Anthony Becker

Associate Professor

About

  • Find Me On:

    google-plus
  • Website:

    https://goo.gl/SBNfz9
  • Office Hours:

    Fall 2019: TUES (9:30am-11:30am); FRI (3pm-4pm); or by appointment
  • Role:

    Faculty
  • Position:

    • Associate Professor
  • Concentration:

    • Language (undergraduate)
    • TEFL/TESL (graduate)
  • Department:

    • English
  • Education:

    • Ph.D., Applied Linguistics

Biography

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.

Publications

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.

Courses

  • E601: Research Methods in TESOL

    I am teaching this course in Fall 2019. This course focuses on introducing students to classroom-based research as a method of improving teaching and learning in TEFL/TESL classrooms. Specifically, this course focuses on conducting classroom-based research as an important activity for refining teaching techniques and methods in the TEFL/TESL classroom. Students gain hands-on experience with conducting classroom research in the four skills (i.e., listening, reading, speaking, and writing) within the context of the TEFL/TESL classroom. Finally, the course explores the relative strengths and potential challenges of different approaches to classroom-based research, as well as how these pieces of information can contribute to gaining expertise in TEFL/TESL teaching.

  • E634: Topics in TESOL (Topic: English for Specific Purposes)

    I am teaching this course in Fall 2019. This course provides an overview of important aspects of the ESP curriculum and syllabus design, development, and evaluation as well as an examination of current research topics in ESP. The course familiarizes students with theoretical and practical issues related to the various stages of a language course design, including the needs analysis, selection of course content, and the development of corresponding instructional materials for ESP instruction. The course provides students with an opportunity to engage in two course projects that are tailored to meet their individual interests in ESP course design and/or research.