la performance)
    Concordia University, Principal investigator, institutional representative [Visit site]

    CIRTA (Centre Interuniversitaire de recherche sur le Téléapprentissage)
    Regular researcher [Visit site]

    ORà‰ (Observatoire des Réformes en à‰ducation)
    Regular researcher [Visit site]


    SSHRC/CRSH  (No. 410-2000-1283)  $69,000
    Language awareness of Quebec TESL trainees: Implications for teacher training
    (With Lori Morris, TESL Centre, Concordia University, Montreal)
    [Plan and update]   [Final report]
    UQAM   (No. Z-214-CB9-8-5)  $16,706  
    Fonds spéciaux  nouvelles chercheures, nouveaux chercheurs
    La récherche des besoins lexicaux en anglais par les étudiants d'anglais langue seconde au Québec.

      Publications   ^  

    Google Scholar cites


    In press/review/preparation


  1. Cobb, T. (2024). Wordlists in data-driven learning. In McCallum, L. & Tafazoli, D. (Eds.), The Palgrave Encyclopedia of Computer-Assisted Learning. Springer

  2. Cobb, T. (2024). Constructivism 2024
    -update of 2011 Encyclopedia Lang. & Ling. piece, below)

  3. Boulton, A., Vyatkina, N., & Cobb, T., (in review) . Update of Classroom applications of corpus analysis. In Reppen and Biber, 2nd edition, forthcoming.

  4. Cobb, T., Lindqvist, C., & Ramnas, M. (in review). A French nuclear word family list
  5. 2022

  6. Cobb, T. (2022). Counting affixes with Morpholex: A response to McLean and Stoeckel (2021). Reading in a Foreign Language, 34(1), 165–171.
  7. 2021

  8. Cobb, T. & Laufer, B. (2021). A nuclear word family list: The most frequent family members, base and affixed words. Language Learning 71 (3), 834-871. Two-page IRIS summary here; early view June 2021 here.
  9. Cobb, T. (2021). Corpus for courses: Data-driven course design. Bulletin suisse de linguistique appliquée, No spécial, vol. 2, 11-30.
  10. 2020

  11. Laufer, B. & Cobb, T. (2020). How much knowledge of derived words is needed for reading? Applied Linguistics 41 (6), 971-998.

  12. Ballance, O. & Cobb, T. (2020). Resources for learning single-word items. In S. Webb (Ed.), The Routledge handbook of vocabulary studies. New York: Routledge.
  13. 2019

  14. Cobb, T. & Horst, M. (2019). Bringing home the word. Canadian Modern Language Review 75 (4), 285-289.
  15. 2018

  16. Cobb, T. (2018) From corpus to CALL: The use of technology in teaching and learning formulaic language . In A. Siyanova-Chanturia & A. Pellicer-Sanchez (Eds.), Understanding formulaic language: A second language acquisition perspective (pp. 192-211). New York: Taylor & Francis.

  17. Cobb, T. (2018). Technology for teaching reading. In The TESOL Encyclopedia of English Language Teaching DOI: 10.1002/9781118784235.eelt0444. (Full encyclopedia here)

  18. 2017

  19. Boulton, A. & Cobb, T. (2017). Corpus use in language learning: A meta-analysis. Language Learning 65 (2), 1-46. (Infographic summary here)

  20. Cobb, T. (2017). What's new and what's old about reading in hyperlinked multimedia environments? In E. Hinkel (Ed.), Volume 3, Handbook of research in second language teaching and learning. New York:Taylor & Francis.

  21. 2016

  22. Cobb, T. (2016) Numbers or Numerology? A response to Nation (2014) and McQuillan (2016) Reading in a Foreign Language, 28 (2), 299-304.
  23. 2015

  24. Schmitt, N., Cobb, T., Horst, M., & Schmitt, D. (2015). How much vocabulary is needed to use English? Replication of Van Zeeland & Schmitt (2012), Nation, (2006), and Cobb (2007). Language Teaching, 1-15.

  25. Cobb, T. & Boulton, A. (2015). Classroom applications of corpus analysis. In D. Biber & R. Reppen, Cambridge Handbook of Corpus Linguistics (pp.478-497). New York: Cambridge University Press. (Refs separate).

  26. Cobb, T. & Horst, M. (2015). Learner corpora and lexis. In S. Granger, G. Gilquin, & F. Meunier (Eds.), The Cambridge handbook of learner corpus research (pp. 185-206). London: Cambridge University Press.

  27. 2014

  28. Cobb, T., Horst, M. & Nicolae, I. (2014). Concordance Search, Rapid Reaction, Fill in the Gaps, Computer Assisted Text Selection, & Read It - Hear It - Look It Up, in A. Coxhead (Ed.), New Ways in Teaching Vocabulary. Alexandra, VA: TESOL Press.

  29. Cobb, T. (2014). A resource wish-list for data-driven learning in French, in H. Tyne, V. André, A. Boulton, C. Benzitoun & Y. Greub (Eds.), French through corpora: Ecological and data-driven perspectives in French language studies (pp 255-290) . Newcastle, UK: Cambridge Scholars.

  30. 2013

  31. Crossley, S. & Cobb, T. & McNamara, D. (2013). Comparing count-based and band-based indices of word frequency: Implications for active vocabulary research and pedagogical applications. System 41 (4), 965-981.

  32. Cobb, T. (2013). Frequency 2.0: Incorporating homoforms and multiword units into pedagogical frequency lists. In C. Bardel, C. Lindqvist & B.Laufer (Eds.), L2 vocabulary acquisition, knowledge and use: New perspectives on assessment and corpus analysis. Eurosla Monographs Series, 2 (2013). [PDF whole volume]
  33. 2012

  34. Cobb, T. (2012). Technology and learning vocabulary. Encyclopedia of Applied Linguistics. New York: Wiley-Blackwell.

  35. Cobb, T. (2012). Bush, Vannevar: Hypertext past present and future. Encyclopedia of Applied Linguistics. New York: Wiley-Blackwell.

  36. Cobb, T. (2012). Language and technology: Overview. Encyclopedia of Applied Linguistics. New York: Wiley-Blackwell.
  37. 2011

  38. Cobb, T. & Horst, M (2011). Does Word Coach coach words? CALICO Journal, 28(3), 639-661.

  39. 2010

    Cobb, T. (2009-2012). Language & Technology editor for forthcoming Wiley-Blackwell Encyclopedia of Applied Linguistics (Gen. Editor Carol Chapelle, for 2012).

