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Office Hours:Spring 2020: TUES (1:30pm-2:30pm); WED (9:30am-10:30am); or by appointment
- Associate Professor
- Linguistics (undergraduate)
- TEFL/TESL (graduate)
- Ph.D., Applied Linguistics
Dr. Anthony Becker is an Associate Professor in the English Department, where he teaches courses within the TEFL/TESL program and coordinates workshops for INTO CSU. He holds Ph.D. and M.A. degrees in Applied Linguistics from Northern Arizona University and Georgia State University, and an undergraduate degree in Psychology from Millersville University of Pennsylvania. His current teaching/research focuses on second language assessment, research methods in applied linguistics, and meta-cognitive aspects of writing. Outside of academia, Anthony enjoys being outdoors and spending time with his wife, Tatiana, his son Mikhael, and their very vocal cat, Gracie. He is excited to be in Fort Collins and enjoys contributing to the great learning environment at CSU.
Nekrasova-Beker, T., & Becker, A. (in press). The use of lexical patterns in engineering: A corpus-based investigation of five sub-disciplines. In U. Romer, V. Cortes, & E. Friginal (eds.), Advances in corpus-based research on academic writing. Amsterdam, Netherlands: John Benjamins Publishing.
Nekrasova-Beker, T., & Becker, A. (2019). Lexical bundles in university course materials: From academic English to pathway to mainstream engineering. International Journal of Corpus Linguistics, 24(2), 143-168. https://doi.org/10.1075/ijcl.17075.nek
Becker, A., & Nekrasova-Beker, T., (2018). Investigating the effect of different select-response item formats for reading comprehension. Educational Assessment, 23, 296-17. https://doi.org/10.1080/10627197.2018.1517023
Becker, A. (2018). Not to Scale? An Argument-based Inquiry into the Validity of an L2 Writing Rating Scale, Assessing Writing. https://doi.org/10.1016/j.asw.2018.01.001
Nekrasova-Beker, T., Becker, A., & Sharpe, A. (2017). Identifying and Teaching Target Vocabulary in an ESP Course, TESOL Journal, 8, https://doi.org/10.1002/tesj.365
Nekrasova-Beker, T., & Becker, A. (2017). Integrating Project-based Learning into English for Specific Purposes Classrooms: A Case Study of Engineering. In M.K. Long's (Ed.) Language for Specific Purposes: Trends in Curriculum Development. Georgetown University Press.
Becker, A., Nekrasova-Beker, T., & Petrashova, T. (2017). Testing as a Way to Monitor English as a Foreign Language Learning, TESL-EJ, 21, 1-17.
Becker, A., Matsugu, S., & Al-Surmi, M. (2017). Balancing Practicality and Construct Representativeness for IEP Speaking Tests, Asian-Pacific Journal of Second and Foreign Language Education, 2, 1-16. https://doi.org/10.1186/s40862-017-0041-z
Becker, A. (2016). Student-generated Scoring Rubrics: Examining their Formative Value for Improving ESL Students' Writing Performance, Assessing Writing, 29, 15-24. https://doi.org/10.1016/j.asw.2016.05.002
Becker, A. (2016). L2 Students' Performance on Listening Comprehension Items Targeting Local and Global Information, Journal of English for Academic Purposes, 24, 1-13. https://doi.org/10.1016/j.jeap.2016.07.004
Becker, A. (2014). Avoidance of English Phrasal Verbs: Investigating the Effect of Proficiency, Learning, Context, Task Type and Verb Type, Asian Journal of English Language Teaching, 24, 1-33.
Becker, A. (2011). Examining Rubrics Used to Measure Writing Performance in US Intensive English Programs, The CATESOL Journal, 22, 113-130.
Becker, A. (2010). Distinguishing linguistic and discourse features in ESL students' written performance. Modern Journal of Applied Linguistics, 2, 406-424.
E638: Assessment of English Language Learners
I am teaching this course in Spring 2020. This course prepares language teaching professionals with the knowledge and skills they need to design, implement, and utilize language assessments that are reliable, valid, and ethically-based. Specifically, the course familiarizes students with the fundamental concepts and principles involved in the language assessment of second/foreign language learners, and it engages students in the planning and construction of both traditional and alternative language assessments. Furthermore, the course develops students’ ability to analyze and interpret statistical results, for the purposes of guiding instruction and improving language program effectiveness. Finally, the course invites students to investigate the ways in which assessment results can be used to account for and evaluate student performance, as well as improve language teaching practices.