Michael P.H. Rodgers
Assistant Professor; Assistant Director ALDS (Applied Linguistics & Discourse Studies)
|Degrees:||Degrees: B.A. (University of Lethbridge), M.Sc. (Temple University), Ph.D. (Victoria University of Wellington)|
|Phone:||613-520-2600 x 6639|
|Office:||252 Paterson Hall|
Michael Rodgers, PhD, is an Assistant Professor within the School of Linguistics and Language Studies, Carleton University, Canada, where he teaches courses on EFL/ESL pedagogy and Second Language Acquisition theories. His research is concentrated in two areas: language learning through viewing video, and vocabulary acquisition. His research on video has concerned comprehension of episodes of authentic television programs viewed with and without captions. Research on vocabulary acquisition has focused on word learning through viewing video, lexical coverage of television and movies, and acquisition of formulaic sequences in the language classroom.
Dr. Rodgers received his PhD in Applied Linguistics from Victoria University of Wellington (2013). He holds a bachelor’s degree in Education from the University of Lethbridge (1992) and a master’s degree in Teaching English as a Second or Other Language (TESOL) from Temple University (2006). He previously taught courses in applied linguistics, language development, and TESOL at the University of Nottingham. His teaching career also includes extensive experience teaching English as a second (ESL) and foreign language (EFL), English for academic purposes (EAP), and English for specific purposes (ESP) to learners of various levels of proficiency. Dr. Rodgers’ research has been published in various journals, including Language Learning, Applied Linguistics, TESOL Quarterly, and the CALICO Journal.
- Second Language Acquisition
- Vocabulary Acquisition
- Language Learning Through Video
- L2 Listening
- English for Academic Purposes/English for Specific Purposes
Courses Currently or Recently Taught
- ALDS 4205/5205: Teaching English as a Second Language: Methodology
- ALDS 5302: Second Language Acquisition and Learning Theories
Works in progress
Rolls, H. & Rodgers, M.P.H. (under review). Specific Literature for Specific Purposes: A Corpus-Based Investigation of Science-Specific Technical Vocabulary in Science Fiction-Fantasy Texts
Rodgers, M.P.H. & Conklin, K. (in preparation). Word by Word: The effect of the speed of Rapid Serial Visual Presentation and reading comprehension.
Rodgers, M.P.H. & Webb, S. (in preparation). Incidental vocabulary learning through watching television.
Rodgers, M.P.H. & Webb, S. (in preparation). Investigating comprehension of a L2 television program
Schmitt, N. & Rodgers, M.P.H. (Eds.) (under contract). An Introduction to Applied Linguistics (3rd Edition). London: Routledge.
Articles in edited books or refereed journals
Rodgers, M.P.H. (in press). Promoting Extensive Listening & Viewing. EJAL-TEFL Teaching and Researching Listening and Speaking Skills in the TESOL Classroom.
Rodgers, M.P.H. & Webb, S. (in press). Do captions improve EFL learners’ comprehension of English-language television programs? CALICO Journal.
Rodgers, M.P.H. & Webb, S. (2016). Listening to lectures. In Hyland, K. and Shaw, P. (Eds.), The Routledge Handbook of English for Academic Purposes. London: Taylor & Francis.
Webb, S., & Rodgers, M.P.H. (2016). The vocabulary demands of television programs. In S. Webb (Ed.) Vocabulary: Critical Concepts in Linguistics (Vol. 2, pp. 317-344). New York: Routledge.
Rodgers, M.P.H. & Webb, S. (2011). Narrow viewing: The vocabulary in related and unrelated television programs. TESOL Quarterly, 45(4), 689-717.
Webb, S. & Rodgers, M.P.H. (2009). The lexical coverage of movies. Applied Linguistics, 30(3), 407-427.
Webb, S. & Rodgers, M.P.H. (2009). Investigating the vocabulary demands of television programs. Language Learning, 59(2), 335-366.
Kagimoto, E. & Rodgers, M. P. H. (2008). Students’ perceptions of corrective feedback. In K. Bradford-Watts (Ed.), JALT2008 Conference Proceedings. Tokyo: JALT
Review articles and book reviews
Rodgers, M. P. H. (2014). S. Jarvis & M. Daller (Eds.). (2013), Vocabulary Knowledge: Human Ratings and Automated Measures. reviewed by Michael P.H. Rodgers. Canadian Modern Language Review, 70(3), 409–411.