  40. Cobb, T. (2010). Preface to Loft Hanté. In L. de Serres, Trousse pédagogique : Loft hanté (pp 18-24, biling.). Groupe ECP, Univ. du Québec à  Trois-Rivières ).

  41. Cobb, T. (2010).Learning about language and learners from computer programs. Reading in a Foreign Language 22(1), 181-200.

  42. Cobb, T. (2010).Review of by S. Gass & L. Selinker (2008). Second language acquisition: An introductory course (3rd edition). For Journal of Multilingual & Multicultural Development, 31(3), 323-325.

  43. Cobb, T. (2010). Instructional uses of linguistic technologies. Procedia Social and Behavioral Sciences 3, 14-23 (Conference Proceedings for 3rd ELT Conference, "Tales out of School," May 5-8, Eastern Mediterranean University, Famagusta, N. Cyprus)

  44. 2009

  45. Cobb, T. (2009). Review of Se donner le mot: Trousse pédagogique. For Canadian Modern Language Review, 65(4), 645-647.

  46. Cobb, T. (2009). Internet and literacy in the developing world: Delivering the teacher with the text. In K. Parry (Ed.), Literacy for All in Africa Vol. 2: Reading in Africa: Beyond the School. Kampala: Fountain/African Book Collective.

  47. Cobb, T. & V. Stevens. (1996; reprint 2009). A principled consideration of computers and reading in a second language, in P. Hubbard, Ed., Critical Concepts in Linguistics, Vol II: CALL & language skills (Ch. 28, 204-229). New York & London: Routledge. [Critical Concepts Link | Volumes link]
  48. 2008

  49. What the reading rate research does not show: Response to McQuillan & Krashen. Language Learning & Technology 12(1), 109-114.

    (Suite to McQuillan R. & Krashen, S. (2008). Commentary: Can free reading take you all the way: A response to Cobb (2007). Language Learning & Technology 12(1), 104-108. 'Computing the demands' 2007).

  50. Necessary or nice? The role of computers in L2 reading. In Z. Han & N. Anderson (Eds.), L2 Reading Research & Instruction: Crossing the Boundaries. Ann Arbor: University of Michigan Press.

  51. Review of T. McEnery, R. Xiao & Y. Tonio (2006), Corpus-based language studies: An advanced resource book. Canadian Modern Language Review, 64(3) 523-525.

  52. 2007

  53. Cobb, T. (2007). Computing the vocabulary demands of L2 reading. Language Learning & Technology 11(3), 38-63.

  54. Cobb, T. (2007). My Word Coach (Video game). Montreal: Ubisoft Inc. [Journal l'UQAM, Jan 08]

  55. 2006

  56. Horst, M. & Cobb. T., Eds. (2006) Second special vocabulary edition of Canadian Modern Language Review, 63(1). [CAll for papers]

  57. Horst, M. & Cobb. T. (2006) (1) Editorial: Second language vocabulary acquisition.. (2) Table of Contents In Horst, M. & Cobb, T. (Eds), Second special vocabulary edition of Canadian Modern Language Review, 63(1), 1-12 .

  58. Cobb, T. (December, 2006). Review of Nadja Nesselhauf (2005), Collocations in a Learner Corpus. For Canadian Modern Language Review. 63 (2)

  59. Cobb, T. (2006). Internet and literacy in the developing world: Delivering the teacher with the text. Educational Technology Research & Development, International Review section 54(6), 627-645.

  60. Ovtcharov, V. , Cobb, T. & Halter, R. (2006). La richesse lexicale des productions orales : mesure fiable du niveau de compétence langagià¨re. In Cobb, T. & Horst, M. (Eds). Deuxià¨me édition spéciale sur le vocabulaire, Revue Canadienne des Langues Vivantes, 63(1), 107-125.

  61. Cobb, T. (2006). The old vocabulary, the new vocabulary, and the Arab learner. Text of plenary talk for Vocabulary Symposium, TESOL Arabia, Dubai, April 2006.

  62. Cobb, T. & Horst, M. (2006). Review of Oxford Dictionary of American English and Genie CD-ROM.Language Learning & Technology, 10(1), 25-29.

  63. Cobb, T. (2006). Constructivism, applied linguistics, & language education, in K. Brown (Ed.,) Encyclopedia of language and linguistics, 2nd. ed., Vol 3, Foundations of linguistics (pp. 85-88). Oxford: Elsevier.

  64. 2005

  65. Cobb, T. (2005). The case for computer-assisted extensive reading. Contact: Special Research Symposium Issue 31(2), TESOL Ontario, 2005.

  66. Horst, M., Cobb, T., & Nicolae, I. (2005). Expanding Academic Vocabulary with a Collaborative On-line Database. Language Learning & Technology, 9 (2), 90-110.

  67. Cobb, T. (2005). Review of Michael Hammond, 2003, Programming for linguists: Perl for language researchers. London: Blackwell, for Canadian Journal of Linguistics.

  68. 2004

  69. Cobb, T. (2004). Review of Robert Stockwell & Donka Minkova (2001), English words: History and structure. New York: Cambridge University Press, for Canadian Journal of Applied Linguistics 7(1), 58-66.

  70. Cobb, T. & Horst, M. (2004). Is there room for an AWL in French? In P. Bogaards, P. & B. Laufer (Eds.), Vocabulary in a Second Language: Selection, Acquisition, Testing (pp. 15-38). Amsterdam: Benjamins. Whole book

  71. Gaskell, D., & Cobb, T. (2004). Can learners use concordance feedback for writing errors? System, 32(3), 301-319.

  72. Morris, L. & Cobb, T.(2004). Vocabulary profiles as predictors of TESL student performance. System 32(1), 75-87 .

  73. 2003

  74. Cobb, T. (2003). Do corpus-based electronic dictionaries replace concordancers? In B. Morrison, G. Green, & G. Motteram (Eds)., Directions in CALL: Experience, experiments, evaluation (pp. 179-206). Hong Kong: Polytechnic University.

  75. Cobb, T. (2003). Review of Alison Wray, 2002, Formulaic language and the lexicon, Cambridge University Press, for Canadian Journal of Applied Linguistics 6(1), 105-110. [PDF]

  76. Cobb, T. (2003). Analyzing late interlanguage with learner corpora: Quebec replications of three European studies. Canadian Modern Language Review, 59(3), 393-423.  [PDF ]

  77. 2002

  78. Cobb, T. (2002). Review of Ken Hyland, 2002, Teaching and researching writing, Longman Applied Linguistics in Action series, System 31 (1), 132-136. [PDF]

  79. Cobb, T. (2002). Review of Paul Nation, 2001, Learning vocabulary in another language. Canadian Journal of Linguistics, 46 (3/4), 242-245.

