Jon Clenton

Last Updated :2024/03/01

Affiliations, Positions
Graduate School of Humanities and Social Sciences, Associate Professor
Web Site
E-mail
jclentonhiroshima-u.ac.jp
Self-introduction
My main research interests include the assessment of vocabulary knowledge, second language (L2) productive vocabulary development, productive vocabulary knowledge and fluency, second language acquisition, word association studies, lexical processing, and L2 assessment. I have examined several vocabulary measurement tools, with attempts to isolate the construct of productive vocabulary knowledge. Findings have resulted in several international journal article publications. .................................................................................................. Currently supervising 3 PhD students: .................................................................................................. Investigating potential relationships between productive vocabulary knowledge and aspects of fluency (Dion Clingwall) .................................................................................................. Identifying Technical Vocabulary in the Agricultural Context: Establishing an Agriculture Word List (Warren Tang) .................................................................................................. MWS-Fluency Relationships (Daniel Hougham) ................................................................................................. Completed PhD students: .................................................................................................. Bridging the Vocabulary Gap for English as an Additional Language Learners (Gavin Brooks) .................................................................................................. Investigating typical IELTS lexical profiles (Thwin Myint Myint Maw ) .................................................................................................. Exploring potential relationships between productive vocabulary measures, writing, and IELTS (Yajie Li).

Basic Information

Major Professional Backgrounds

  • 2015/04/01, Hiroshima University, Graduate School of Humanities and Social Sciences, Associate Professor
  • 2013/09/01, 2015/09/31, University of Reading, Lecturer
  • 2002/10/01, 2013/08/31, Osaka University, Associate Professor of Applied Linguistics

Educational Backgrounds

  • Swansea University, U.K., 2006/09, 2011/01
  • University of Sussex, U.K., 1997/10, 1999/01

Academic Degrees

  • PhD Applied Linguistics, Swansea University

Educational Activity

  • [Bachelor Degree Program] School of Integrated Arts and Sciences : Department of Integrated Arts and Sciences : Integrated Arts and Sciences
  • [Master's Program] Graduate School of Humanities and Social Sciences : Division of Humanities and Social Sciences : Integrated Arts and Human Sciences Program
  • [Doctoral Program] Graduate School of Humanities and Social Sciences : Division of Humanities and Social Sciences : Integrated Arts and Human Sciences Program

Research Fields

  • Humanities;Linguistics;Foreign language education

Affiliated Academic Societies

  • European Association for Language Testing and Assessment (member)
  • EuroSLA (member)
  • International Language Testing Association (member)
  • UK Association of Language Testing and Assessment (member)
  • British Association of Applied Linguistics (member)
  • Asian Association for Language Assessment (member)
  • TESOL (member)

Educational Activity

Course in Charge

  1. 2023, Liberal Arts Education Program1, 1Term,
  2. 2023, Liberal Arts Education Program1, 2Term,
  3. 2023, Liberal Arts Education Program1, 2Term,
  4. 2023, Liberal Arts Education Program1, 3Term,
  5. 2023, Liberal Arts Education Program1, 3Term,
  6. 2023, Liberal Arts Education Program1, 4Term,
  7. 2023, Liberal Arts Education Program1, 4Term,
  8. 2023, Undergraduate Education, 4Term, Introduction to applied linguistics
  9. 2023, Undergraduate Education, 1Term, English Conversation
  10. 2023, Graduate Education (Master's Program) , 2Term, Science History for Humanities and Social Sciences
  11. 2023, Graduate Education (Master's Program) , 2Term, Experimental Linguistics
  12. 2023, Graduate Education (Doctoral Program) , Academic Year, Special Study