Paper Presentations (peer reviewed)
Le Thi, D. & Rodgers, M.P.H. (2016, September). Teaching formulaic sequences: a deliberate, language-focused approach to learning multi-word units. Presented at BAAL 2016 Anglia Ruskin University, Cambridge, UK.
Al-Mutairi, H. & Rodgers M.P.H. (2016, July). Learning Polysemy of Phrasal Verbs and High Frequency Single-word Verbs through Spoken Output. Presented at FLaRN 2016, Vilnius, Lithuania.
Rodgers, M.P.H. (2016, April). Do the Images in Television Programs Support the Learning of Unknown Words?: The Relationship Between On-Screen Imagery and Vocabulary. Presented at AAAL 2016, Orlando, Florida.
Le Thi, D. & Rodgers, M.P.H. (2016, April). Incorporating a frequency list of formulaic sequences into an EFL course: The effects of deliberate language-focused teaching. Presented at AAAL 2016, Orlando, Florida.
Rodgers, M.P.H. (2015, August). Comprehension of episodes of authentic television by EFL language learners. Presented at BAAL Conference 2015, Birmingham, UK.
Rodgers, M.P.H. (2015, July). The Relationship between Imagery and Vocabulary in Authentic Television. Presented at BAAL Vocabulary Special Interest Group Conference 2015, Swansea, UK.
Rodgers, M.P.H. (2014, March). There is so much Formulaic Language: How can it be taught? Part of the Formulaic Language Comes in Different Flavors: Implications for the Acquisition, Assessment, and Pedagogy of Formulaic Sequences Colloquium. Presented at AAAL 2014, Portland Oregon.
Webb. S. & Rodgers, M.P.H. (2013, August). Incidental vocabulary learning through watching television. Presented at EuroSLA 23, Amsterdam, Holland.
Rodgers, M.P.H. (2012, September). The effects of intralingual subtitles on the comprehension of successive episodes of a television drama. Presented at Subtitles and Language Learning Conference, Pavia, Italy.
Rodgers, M.P.H. (2012, June). Comprehension of successive episodes of a television drama viewed with and without intralingual subtitles. Presented at 2nd Auckland Postgraduate Conference on Linguistics and Applied Linguistics, Auckland, New Zealand.
Rodgers, M.P.H. (2011, August). Incidental vocabulary learning through watching television. Presented at VUW LALS Seminar Series, Wellington, New Zealand.
Rodgers, M.P.H. (2011, March). Can you learn words through watching television? Presented at 1st Auckland Postgraduate Conference on Linguistics and Applied Linguistics, Auckland, New Zealand.
Rodgers, M.P.H. (2010, October). Testing the tests: A procedure for validating television comprehension tests. Presented at PAC-KOTESOL, Seoul, Korea.
Webb, S. & Rodgers M. (2008, November). The vocabulary demands of movies. Presented at JALT2008, Tokyo, Japan.
Rodgers M. & Webb, S. (2007, November). The lexical coverage of television programs. Presented at JALT2007, Tokyo, Japan.
Rodgers M. & Sockett, E. (2007, November). Student perception of corrective feedback. Presented at JALT2007, Tokyo, Japan.
Rodgers, M. & Sockett, E. (2006, November). Culture of learning in the university classroom. Presented at JALT2006, Kitakyushu, Japan.
Sockett, E. & Rodgers, (2006, June). Culture of learning in the university classroom. Presented at Temple University/Fukuoka JALT Applied Linguistics Colloquium. Fukuoka, Japan.
Rodgers, M.P.H. (2016, November). The effects of captioning on discrete facets of listening comprehension of authentic television. Invited speaker to the Multimodal Input in Second Language Learning Symposium, Barcelona, Spain.
Rodgers, M.P.H. (2015, February). Vocabulary acquisition through video. Invited speaker to the Lexical Studies Speaker Series, Cardiff University, Cardiff UK.
Rodgers, M.P.H. (2015, October). Language learning through television. Invited speaker to the Language and Linguistics Seminar Series, University of Leicester, Leicester UK.
Webb. S. & Rodgers, M.P.H. (2012, September). Language learning through television. Invited speaker at Tsuda University, Tokyo, Japan.