  80. Cobb, T. (2002). Review of Norbert Schmitt, 2000, Vocabulary in language teaching. Canadian Journal of Applied Linguistics, 5 (1-2), 173-177. [PDF]

  81. 2001

  82. Zahar, R., Cobb, T., & Spada, N. (2001). Acquiring vocabulary through reading: Effects of frequency and contextual richness. Canadian Modern Language Review, 57(4), 541-572.

  83. Cobb, T., & Horst, M. (2001). Reading academic English: Carrying learners across the lexical threshold.  In J. Flowerdew & M. Peacock (Eds.) The English for Academic Purposes Curriculum (pp. 315-329). Cambridge: Cambridge University Press.

  84. Horst, M., & Cobb, T. (2001).Growing academic vocabulary with a collaborative online database.   In B. Morrison, D. Gardner, K. Keobke, K., & M. Spratt (Eds)., ELT Perspectives on IT & Multimedia (pp. 189-226). Hong Kong: Polytechnic University Press.

  85. Cobb, T., Greaves, C., & Horst, M. (2001). Can the rate of lexical acquisition from reading be increased? An experiment in reading French with a suite of on-line resources. In P. Raymond & C. Cornaire, Regards sur la didactique des langues secondes. Montréal: à‰ditions logique. [Aussi en français.]

  86. Cobb, T. (2001). Review of Lars Hermeren, 1999, English for Sale. Revue québecoise de linguistique. [PDF]

  87. 2000

  88. Cobb, T. (2000). One size fits all? Francophone learners and English vocabulary tests. Canadian Modern Language Review, 57 (2), 295-324.

  89. Cobb, T. & Horst, M. (2000). Vocabulary sizes of some City University students. City University (HK) Journal of Language Studies, 1, 59-68
  90. 1999

  91. Cobb, T. (1999). Applying constructivism: A test for the learner-as-scientist. Educational Technology Research & Development, 47 (3), 15-33. [PDF]

  92. Cobb, T. (1999). Review of Ljung (Ed.), 1996, Corpus-based studies in English: Papers from ICAME 17. Revue québecoise de linguistique, 27 (2), 187-193.

  93. Cobb, T. (1999). Breadth and depth of vocabulary acquisition with hands-on concordancing. Computer Assisted Language Learning 12, p. 345 - 360.

  94. Cobb, T. (1999). Giving learners something to do with concordance output. In Information Technology and Multimedia in English Language Teaching (ITMELT 1999) (pp. 45-67). Hong Kong: Polytechnic University Press.
  95. 1998
  96. Horst, M., Cobb, T. & Meara, P. (1998). Beyond A Clockwork Orange: Acquiring second-language vocabulary through reading. Reading in a Foreign Language 11, 207-223. [Old-style PDF]

  97. Cobb, T.M. (1998). Review of C. Hill & K. Parry, 1994, From testing to assessment: English as an international language. British Association of Applied Linguistics Newsletter 55, 24-26.
  98. 1997

  99. Cobb, T. (1997). Cognitive efficiency: Toward a revised theory of media. Educational Technology Research & Development, 45 (4), 21-35. [PDF]

  100. Cobb, T. (1997). Is there any measurable learning from hands-on concordancing? System 25 (3), 301-315. [PDF]
  101. 1996

  102. Cobb, T. & Stevens, V. (1996). A principled consideration of computers and reading in a second language. In M. Pennington (Ed.), The power of CALL (pp. 115-136). Houston: Athelstan.
  103. Pre-1996 (selected)
  104. Cobb, T. (1989). Hypertext for the masses. Cà†LL Journal 1 ( 1), 14-15 .

  105. Cobb, T. (1977) The meaning of nature: A survey of the Western approach. University of Manitoba: Agassiz Centre for Water Studies, Report #13 (145 pp.) (Archives Canada Record)

  106. Cobb, T. (1975) Henry Adams and American realism (MA Dissertation) University of Manitoba Mspace (Dissertations and theses) [PDF]

  107.   Working and unpublished   ^  

    Projet de maîtrise qualifiante (For a Master's allowing bilingual teachers qualified in other subjects to become ESL teachers to meet personnel demands of universal intensive English as proposed by Charest government of 2012; in French only).

    Applied linguistics is not linguistics applied (Parallel English-French text; argument for the independence of applied linguistics from linguistics).

    Cobb, T. (In review). Building on the strengths of the Chinese learner with IT. For Language Teaching (Oxford University Pres) and for CUHK's (Chinese University of Hong Kong's) research journal Crosslinks.

    Cobb, T. (In review). Adapting real Web content for adult learners with real needs. Submitted to CMLR Jan 2005, for special CALL edition.

    Cobb, T. (In review). On chalkface & interface: A developer's take on the classroom-distance metacomparison. Response to Bernard et al. comparison of effectiveness of classroom vs. distance education. Study and comment submitted to Erlbaum.

    From concord to lexicon: Development and test of a corpus-based lexical tutor. Unpublished doctoral dissertation.
    Also in PDF from Theses Canada Portal
    Analysis of vocabulary instruction in five EFL coursebooks. Sultan Qaboos University Technical Report.

    CALL at Sultan Qaboos University Language Centre: Effectiveness evaluation. Sultan Qaboos University Technical Report.

      Published instructional materials  


    Reading workbook to accompany B. Hatim & I. Mason, Discourse & the translator (1990, Longman). HK City University publication.
    A cybernetic model of the Language Centre at Sultan Qaboos University in Oman. Report published on the web as a sample for students in Educational Cybersystemics, Dept of Educational Technology.
    (With Marlise Horst) Reading workbook for students of premedical English. Riyadh: King Saud University Press.

    Basic Student Writing. Victoria BC: University of Victoria publication.