Research Activities

Academic Papers

  1. ★, How do multiword sequences of different lengths contribute to aspects of oral fluency?, Oasis, 2024
  2. ★, Disentangling the contributions of shorter vs. longer lexical bundles to L2 oral fluency, System, 2024
  3. ★, Conclusion - EAL Research for the Classroom, 2023
  4. ★, The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as an Additional Language (EAL), 2023
  5. ★, Exploring the importance of vocabulary for English as an Additional Language learners' reading comprehension, 2023
  6. ★, Exploring the relationship between L2 vocabulary size and academic speaking, SYSTEM, 107, 202207
  7. ★, The Contribution of Guessing from Context and Dictionary Use to Receptive and Productive Vocabulary Knowledge: A Structural Equation Modeling Approach, Language Teaching Research, 2022
  8. ★, Investigating whether a flemma count is a more distinctive measurement of lexical diversity, ASSESSING WRITING, 53, 202207
  9. ★, Exploring the construct validity of tests used to assess L2 productive vocabulary knowledge, System, 2022
  10. ★, The Role of Spoken Vocabulary Knowledge in Second Language Speaking Proficiency, The Language Learning Journal, 2022
  11. ★, To what extent is collocation knowledge associated with oral proficiency? A Corpus-based approach to word association, Language and Speech, 2021
  12. ★, Exploring the importance of vocabulary for English as an additional language learners' reading comprehension, STUDIES IN SECOND LANGUAGE LEARNING AND TEACHING, 11(3), 351-376, 202109
  13. ★, Investigating the role of vocabulary size in second language speaking ability, LANGUAGE TEACHING RESEARCH, 24(4), 540-556, 202007
  14. ★, The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study. International Journal of Bilingual Education and Bilingualism, 2020, 23(4), 473–487., International Journal of Bilingual Education and Bilingualism,, 2020
  15. ★, Investigating the extent to which vocabulary knowledge and skills can predict aspects of fluency for a small group of pre-intermediate Japanese L1 users of English (L2). (Jon Clenton, Nivja H. de Jong, Dion Clingwall and Simon Fraser). In Clenton and Booth (eds) 'Vocabulary and the four skills' (Routledge)., 2020
  16. ★, First language influences on multilingual lexicons - pulling apart the threads. (Jon Clenton and Paul Booth). In Booth and Clenton (eds) 'First language influences on multilingual lexicons' (Routledge)., 2020
  17. ★, Conclusion: Vocabulary and the four skills – pedagogy and practice. (Paul Booth and Jon Clenton). In Clenton and Booth (eds) 'Vocabulary and the four skills' (Routledge)., 2020
  18. ★, Vocabulary and speaking - future research, tools, and practices. (Jon Clenton). In Clenton and Booth (eds) 'Vocabulary and the four skills' (Routledge). In Clenton and Booth (eds) 'Vocabulary and the four skills' (Routledge)., 2020
  19. ★, Re-Examining the Relationship between Productive Vocabulary and Second Language Oral Ability. (Takumi Uchihara, Kazuya Saito and Jon Clenton). In Clenton and Booth (eds) 'Vocabulary and the four skills' (Routledge)., 2020
  20. ★, Vocabulary and the four skills- current issues future concerns. In Clenton and Booth (eds) 'Vocabulary and the four skills' (Routledge)., 2020
  21. ★, First language influences on multilingual lexicons – drawing the threads together. (Paul Booth and Jon Clenton). In Booth and Clenton (eds) 'First language influences on multilingual lexicons' (Routledge)., 2020
  22. ★, L1 – L2 semantic and syntactic processing: the influence of language proximity. (Paul Booth, Jon Clenton and Jo Van Herwegen). In Booth and Clenton (eds) 'First language influences on multilingual lexicons' (Routledge)., 2020
  23. ★, L1-L2 semantic and syntactic processing: The influence of language proximity, SYSTEM, 78, 54-64, 201811
  24. ★, Making sense of learner performance on tests of productive vocabulary knowledge. (with T. Fitzpatrick). (2017)., Tesol Quarterly, 2017
