Photo of Michael P.H. Rodgers

Michael P.H. Rodgers

Associate Professor, Applied Linguistics & Discourse Studies (Sabbatical July 1, 2021 - June 30, 2022)

Degrees:Degrees: B.A. (University of Lethbridge), M.Sc. (Temple University), Ph.D. (Victoria University of Wellington)
Phone:613-520-2600 x 6639
Email:michael.rodgers@carleton.ca
Office:252 Paterson Hall

Biography

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. 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, movies and video games, 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 Studies in Second Language Acquisition, Language Learning, Applied Linguistics, TESOL Quarterly, and the CALICO Journal.

Research Interests

  • Second Language Acquisition
  • Vocabulary Acquisition
  • Language Learning Through Television & Movies
  • Language Learning Through Video Games
  • L2 Listening
  • English for Academic Purposes/English for Specific Purposes
  • Workplace Language Training

Supervision

I have supervised graduate students working on topics such as, but not limited to:

  • Acquisition of phrasal verbs
  • The vocabulary in video games
  • Pragmatic functions in the workplace
  • Acquisition of formulaic language
  • Vocabulary learning through viewing video
  • Language learning motivation of Canadian newcomers

I am particularly interested in supervising projects related to:

  • Vocabulary acquisition through video games
  • Language learning through viewing video
  • Language learning in the workplace language setting
  • The lexical coverage of, and language learning through new media
  • Extensive viewing
  • The effects of imagery on language learning through video

Courses Currently or Recently Taught

  • ALDS 2203: Linguistic Theory and Second-Language Learning
  • ALDS 4205: Teaching English as a Second Language: Methodology
  • ALDS 4305: Teaching English Language: Methodology I
  • ALDS 4306: Teaching English as a Second Language: Methodology II
  • ALDS 5205: Teaching English as a Second Language: Methodology
  • ALDS 5302: Second Language Acquisition and Learning Theories
  • ALDS 5905: Teaching, Learning and Researching Vocabulary
  • ALDS 6101: Doctoral Core Seminar in ALDS I

Current Grants

2019-2023RC Aid to Scholarly Journals (ASJ)

  • Co-Editor-in-Chief with Dr. Eva Kartchava ($66,0000 CDN)
  • Project: The Canadian Association of Applied Linguistics / L’Association canadienne de linguistique appliquée.

2018-2021 Immigration, Refugees and Citizenship Canada (IRCC), Ottawa Community Immigrant Services Organization (OCISO)

  • Co-Investigator with Dr. Eva Kartchava ($70,000 CDN + 15% overhead)
  • Project: RAISE Workplace Language Training Model

Selected Publications

  • Works in progress

Pellicer-Sanchez, A., Tragant, E., Conklin, K., Rodgers, M.P.H., Serrano, R. & Llanes, A. (in press). Young learners’ processing of multimodal input and its impact on reading comprehension: An eye-tracking study. Studies in Second Language Acquisition.

Rodgers, M.P.H. (under contract). Accessing popular culture: L2 learner habits informing teaching. In Reinders, H., Chun, L. & Sundqvist, P. (Eds.) The Routledge handbook of language learning and teaching beyond the classroom. Routledge.

Rodgers, M.P.H & Heidt, J.S. (in press). Levelling up comprehensible input and vocabulary learning: The lexical profile of videogames. In V. Werner & F. Tegge (Eds.) Pop culture and language education. Routledge.

Rodgers, M.P.H. & Webb, S. (in press). Incidental vocabulary learning through viewing television. ITL-International Journal of Applied Linguistics.

  • Books Edited

Schmitt, N. & Rodgers, M.P.H. (Eds.) (2019). An Introduction to Applied Linguistics (3rd Edition). Routledge.

  • Journal Special Issues Edited

Montero Perez, M. & Rodgers, M.P.H. (Eds.) (2019). Special Issue: Video and language learning. The Language Learning Journal.

Chapters in Edited Books

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. 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). Routledge.

  • Articles in Refereed Journals

Durbahn, M., Rodgers, M.P.H., & Peters, E. (2020). The relationship between vocabulary and viewing comprehension. System, 88(1), 102166.

Montero Perez, M. & Rodgers, M.P.H. (2019). Video and language learning – Guest Editorial. The Language Learning Journal, 47(4), 403-406.

Rodgers, M.P.H, (2018). The images in television programs and the potential for learning unknown words. ITL-International Journal of Applied Linguistics, 169(1), 191-211.

Pellicer-Sanchez, A., Tragant, E., Conklin, K., Rodgers, M.P.H., Llanes, A., & Serrano, R. (2018). L2 reading and reading-while-listening in multimodal learning conditions: An eye-tracking study. ELT Research Papers, 18(1), 3-28.

Le-Thi, D., Rodgers, M. P.H., & Pellicer-Sánchez, A. (2017). Teaching formulaic sequences in an English-language class: The effects of explicit instruction versus coursebook instruction. TESL Canada Journal, 34(3), 111-139.

Rodgers, M.P.H. & Webb, S. (2017). Do captions improve EFL learners’ comprehension of English-language television programs? CALICO Journal, 34(1), 20-38.

Rolls, H., & Rodgers, M. P. (2017). Science-specific technical vocabulary in science fiction-fantasy texts: A case for ‘language through literature’. English for Specific Purposes, 48, 44-56.

Rodgers, M.P.H. (2016). The benefits of extensive listening & viewing. EJAL-TEFL—Teaching and Researching Listening and Speaking Skills in the TESOL Classroom, 5(2), 43-58.

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

  • 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.