      Conference papers, demonstrations, workshops   ^  


    ACFAS 2023
    (Assn. Canadienne-Française pour l'avancement des sciences)
    With Christina Lindqvist and Marten Ramnas (Univ. Gothenburgh)
    Université de Montréal, 12 May 2023
    Enfin! Une liste de mots française fondée sur les familles de mots PPT

    AAAL 2023 (submitted accepted cancelled )
    With Batia Laufer
    Derived Words in Texts: Effects of text level and word frequency abstract


    3rd International Symposium on Applied Linguistics Research
    Prince Sultan University
    Riyadh, Saudi Arabia
    5-6 Nov 2022 (online)
    Plenary : Data Driven Learning and the Arab learner : A particularly good match (ppt)

    JAECS 48th Conference
    Japan Assn of English Corpus Studies
    2022 Oct 1 (by Zoom)
    Plenary Workshop: Running a course on DDL principles with Lextutor
    (see 1-hr video)
    Conference Flyer here

    University of Göteborg (Gothenburg), Sweden
    5-30 September 2022
    Guest Lecture Series and Research Collaboration
    Rationale, Development, and Use of a Familes Based Word List for French

    EUROSLA 31
    24-27 August 2022, Fribourg, Switzerland
    Language Learning Round Table
    Families v. lemmas as the counting unit in pedagogical word lists ( abstract; ppt)

    AAAL 2022, Pittsbugh
    With Batia Laufer
    One family size does not fit all word lists   (ppt )


    Haifa Teachers' Conference, March
    Lextutor for course design (poster)
    Zoom conference

    ASLA Annual Conference
    Neuchatel Switzerland, June
    Assoc. Suisse du Linguistique Appliqué
    Data-Driven Course Design
    (See 'papers' 2020)


    Institut de langue et civilisation française
    Uni. Neuchatel, November Corpus for courses     (poster)
    Invited lecture

    Summer, Leuven Belgium
    Third Vocabulary conference
    The third-K slump: What lexical tutors can learn from Lextutor users

    BAWE 10-years-on symposium
    Coventry University,London
    What do learners actually do with a corpus?
    plenary ppt | programme

    University of Lorraine
    Invited address
    Lemma v family as unit of word counting     (poster)



    AAAL ( PPT)
    Broad v. Narrow Band Lexical Frequency Profiling
        - v.4 / final version
    Portland, Oregon
    21 March 2017


    Western University
    Vocab Group Canada, Stuart Webb org.
    October, 2016
    Vocab@Tokyo v.3; VP en français - découvertes

    University of Gothenburg, Sweden
    27-30 November, 2016
    Guest Lecture Series
    Vocab@Tokyo v.2; VP en français - découvertes

    TALC 2016 Conference ( PPT)
    (Teaching and Language Corpora)
    Giessen, Germany
    19 to 22 July 2016

    Is learning French like learning the guitar? (Easy start, hard finish)
    Symposium La notion de compétence lexicale en didactique du lexique
    Colloque de l'AIRDF (ppt)
    Montréal, 25-27 August 2016

    VOCAB@Tokyo (Website)
    Sept 12-14, 2016


    GLoCALL 2015 Conference (Plenary, paper, & workshop)
    Daejeon, South Korea
    12 to 14 November 2015

    Simon Fraser University, Dept of Linguistics Colloquium Series
    Burnaby,British Columbia, March 12
    Corpus Insights from Lextutor R&D, PPT, Handout

    AAAL 2015, Toronto
    The shape of the French lexicon by frequency and coverage, PPT


    AILA Assn. internationale de linguistique appliquée
    Brisbane, Queensland, Australia, August 10-15
    (1) Vocab Symposium, Aug 13 Adopting corpus-based tools from English to other languages
    (2) Meta/Synthesis Symposium, Aug 13, with Alex Boulton, Using corpora in language learning :A meta-analysis of effectiveness and efficiency

    TALC (14th Teaching and Language Corpora)
    Lancaster University, UK, July 21
    With Alex Boulton, Assembling the data on data-driven learning: A meta-analysis of design issues and outcomes

    SPEAQ Campus (Societé pour la promotion et l'encouragement de l'Anglais L2 au Québec - Students' Version)
    Molson School of Business, 8 Feb 2014
    Discussant - The role of technology in the ESL classroom

    3rd International Conference on Second Language Pedagogies
    University of Toronto, Mississauga
    Feb 1, 2014
    Opening Plenary, To Improve Learners' Proficiency and Accuracy - Does Research Have a Role? PPT


    AAAL 2013
    Dallas, Texas - March 25-17
    With Marlise Horst & Joanna White, Developing a useful measure of French-English cognate awareness PPT

    Sunshine State TESOL
    Orlando, Florida
    Teachers' Top 10 Uses of a Language Corpus +PPT
    Workshop: Developing Web content with Lextutor

    UQAM Ecole de langues - Journé d'étude - 21 mai
    Que savons-nous de la compétence lexicale en langues secondes et etrangà¨res?
    10 façons d'utiliser un corpus de langue en classe de français

    SPEAQ (Societé pour la promotion et l'encouragement de l'Anglais L2 au Québec)
    Montreal, Hilton Hotel, 15 Nov 2013
    Discussant - The role of technology in the ESL classroom

    Vocab @ Vic
    Victoria University of Wellington, NZ
    19 December 2013
    Plenary: A lot of banks: Can collocates tell them apart?


    Learning Sciences Research Seminar
    March 26 (Mon) 12-13h
    Technology as applied research: Research findings are just step one

    TESOL Conference
    Philadelphia, PA

    March 29, Thurs, 13-15h45
    Colloquium: Transitioning IEP students to university reading
    Talk: Technical vocabulary as a way into academic reading

    March 30, Fri, 10-11h30
    Colloquium: Using corpus resources and findings in ELT
    Talk: 10 uses of a million word corpus in ESL (ppt)

    Yonsei (Korea) Corpus Symposium
    Seoul, March 31
    Invited video greeting here

    Pan-SIG / JALT (Japan Assn. of Language Teachers)
    Hiroshima, Japan
    June 16-17 New Literacies: New challenges and opportunities for language learners [PPT | Video]
    Learning French with a corpus [PPT]

    Temple University Japan
    Distinguished Lecturer Series - October/November 2013
    Osaka - weekend course - Oct 27-28.
    Tokyo - weekend course - Nov 3-4


    Concordia University, TESL Centre ,
    October 14, all day
    Workshop for Teachers: Developing a complete online ESL vocabulary course at any level with The Compleat Lexical Tutor

    Association for French Language Studies (AFLS: WWW),
    Nancy, France, Sept 8-10
    Invited plenary: A Resource Wish-List for DDL in French

    AAAL 2011
    Chicago, IL
    Invited discussant for colloquium, The validity of vocabulary measures
    27 March 2011