  25. ★, Reviewing Tools for Researching Vocabulary. P.M. Meara & I. Miralpeix (2017). Bristol, UK: Multilingual Matters, (280 pages). ISBN: 978-1-78309-645-9, Vocabulary Learning and Instruction, 5(1), 1-5, 2016
  26. How does word shape influence visual word recognition? (2016), Studies in European and American Cultures, Hiroshima University, 1-21, 2016
  27. Speaking Fluently: A Study of Developing Conversational Competence. (2016)., Hijiyama Press, #23, 2016
  28. Additional Assessment of Student Development in Overseas Programs: Competency, Sensitivity & Communication Apprehension in Intercultural Interactions. (2016)., Hijiyama Press, #, 2016
  29. ★, Investigating the Revised Hierarchical Model with different and same script bilingual word association response behaviour. Reading. UK., (2015)., , Second Language Acquisition Research Forum proceedings., 2015
  30. ★, Testing the Revised Hierarchical Model: Evidence from word associations. (2015)., Bilingualism: Language and Cognition, 18(1), 118-125, 2015
  31. Lexical Availability in English and Spanish as a Second Language. Review. (2014)., Linguistlist, 2014
  32. Intensive Exposure Experiences in Second Language Learning. Review. (2014)., The linguistllist., 2014
  33. Learning to Write, Reading to Learn Review. (2014)., The Linguistlist, 2014
  34. Academic speaking: implications for policy and practice. (2015)., Studies in European and American Cultures, Hiroshima University, 1-18, 2015
  35. Reviewing Milton, J. & Fitzpatrick, T. (eds) (2014). Dimensions of Vocabulary Knowledge. Basingstoke: Palgrave Macmillan. 207 pages. ISBN: 978-0-230-27573-7., BAAL news, 16-17, 201408
  36. ★, Investigating Learner Performance on Productive Vocabulary Knowledge Tests (with T. Fitzpatrick)., Vocab@Tokyo Handbook (2016)., 184-185, 2016
  37. ★, The challenge of validation: Assessing the performance of a test of productive vocabulary. (2010). (with T. Fitzpatrick)., Language Testing, 27(4), 537-554, 2010
  38. Evaluating the Reliability and Validity of a Test of Productive Vocabulary. (2010)., JACET Kansai chapter conference proceedings, 9-9, 2010
  39. ★, Vocabulary. In 'Academic Topics for Listening Practice'. (2009). Osaka University Press., Osaka University Graduate School of Language and Culture Project, 11-15, 2009
  40. ★, Investigating the construct of productive vocabulary knowledge with Lex30. (2010)., Osaka University Graduate School of Language and Culture,, 20101010
  41. ★, Repeated negotiation and the acquisition of L2 vocabulary. (2009)., Osaka University Graduate School of Language and Culture Project, 11-15., 27-28, 2009
  42. ★, Addressing Baba : Determining whether Lex30 is a reliable and valid testing measure. (2008)., Studies in Language and Culture, Osaka University,, 34, 157-168, 2008
  43. ★, Addressing the construct validity and the reliability of Lex30 as a measure of productive vocabulary for non -native learners of English. (2008)., Osaka University Graduate School of Language and Culture Project, 1-20, 2006
  44. ★, Collocations and intuition: replicating Siyanova and Schmitt (2008).,, Osaka University Graduate School of Language and Culture Project,, 1-12,, 2008
  45. ★, Initial experiences with CALL (2007), Cyber media Forum, 37-38, 2007
  46. ★, Repeating Lex30 with a spoken variant. (2006), Osaka University Graduate School of Language and Culture, Osaka University, 11-22, 2006
  47. ★, Why Lex30 may not be an improved method of assessing productive vocabulary in an L2. (2005), Studies in Language and Culture, 31, 47-59
  48. ★, Investigating De La Fluente’s Claims: Can Negotiation aid the acquisition of L2 vocabulary (2005)., Osaka University Graduate School of Language and Culture, 43-48, 2005
  49. ★, Repetition and Child Directed Speech: What effects might specific recasts and repetitions be expected to have? (2004), Studies in Language and Culture, Osaka University,, 30(30), 15-19, 2004
  50. ★, Is there a better way to teach writing? (2004), Studies in Language and Culture, Osaka University, 30, 35-49, 2004
  51. ★, Is there a Japanese Learning Style? (2002), Learning Learning, 9(2), 8-11, 2002