  • Encyclopedia Articles

Rodgers, M.P.H. (2018). Extensive Viewing: Extra-curricular Language Learning Outside the Classroom Walls. In J. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching, Current Trends in ELT and Future Directions Volume. Wiley-Blackwell.

Selected Presentations

  • Paper Presentations (peer reviewed)

Rodgers, M.P.H. (2020, June). Language learning through video and video games: The effects of multimodality on comprehension and vocabulary learning. Presented at EuroSLA 2020, Barcelona, Spain – Part of the invited Language Learning Round Table “Multimodal Input and SLA”. Cancelled due to COVID-19.

Murphy, M.E. & Rodgers, M.P.H. (2020, June). Television programs as aural input: Investigating language learner perceptions of an extensive viewing program. Presented at CAAL 2020, London, Ontario. Cancelled due to COVID-19.

Heidt, J., Rodgers, M.P.H., & Pinchbeck, G. (2020, June). Vocabulary XP through videogames: a corpus analysis of the potential for vocabulary learning through gaming input. Presented at CAAL 2020, London, Ontario. Cancelled due to COVID-19.

McLellan, G., Kartchava, E., & Rodgers, M.P.H. (2020, June). Motivation in workplace and general ESL Programs: A comparison of teacher beliefs on language learner motivation and its sources in two contexts. Presented at CAAL 2020, London, Ontario. Cancelled due to COVID-19.

Ady, F., Kartchava, E. & Rodgers, M.P.H. (August 2019). Exploring Underlying Elements of the Motivational Self System Among Learners in a Workplace Language Training Program. Presented at TBLT2019, Ottawa, Canada.

McLellan, G., Kartchava, E. & Rodgers, M.P.H. (August 2019). Technology-mediated workplace language training: Developing and assessing a module for a blended curriculum for newcomers. Presented at TBLT2019, Ottawa, Canada.

Rodgers, M.P.H. & Heidt, J. (2019, October). Lexical Level Up: The potential for vocabulary learning through videogames. Presented at SLRF 2019, East Lansing, USA.

Durbahn, M.V., Rodgers, M.P.H., & Peters, E. (2019, July). The relationship between lexical coverage and viewing comprehension. Presented at Vocab@Leuven 2019, Leuven, Belgium.

Katagiri, R. & Rodgers, M.P.H. (2019, July). The activity of providing and interpreting written corrective feedback in a government-funded program. Presented at Vocab@Leuven 2019, Leuven, Belgium.

Rodgers, M.P.H. & Heidt, J. (2019, July). Game on for comprehensible input and vocabulary learning: The lexical demands of videos games. Presented at Vocab@Leuven 2019, Leuven, Belgium.

Katagiri, R. & Rodgers, M.P.H. (2019, June). A Lexical Analysis of a Diagnostic Writing Assessment: The Relationship Between Lexical Profile & Sophistication and Writing Proficiency. Presented at CAAL/ACLA 2019, Vancouver, British Columbia.

Klassen, K. & Rodgers, M.P.H. (2019, June). Checking Up on Medical Training Assessments for English as a Second Language Doctors through Multimodal Analysis. Presented at CAAL/ACLA 2019, Vancouver, British Columbia.

Rodgers, M.P.H. (2018, October). The effects of captions on facets of viewing comprehension of an authentic television program. Presented at SLRF 2018, Montreal, Quebec.

Heidt, J., Kartchava, E., & Rodgers, M.P.H. (2018, May). The activity of providing and interpreting written corrective feedback in a government-funded program. Presented at ACLA/CAAL 2018, Regina, Saskatchewan.

Rodgers, M.P.H. (2018, March). Fun and Games: Learning Vocabulary through Gaming. Part of the New Trends and Directions in Vocabulary Research. Presented at AAAL 2018, Chicago, Illinois.

Conklin, K., Pellicer-Sanchez, A., & Rodgers, M.P.H. (2018, March). The advantage conferred by auditory input while reading multi-modal texts: A comparison of L1 and L2 readers’ eye movements. Presented at AAAL 2018, Chicago, Illinois.

Durbahn, M., Peters, E. & Rodgers, M.P.H. (2018, March). The role of lexical coverage in viewing comprehension. Presented at AAAL 2018, Chicago, Illinois.

  • Invited Presentations

Rodgers, M.P.H. (2020, February). Language learning through viewing media. Presented at TESL Ottawa Winter Meeting, Ottawa, Ontario – Invited speaker.

Rodgers, M.P.H. (2018, April). Incidental Vocabulary Learning through Viewing Television. Invited speaker to the 3rd Symposium on Teaching and Learning Vocabulary in Another Language, Western University, London, Ontario.

Rodgers, M.P.H. (2017, October). Captions and Vocabulary Learning. Invited speaker to the 2nd Symposium on Teaching and Learning Vocabulary in Another Language, Western University, London, Ontario.

Rodgers, M.P.H. (2017, April). Language learning through Viewing Television: In and Out of the Classroom. Invited speaker to the Cornell University Language Resource Center, Ithaca, New York.

Rodgers, M.P.H. (2016, October). The images in television programs and the potential for learning unknown words. Invited speaker to the 1st Symposium on Teaching and Learning Vocabulary in Another Language, Western University, London, Ontario.

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.

Academic associations, affiliations, and services

Co-Editor-in-Chief, The Canadian Journal of Applied Linguistics/ La Revue canadienne de linguistique appliquée. With Dr. Eva Kartchava.

Member of the ACLA/CAAL Executive Council.

Member of TESL Canada Journal Review Board.

Member of RELC Journal Editorial Board.