    McGill CIRMMT (Centre for Interdisciplinary Research in Music Media & Technology )
    and CRLMB (Centre for Research in Language, Mind and Brain)
    Feb 19: What patterns in corpora can tell us about the organization of music and language
    Title of invited presentation: "Some things a corpus can tell us about a language" [PPT]

    Teachers College, Columbia University, New York
    2011 APPLE Lecture (Applied Linguistics & Language Education)

    Feb 11, Invited Lecture: "How the language teachers of the world built a data-driven, web based learning tool"
    Feb 11, Research colloquium: Frequency 2.0: Applying corpus research intelligently [ppt]
    + Interview with T.Coll. Grad Students (with links to video files)

    Ontario TESL Association
    Feb 5, Wellington-Waterloo Winter PD Session [PDF]
    Invited lecture: "Pathways through Lextutor: How language teachers combine routines"


    TESL Alberta 2010
    Past and future of Lextutor + workshop (PPT)
    Nov 5, Edmonton

    EUROSLA 2010
    Sept 1-4, Università  di Modena e Reggio Emilia
    Reggio Emilia, Italy
    Colloquium (B. Laufer) Researching vocabulary use: Insights from corpus analysis
    With M. Horst & L. Collins: Teacher talk as lexical environment ( Abstract )
    Sites: Conference |

    Developing multidimensional methods for vocabulary assessment
    May 20-21, Workshop, University of Stockholm
    Invited Presentation: DDL 2.0: The challenge of homographs and frequent multi-words
    Documents: Program | PPT

    3rd Intl ELT Conference
    May 5-7, Eastern Mediterranean University
    Famagusta, N Cyprus
    Invited Plenary: Instructional Use of Cognitive Technologies
    Sites: Conference | PPT

    Séminaire RALI-OLST
    Groupe Recherche appliqué en linguistique informatique
    Mar 31
    Université de Montréal
    Applying language technologies to problems in language instruction (PPT )

    AAAL 2010
    Mar 5 - 8
    Atlanta, GA
    Solving the homonyms problem in Vocabprofiles (PPT | Handout)

    Centre for Faculty and Staff Development
    Feb 8, 2010, Newnham Campus
    What's new on Lextutor? ( PPT | Handout )


    SLRF 09
    (Second Language Research Forum)
    Oct 29 - Nov 1, Univ Michigan, E. Lansing
    Invited Workshop: Making and using learner corpora Conference Site | PPT

    7th Bridging the Gap between Teaching & Learning
    Oct 16, Education, Concordia, Montreal
    Invited Workshop: Using Lextutor

    Concordia Applied Linguistics Redsearch Group
    Oct 13, Does Word Coach coach words? What was learned from a video game

    Qatar TESOL IV
    Apr 10-12, Content & Language
    CNA-Q, Doha, Qatar
    Language through content? Lessons from the past (PPT)

    AAAL 2009
    Mar 20-24
    Denver, Colorado
    Does Word Coach Coach Words? (PPT)


    Universidad de Quintana Roo, Mexico
    FONAEL (Foro Nacional de Estudios en Lenguas), Nov 9-12
    Ponente Plenario (Plenary address)
    What happens if you DON'T teach vocabulary? UQROO | PPT

    University of Pittsburgh
    Oct 3, Colloquium Series
    Dept Linguistics/English Language Institute
    Does My Word Coach coach words? Series | PPT

    Centre de Formation de la Pointe-du-Lac
    All-day workshop for CEGEP teachers: Teaching ESL with Technologies

    TESOL 08
    With H. Roessingh (U. Calgary)
    New York, NY, April
    Poster: Vocabprofile for Kids
    Docs: Handout | PPT


    Washington University in St Louis
    Invited lecture and workshop
    Oct 22-23
    St Louis, Mo
    Lecture: Computing the vocabulary demands of L2 reading
    Workshop: Multiplying the vocabulary supply with computing
    Docs: Flyer | PPT | Workshop

    CNA-Q 2007
    College of the North Atlantic - Qatar
    August 22-23
    Doha, Qatar
    Title 1: Developing and Testing a Technical Word List: How and why PPT
    Title 2: What has the Arab ESL learner taught us? PPT

    AAAL 2007
    April 21-24
    Costa Mesa, California
    Co-organizer of Invited Colloquium (Conf site | Symposium PPTs)
    Title: Getting the Word Out: Large-Scale Implementations of Vocabulary Research

    AAAL 2007
    Invited presentation
    Title: Building Vocab Principles into a Mass-Distribution Video Game


    TESOL Arabia 2006 (PDF Brochure, www.tesol.org, PPT plenary, PPT workshop)
    March 27, 2006 Invited plenary speaker, Vocabulary symposium
    Vocabulary Matters
    Title: The old vocabulary, the new vocabulary, and the Arab learner

    TCELT 2006 - "IT in ELT" (Brochure, PPT, Newspaper)
    Northwest University, Shenyang & Chinese University, Hong Kong
    June 1-2 and 5-6, 2006
    Invited plenary speaker
    Title: Building on the strengths of the Chinese learner with IT

    ESRC (Economic and Social Research Council UK )Seminar
    "Testing and teaching vocabulary in a second language setting"

    Centre for Applied Language Study, Swansea University, UK
    June 8-9, 2006
    Invited plenary speaker
    Title: What's needed now in vocabulary testing?

    Concordia Workshop for In-Service Language Teachers
    Title: L2 reading on a computer screen: Why and how (Blurb)
    October 2006


    SLRF 05 (Website)
    Second Language Research Forum
    Teachers College, Columbia University
    New York, Oct 7-9
    Title: Advanced learners' use of cognates in receptive language processing

    McGill University
    AMLF - Arts Multimedia Language Facility
    Montreal, May 13
    Title: Lextutor.ca for French instructors (worksheet)

    Iowa State CALL Club
    (Carol Chapelle's Research Students)
    Ames Iowa, May 1
    Title: The case for computer-assisted extensive reading


    TESL Ontario 2004
    Research Symposium
    Sponsor CCI (Canada Citizenship & Immigration)
    Toronto, Nov 18-20
    Title: Computer solutions to classic problems in L2 vocabulary acquisition - Abstract

    University of Michigan English Language Institute
    Brown Bag Series, 5 Oct 2004
    Cracking the logical problem of building second lexicons

    TELUQ - August 2004
    Title: The Compleat Lexical Tutor for Translators
    Two digital film sessions
    For use in courses:
      * TRA 4010 - La traduction vers le français : une introduction
      * TRA 4030 - Outils, ressources et environnements d'aide à  la traduction

    CALS Annual Vocab Acquisition Group (VARG) Research Symposium
    Centre for Applied Language Studies, Swansea UK, July
    Title: Francophones' cognate avoidance: How deep is it? Abstract | PPT

    TESOL 2004
    Long Beach CA, Mar 31 - Apr 3
    (click Preliminary Program)
    Invited pre-conference research symposium participant
    Symposium: Researching instructional and learning processes of L2 reading.
    Title: Computer solutions to classic L2 reading problems
    PPT: www.lextutor.ca/tesol_2004

    AAAL 2004
    Portland OR, May 1-4
    Title: Concordance feedback for errors in writing.
    PPT: http://www.er.uqam.ca/nobel/r21270/cv/ppt/aaal_04

    SPEAQ Campus
    Montreal, Jan 31
    Ten things you can do with a text online.