Publications such as books

  1. EAL Research for the Classroom, With an estimated 1.6 million English as an Additional Language (EAL) learners in the UK, and over 5 million in the USA, EAL research is urgently needed to inform practice. variety of settings and research areas, including linguistic ability influences on subject-specific skills, integrating learners' home languages into classroom environments, and the importance of supporting EAL teachers in the classroom. field of EAL research. The research-based chapters detail fundamental concerns related to EAL learner education. The text is composed of five parts: Part I explores the question of what is EAL and how a definition can shape policy construction; Part II examines the challenges EAL learners face in the classroom, including the use of first languages and the relative impact learner language proficiency has on subject-specific classes; Part III discusses the challenges involved with preparing learners to study in an EAL environment; Part IV investigates concerns relating to supporting EAL teachers in the classroom; and Part V brings together the insights from the previous chapters and provides a road map for future research in the field. multilingual contexts. It covers empirical studies with pedagogical, policy, and further research implications. second language acquisition., With an estimated 1.6 million English as an Additional Language (EAL) learners in the UK, and over 5 million in the USA, EAL research is urgently needed to inform practice. variety of settings and research areas, including linguistic ability influences on subject-specific skills, integrating learners' home languages into classroom environments, and the importance of supporting EAL teachers in the classroom. field of EAL research. The research-based chapters detail fundamental concerns related to EAL learner education. The text is composed of five parts: Part I explores the question of what is EAL and how a definition can shape policy construction; Part II examines the challenges EAL learners face in the classroom, including the use of first languages and the relative impact learner language proficiency has on subject-specific classes; Part III discusses the challenges involved with preparing learners to study in an EAL environment; Part IV investigates concerns relating to supporting EAL teachers in the classroom; and Part V brings together the insights from the previous chapters and provides a road map for future research in the field. multilingual contexts. It covers empirical studies with pedagogical, policy, and further research implications. second language acquisition., Routledge, 2023, 2023, Scholarly Book, Compilation, Gavin Brooks, Jon Clenton, Simon Fraser, 9781003274889, 240, 60
  2. 2021, Vocabulary and the Four Skills: Pedagogy, Practice, and Implications for Teaching Vocabulary, This edited volume provides a single coherent overview of vocabulary teaching and learning in relation to each of the four skills (reading, writing, listening, speaking). Each of the four sections presents a skill area with two chapters presented by two leading experts in the field, relating recent advances in the field to the extent that each skill area relates differently to vocabulary and how this informs pedagogy and policy. The book opens with a summary of recent advances in the field of vocabulary, and closes by drawing conclusions from the skill areas covered. The chapters respond to emerging vocabulary research trends that indicate that lexical acquisition needs to be treated differently according to the skill area. The editors have chosen chapters to respond to recent research advances and to highlight practical and pedagogical application in a single coherent volume., This edited volume provides a single coherent overview of vocabulary teaching and learning in relation to each of the four skills (reading, writing, listening, speaking). Each of the four sections presents a skill area with two chapters presented by two leading experts in the field, relating recent advances in the field to the extent that each skill area relates differently to vocabulary and how this informs pedagogy and policy. The book opens with a summary of recent advances in the field of vocabulary, and closes by drawing conclusions from the skill areas covered. The chapters respond to emerging vocabulary research trends that indicate that lexical acquisition needs to be treated differently according to the skill area. The editors have chosen chapters to respond to recent research advances and to highlight practical and pedagogical application in a single coherent volume., 2021, Scholarly Book, Joint work
  3. 2021, L1 backgrounds and multilingual lexicons, This collection brings together recent research on the influences between first and additional languages with a focus on the development of multilingual lexicons. Featuring work from an international group of scholars, the volume examines the complex dynamics underpinning vocabulary in second and third languages and the role first languages play within this process. The book is organized around three different facets of research in this area – lexical recognition, processing, and knowledge; the effects of first languages on second language reading and writing, collocations, and translation skills; and, vocabulary testing – drawing on examples from a variety of languages, including European languages, Arabic, and Japanese. Setting the stage for further research on the interplay between first languages and multilingual lexicons, this volume is key reading for students and researchers in applied linguistics, language learning and teaching, bilingualism, second language acquisition, and translation studies., This collection brings together recent research on the influences between first and additional languages with a focus on the development of multilingual lexicons. Featuring work from an international group of scholars, the volume examines the complex dynamics underpinning vocabulary in second and third languages and the role first languages play within this process. The book is organized around three different facets of research in this area – lexical recognition, processing, and knowledge; the effects of first languages on second language reading and writing, collocations, and translation skills; and, vocabulary testing – drawing on examples from a variety of languages, including European languages, Arabic, and Japanese. Setting the stage for further research on the interplay between first languages and multilingual lexicons, this volume is key reading for students and researchers in applied linguistics, language learning and teaching, bilingualism, second language acquisition, and translation studies., First Language Influences on Multilingual Lexicons, 2021, February, Scholarly Book, Joint work, Booth & Clenton, 9780429031410