    Official Languages Programs
    Montreal, Feb 1
    Guided tour of online resources
    Council of Ministers of Education/Conseil des ministres de l'éducation
    Course Directors' Annual Meeting
    Programmes Website

    Atelier de formation pour les professeurs de langues
    Université de Montréal, 16 avril 9-12
    Apprendre du vocabulaire à  l'aide d'un ordinateur en réseau
    [ Affiche ]


    Literacy Without Borders
    3rd Pan-African Conference on Reading for All
    Kampala, Uganda, August
    Internet & literacy in the developing world: Delivering the teacher with the text.

    SITSAT Montréal
    3e Colloque régional pour l'intégration des TIC à  l'éducation des adultes

    Centre Clément, Comission Scolaire Marguerite-Bourgeoys
    23 mai 2003
    Using The Compleat Lexical Tutor's builder routines with your learners.

    AERA (American Educational Research Association)
    Chicago, 23-25 April

    Symposium discussant for Bernard, Lou, Abrami et al, Is distance education equivalent to classroom instruction? A meta-analysis of the empirical literature.

    (With Lori Morris) Vocabulary profiles as predictors of the academic performance of TESL trainees.

    AAAL (American Assoc. of Applied Linguists)
    Washington DC
    The last word in resource-assisted reading.


    McGill EGSS (Education Grad. Students Society) Conference
    Directing the Winds of Change
    November 9, 2002
    Internet & literacy in the developing world.

    TESL Nova Scotia
    St Mary's University, Nova Scotia, November 15-16 2002
    Plenary: Using IT to find and exploit i+1

    TESL Alberta
    University of Edmonton, Alberta, October 18-19 2002 (Conference site) Plenary: Information technology for designing comprehensible input

    AAAL 2002
    American Association for Applied Linguistics, April, Salt Lake City, Utah.

    Expanding academic vocabulary with a collaborative online database (with Marlise Horst).

    Vocabulary profiles as a predictor of TESL student performance (with Lori Morris).

    Second Language Vocabulary Acquisition Colloquium
    University of Haifa (Israel) / Leiden University (The Netherlands)
    Leiden, March 15-17, 2002, with Marlise Horst, (visit conference site.)
    Is there a GSL (General Service List) and AWL (Academic Word List) in French?

    (Centre Interuniversitaire de recherche sur le Téléapprentissage)
    Les Ateliers du Vendredi - 22 February 2002
    Traduction du logiciel Compleat Lexical Tutor en français


    YMCA Montreal Downtown, 11 December
    Workshop for teachers
    Introduction to computer assisted language learning.

    SPEAQ 2001
    (Société pour la promotion de l'Anglais langue seconde au Québec)
    Ste-Hyacinthe, Québec, 3 November.
    Using technology to pin down basic vocabulary and word banks in the MEQ's new curriculum.

    Concordia-McGill Applied Linguistics Research Group
    Research update, 9 October.

    IT-MELT'01, Hong Kong
    (Information Technology and Multimedia in English Language Teaching,
    HK Polytechnic University, 1-2 June)
    Growing an academic L2 lexicon with a collaborative online lexical database.
    [Visit conference site.]

    Centre d'à‰tudes Professionelles, St-Jerà´me, Québec, April
    Frequency and language learning: Using The Compleat Lexical Tutor

    à‰tudes francophones, multimédia et internet
    Centre d'études francophones Québec-Pacifique de Simon Fraser University
    Conférencier invité / Invited speaker [Visit conference site].
    Translating data-driven language learning into French, March 8-10

    AAAL 2001
    St Louis, Mo., February 15
    Two mysteries of vocabulary acquisition, with Nina Spada

    Groupe de recherche en ingénierie de la langue (GRIL), l'Université d'Ottawa
    Can the rate of lexical acquisition through reading be increased: An experiment reading French with online resources, November 22

    Rencontre en sciences cognitives, UQAM
    Adaptations pédagogiques des outils cognitifs, September 15

    Ecole de langues, UQAM, Journée techno-pédagogique
    Collaborative vocabulary with an online database, August 30

    Vocabulary Acquisition Research Group, Swansea University, UK
    Roles of frequency and context in vocabulary acquisition, July 10

    Grammars of English, Concordia University
    Grammars of English: Workshop on connectionism, March 21

    Second Language Workshop and Seminar Series, University of Victoria (BC)
    Data-Driven Language Learning On-Line, March 16

    AAAL 2000
    Vancouver, BC
    Analysis of a corpus of Quebec learners' English, March 12

    Second Language Institute, University of Ottawa
    Data-Driven Language Learning On-Line, March 3

    Symposium 2000 - Education for a New Century
    Dept. of Educational Technology, Concordia University, February 11.
    Keynote Address,
    Is the computer following ETV and the language lab into the dustbin of ed tech history? 

    UQAM, Teaching ESL in Developing Countries, 3 February.

    IT-MELT'99, Hong Kong
    (Information Technology and Multimedia in English Language Teaching, Polytechnic University, 6-7 November)
    Giving learners something to do with concordance output.

    SPEAQ (Société pour la promotion de l'Anglais langue seconde au Québec)
    Toward a compleat on-line lexical tutor, 29 October.

    CSLP Research Fair
    Centre for the Study of Learning & Performance, Concordia
    Lexical access speeds for cognate and non-cognate words, 9 October.

    AAAL 1999
    Stamford CN
    (American Association for Applied Linguistics)
    Vocabulary size tests: One size fits all?