Invited Lecture, Oral Presentation, Poster Presentation

  1. Flashcard learning: Comparing massing (no spacking) and spacing, Zheng Guangliang, Jon Clenton, Tatsuya Nakata, Thomas Boutorwick, vocab@vic, 2023, Without Invitation, English
  2. Can Productive Vocabulary Measures Predict L2 Written Proficiency?, Yajie Li, Simon Fraser, George Higginbotham, Jon Clenton, vocab@vic, 2023, Without Invitation, English
  3. Exploring Lexical Diversity Across Assessed Levels of Proficiency, Jon Clenton, Thwin Myint, Dan Hougham, Takumi Uchihara, Simon Fraser,, vocab@vic, 2023, Without Invitation, English
  4. How Does Learner Use of Longer MWSs Relate to Fluency?, Dan Hougham, Takumi Uchihara, George Higginbotham, Vocab@vic, 2023, Without Invitation, English
  5. The importance of technical vocabulary and multi-word expressions in agriculture, Warren Tang, Gavin Brooks, Jon Clenton, vocab@vic, 2023, Without Invitation, English
  6. Academic vocabulary and multiword expressions in an EAL context, Gavin Brooks, Simon Fraser, Jon Clenton, Vocab@vic, 2023, Without Invitation, English
  7. Vocabulary size and L2 speaking fluency across speaking modes: discussing vocabulary-fluency link in interactional contexts. BAAL Vocabulary SIG 2023, Yixin Wang-Taylor & Jon Clenton, Without Invitation, English
  8. Does Flashcard learning improve with massing (no spacing) or spacing?, International Symposium on Bilingualism, 2023, Without Invitation, English
  9. Academic vocabulary and formulaic language in the ELL context, TESOL 2023, Without Invitation, English
  10. Using a Large-scale Longitudinal Learner Corpus for Material Development, TESOL 2023, Without Invitation, English
  11. Preparing Students For Study Abroad: How Much Proficiency is Enough, TESOL 2023, Without Invitation, English
  12. Investigating Lexical Patterns Using a Longitudinal Learner Corpus, TESOL 2023, Without Invitation, English
  13. Investigating Multiword Sequence and Speaking Fluency Influences in High-stakes Assessments. ALANZ 2022. Dan Hougham, Jon Clenton, Takumi Uchihara, George Higgibotham, ALANZ 2022, Without Invitation, English, Wellington, New Zealand
  14. What Words do EAL Learners Need in the Classroom: Identifying Important Academic Vocabulary and Multiword Expressions for the EAL Context. ALANZ 2022 Gavin Brooks, Jon Clenton, Simon Fraser., ALANZ 2022, Without Invitation, Japanese
  15. Why Do EAL Learners Struggle with Reading Comprehension: A Corpus-Based Analysis. BAAL 2022. Gavin Brooks, Jon Clenton, Simon Fraser, British Association of Applied Linguistics, Without Invitation, English, Belfast, Ireland
  16. What Words Do EAL Learners Need to Know to be Successful: The Importance of Domain Specific Word Lists. BAAL 2022. Gavin Brooks, Jon Clenton, Simon Fraser, British Association of Applied Linguistics, Without Invitation, English, Belfast, Ireland
  17. Investigating multiword sequence and speaking fluency influences in high stakes assessments -, Daniel Hougham, Jon Clenton, Takumi Uchihara, Language Testing Research Colloquium, 2022, Without Invitation, English
  18. Which is more appropriate in lexical diversity assessment, flemma or lemma?, Thwin Myint Myint Maw, Jon Clenton, George Higginbotham, Language Testing Research Colloquium, 2022, Without Invitation, English
  19. Exploring the MWS-fluency Link with Lower-Level Japanese L2 Learners, TESOL 2022, Without Invitation, English
  20. Ethics in Academia, 7th March, 2022, With Invitation, English, Shizuoka University
  21. The importance of Vocabulary for EAL learners reading comprehension. Gavin Brooks. Jon Clenton., British Association of Applied Linguistics, Without Invitation, English
  22. Investigating the extent to which vocabulary knowledge and skills can predict aspects of fluency, INTERNATIONAL ASSOCIATION OF APPLIED LINGUISTICS, 2021, Without Invitation, English