    RASCALS-SPEAQ (CEGEP Vieux-Montréal, January)
    (Regroupement au service des Cegeps en anglais, langue seconde - Société pour la promotion de l'anglais langue seconde au Québec)
    Paradoxes of vocabulary acquisition

    Seventh Annual ALC-GELI Convention, Havana
    (Grupo de Especialistas en Lengua Inglesa de la Asociacià³n de Linguistas de Cuba, December).
    Vocabulary size tests.

    CCALL3, Université Ste-Anne, Nova Scotia
    (Third Canadian Conference on Computer Assisted Language Learning)
    Breadth and depth of word learning through concordancing, June.

    McGill Language Research Group
    A gap in the lexicon: Hidden lexical needs of Francophone learners (with Ernie Bauer).

    CSLP Research Fair
    Centre for the Study of Learning & Performance, Concordia
    Connectionism - what it looks like, how it works, interpreting its output.

    TESL Centre, Concordia
    Theory and practice of online language testing.

    Concordia-McGill Applied Linguistics Research Group
    Development of an instrument for measuring lexical access speed: Effects of feedback and practice on access times.

    1997 FLEAT III, Victoria BC
    (Foreign Language Education and Technology)
    The learner as lexicographer (with Marlise Horst).

    From concord to lexicon: Development and test of a corpus-based lexical tutor.

    Lancaster University, UK.
    Workshop/demonstration: Can concordance software be made learner-friendly?

    DYFFRYN conference on lexis
    Design for an empirical study of student concordancing.

    TESOL 1996
    Teaching English as a Second or Other Language, Chicago
    Demonstration of TEXPERT v.3 text-manipulation software.

    TESOL Arabia
    Al-Ain, United Arab Emirates
    Importing reading tests into the Arabian Gulf: Analysing the task.
    ETEC Student Symposium
    Collecting user data in CAL: Why, how, and managing the volume.

    TESOL (Atlanta)
    Demonstration of TEXPERT v.2 text-manipulation software.

    TESOL (New York)
    Demonstration of TEXPERT v.1 text-manipulation software.

      Web Software (all categories)   ^  

    All principle routines are assembled at COMPLEAT LEXICAL TUTOR v.8.x


    Final migration of 1996 Texpert project to Web (full-sized corpus of graded readers for learner-comprehensible concordances; full list-to-user-glossary facilitation at List_Learn; incorporation of PET*2000 activities like ID words); first of several planned sub-domains on own servers (e.g., http://conc.lextutor.ca for rapid dedicated concordance output (1 second per million words of search), to be followed by dedicated VP server and others); revamped concordancer with one interface for English, French, and German, plus greater emphasis on collocation search; full German corpus named Braun and based on Brown corpus; a SAVE option on major tutorial authoring pages (Hypertext 1, Hypertext 2, VP_Cloze, N-Word Cloze)to allow teachers to make and house work for their students on Lextutor; incorporation of more than 30 corrections and suggestion proposed by users; completion or improvement of several minor routines (Randomization, Group Lex, MultiConc).


    Word family unit of analysis for VocabProfile and increasingly throughout the system; Hypertext Bulder output links to three Reading-Plus activities corresponding to Meara's three dimensions of lexical competence (form, meaning, access); output links between several related programs (e.g., Tex_Lex_Compare output is forwarded on to VP); Range analysis extends to user-input texts; Familizer changes any word list into a family list; Keyword analysis; Vocabprofile inputs expanded to calculate coverage of domain specific lists...
    Multi-Concord + Quiz Builder Provides either multiple concordances (e.g., for comparing behaviour of word pairs like shall and will) or multiple concordance exercise for learners (learners replace missing words from several contexts for the same word - a carryover from thesis work).

    Spanish TTS On request from Spanish instructors at U de Montréal, Spanish text-to-speech capacity has been added to Lextutor and integrated into Spanish Hypertext routine (others to follow).

    Suite of text utilities
    Tag Stripper
    To use web or other tagged texts for text analysis or input to Builder programs, the HTML tags may get in the way.

    Story Concordance
    A further development of the resource-assisted reading concept developed for Boule de Suif - clicked word shows not only dictionary-linked concordance for that word, but now also designates the chapters it will appear (has appeared) in, and in addition has made every word in the concordance itself clickable for further information.

    Corpus Builder
    When building a corpus for example of learner writing, it may be necessary to join several files into one. This utility allows combination of ten files, which can in turn be assembled in groups of ten...

    Word family analysis added to VocabProfile (French and English).

    Video Cloze
    Teachers can make cloze passages with accompanying sound or RealPlayer video.

    Reaction Speed Instrument
    Related to the growing interest in access as a measure of lexical comptetence, this research instrument takes user inputs (e.g., words and non-words) and creates an experiment which captures user lexical decisions in milliseconds.

    Text Concordance
    Joining the several corpus concordance options on the site, this program lets users make a full concordance listing out of their own texts.

    Phrase extractor
    One of the discoveries of corpus linguistics that has impacted both general and applied linguistics is the amount of string or phrase repetition in English (discussed in review of Alison Wray, above, and learner corpus study (both 2003). The discovery came with computational analysis of large corpora, using software that remains generally unavailable. This routine gives users the general idea with their own (modest sized) input texts. Also in French.

    By user request, finer categories or frequency analysis have been made available (mainly in the 1000-word level, including function and content, 0-500 and 501-1000). A French version has been developed (described in Cobb & Horst, In press, see above).

    Vocab stats
    By user request, simple statistics routines often used in lexical studies (descriptive, t-test, correlation, and Chi-square) have been adapted and included on the site and adapted to typical uses (for example, Vocabprofile comparisons by Chi-square are set up specifically for this purpose).

    Vocabprofile Cloze Builder
    Teacher or learner's text is transformed into a deletion exercise focusing on words at one of six frequency levels.

    Homework assembler
    By teacher request, an input system that allows students to contribute their assignments to a collective database and view each other's contributions conveniently.

    N-Word Cloze Builder
    By teacher request, a version of cloze builder that allows any text entry, auto-link to several additional information sources, related sound file if available, and split-screen for longer files so sound and answer-checking controls remain visible at all times. Also in French.

    Group Lex v.4
    Following user studies in several sites world-wide (College Militaire St-Jean; UAE University, Dubai; Hong Kong University, Cont. Ed, Concordia, Ecole de langues, UQAM) a number of modifications have been made:

    • Teacher editing facility
    • Intermediate screen allowing student preview and edit
    • Separation of entry and presentation screens to block double entries
    • Text-to-Speech for all words in database by click or drag for both words and phrases.

    Additional Hypertext Builders
    Builders have now been joined by several resource options, including the new Cambridge Advanced learner dictionary and a bilingualized Chinese dictionary. User links own text to a wide variety of reading resources including text-to-speech which can be accessed by clicking.

    Text-to-Speech capacity added to Listlearn and Resource-Assisted Reading

    Bilingual (parallel English-French) capacity is added to site generally (75% complete at January 2002)

    Suite of bilingual for-teacher resources under development including
    HYPERBUILDER - a make-your-own hypertext system which transforms user's text into a hyper-document linked to click-on resources (bilingual).

      Tutorial Software (up to 2003)  


    Updates and additions
    Export Lexical Database.
    Stripped down PHP based version of lexical database developed for TESL-298 (below and described in Horst & Cobb, 2001) now available for free distribution (in use Hong Kong University project, November, 2001).

    Online successor to PET*2000 (1995) system for vocabulary expansion. Full diagnostic tests, concordance-linked frequency lists with progress tests, full length texts with R-READ resource pack, frequency analysis software, full concordancing facility, and supporting research documents.

    Class website for APLI-644, Computers and language teaching.

    Class website for TESL-298, Academic vocabulary development.

    Class website for LIN-9960, Introduction to connectionist models of language acquisition and processing.
    Class website for LAN-4150, Advanced reading and writing for ESL teachers - includes lexical database (group lex) and student writing.
    A 50-minute placement test measuring skills in three areas, in multiple choice and written format; paired with analysis routine which also performs ongoing item analysis. In three versions: general English, English for TESL trainees, and English for Specific Purposes (Dép. du tourisme et le hà´tellerie, UQAM). Basis of research reported in Cobb (2000).
    1995 PET*2000
    Successor to PET*200; a corpus and concordance-based lexical tutor especially modified to introduce lower-intermediate learners to 2000 new words in multiple contexts.
    1995 WORD STACK
    Database where students can store/review/test themselves on words and contexts they have culled from PET*2000 corpus; includes set of five learner-designed practice activities.
    1994 PET*200
    A word list-driven subset of Texpert, adapted to introducing learners to 200 high-frequency words in multiple contexts through five practice activities of increasing complexity.
    Two full-length, four-skill, multimedia versions of Cambridge University's Preliminary English Test (PET).
    1993 LEXIQUIZ
    A vocabulary review tutor accessing a large database of words each fitted to a definition and example.
    1991/93 TEXPERT
    An integrated suite of more than a dozen text manipulation activities at three skill levels.
    Video demonstration, 1993, Director Frank Roop
    1992 ARABY
    A parallel version of Texpert running in the Macintosh Arabic system.

      Cognitive simulations  


    Using an algorithm of a few lines, this program simulates a common student strategy for answering reading comprehension questions, namely to find the clause in the text matching the greatest number of content words in the question and offer this as the answer. Program outcomes not significantly different from those of human learners.
    This program performs phrase-structure question transformations through a simple all-purpose chunking algorithm, casting doubt on the need for specific innate knowledge in language learning.
    1994 MARKER
    This program simulates teachers' strategies and criteria for grading elementary written compositions, producing outcomes not significantly different from those of human instructors. It shows either how much a machine can do - or else how little some teachers do!
    1995 CHOMSKY
    The program generates random strings of words, and a human operator teaches it which of these are acceptable English sentences. In a time the program generates almost entirely correct, novel sentences, showing how easily syntax can be acquired if negative evidence is provided.

      Research-oriented software

    To 2001, then incorporated into www.lextutor.ca (above)

    2001, 2004, 2006, 2013 WEB-BASED VISUAL VOCAB PROFILE

    Text analysis program that breaks any text into lexical divisions (GSL, UWL, others) following research of Nation and colleagues. Like Nation's program VocabProfile, but available online and allowing colour as well as numeric visualisation of output. Also French version (2013)
    RT Subjects inspect one of several dozen line drawings, then answer multiple choice questions drawing either a semantic or a grammatical distinction. Of particular interest is Francophone children's skill with his/her distinctions, as compared to their skill with semantic distinctions. The program records RT in milliseconds (from presentation of question to answer) and correctness of response. Developed for use in a doctoral project.
    Self-report instrument that presents content words from a specified text for subject to indicate present knowledge of (0=I have never seen word, 1=I have seen word but do not know its meaning, 2=I think I know its meaning, 3=I know its meaning and can use it productively). Use reported in Horst, M., & Meara, P. M. (2000), Test of a model for predicting second language lexical growth through reading, Canadian Modern Language Review.
    Text analysis program for Macintosh that breaks any text into lexical divisions (GSL, UWL, others) following research of Nation and colleagues. Like Nation's VocabProfile, but allows inspection of process rather than merely result, and runs on Macintosh rather than PC computers. Partially adapted for French as of January 1999.
    1998 ITEMISER

    Gathers data from students' right and wrong answers to receptive questions on an online test, producing a facility index for each question.
    Students see either real English words or random string of letters, press a Yes or No key when they have decided, and computer records RT (reaction times) in milliseconds. Adaptable to numerous types of wordlists and feedback conditions.
    Texts are analysed for their composition in terms of percentage of words at the 2000 frequency level, at the academic discourse level, or beyond either level.
    1994 SHRINK
    A data-reduction program for making sense of large amounts of dribble-file data generated by students using CALL programs.

      Graduate supervision   ^  


    Maria Zirkly, Les dictionnaires monolingues, bilingues et semi-bilingues en FLS : usage, niveaux des apprenants, effets sur l'apprentissage

    Valentin Ovtcharov, Lexical correlates of success in civil service oral interviews (MA)

    Natacha Bergeron, When can cognate awareness be taught? (MA)

    Nancy Hebert, Francophone learners' cognate recognition and processing in and out of context (MA)

    Hsing Fei Huang, Breadth vs. depth of lexical knowledge as predictor of reading ability? (MA, McGill, co-directed with Carolyn Turner).
    Delian Gaskell, Can and will elementary ESL learners use concordance information to correct their own written errors?


    Tim Dougherty, An investigation of the dual mechanism model of past tense formation: Does it apply to non-native speakers? (MA, McGill, co-directed with Carolyn Turner).
    Rick Zahar, Examining conditions of incidental L2 vocabulary acquisition through reading. (MA, completed September 1999, McGill, co-directed with Nina Spada).



    Diploma in French language and linguistics, Univ. de Paris - Sorbonne, 1983
    Modern standard, School of Advanced International Studies, Washington DC, 1989.

    Colloquial Egyptian, McGill University, 1992.

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