  23. Investigating the extent to which vocabulary knowledge measures predict IELTS writing task scores, Yajie Li, Jon Clenton, Simon Fraser, EuroSLA, Without Invitation, English
  24. Academic vocabulary and formulaic language in the EAL context: Creating a discipline-specific EAL word list, Gavin Brooks, Jon Clenton, Simon Fraser, EuroSLA, Without Invitation, English
  25. Can productive vocabulary knowledge measures predict IELTS writing proficiency, Yajie Li, Jon Clenton, SImon Fraser, L2Writing Seminar, Without Invitation, English
  26. Investigating vocabulary use in fluency: exploring potential task, spoken output, and skill influences., Research Days in Education (RDE) 2021 Équipe d'Accueil Sociétés Traditionnelles et Contemporaines en Océanie (EASTCO EA 4241), The University of French Polynesia, 2021, Without Invitation, English
  27. Investigating whether speaking tasks influence second language vocabulary and fluency, Jon Clenton & Dion Clingwall, LTRC/ALTAANZ 2020, With Invitation, English
  28. Investigating vocabulary use in fluency: exploring potential task, spoken output, and skill influences., Research Days in Education (RDE) 2020; Équipe d'Accueil Sociétés Traditionnelles et Contemporaines en Océanie (EASTCO EA 4241); 14-15 Apr 2020 Faa'a, Tahiti (French Polynesia), With Invitation, English
  29. Creating an EAL Word List: Bridging the Gaps in EAL Learners' Vocabulary Knowledge, Jon Clenton, Gavin Brooks, Simon Fraser, Research Days in Education (RDE) 2020; Équipe d'Accueil Sociétés Traditionnelles et Contemporaines en Océanie (EASTCO EA 4241); 14-15 Apr 2020 Faa'a, Tahiti (French Polynesia), With Invitation, English
  30. Assessing Young English Language Learners’ Vocabulary Knowledge: The Importance of Domain Specific Assessments, Clenton., J., & Brooks, G, Hawaii International Conference on English Language and Literature Studies (HICELLS 2020), 2020, With Invitation, English
  31. Academic Vocabulary and its Significance for English as an Additional Language Learners, Gavin Brooks, Jon Clenton, Simon Fraser, 3rd International Conference on Sociolinguistics, Prague, August 26–28, 2020, Without Invitation, English
  32. Capturing and Quantifying Individual Differences in Bilingual learners: A task-based study. Sept. 2019., Capturing and Quantifying Individual Differences in Bilingualism, Without Invitation, English
  33. What do tests of lexical competence actually measure? Reflections on productive vocabulary knowledge in a French context. November 2019., Lexical Studies Conference, Lyon. France., With Invitation, English
  34. Exploring potential relationships between vocabulary knowledge and fluency measures: a task-based approach, Clingwall, Dion, & Clenton, Jon, 6th Annual International Conference of the Asian Association for Language Assessment (AALA), Hanoi, Vietnam, October 16 to 18, 2019, Without Invitation, English
  35. Creating an EAL Word List: Bridging the Gaps in EAL Learners’ Vocabulary Knowledge, Gavin Brooks, Jon Clenton, Capturing and Quantifying Individual Differences in Bilingualism, Tromso, August 2019, Without Invitation, English
  36. Creating an EAL Word List: Bridging the Gaps in EAL Learners’ Vocabulary Knowledge, Brooks, Gavin & Clenton, Jon, Capturing and Quantifying Individual Differences in Bilingualism, Sept 2019, Without Invitation, English
  37. Investigating potential relationships between productive vocabulary knowledge and second language writing, Li, Yajie & Clenton, Jon, 2019 International Conference on Applied linguistics: “Trends and Issues: Language, Culture, Translation and Bilingual Education” October 31- November 1, 2019 in GIS Taipei Tech Convention Center, Taipei, Taiwan., With Invitation, English
  38. Exploring the Vocabulary Gap: The Importance of Vocabulary for English as an Additional Language Learners’ Reading, Gavin Brooks & Jon Clenton, Shanghai Center for Research in English Language Education (SCRELE) Biennial Conference, Sept 20-22, 2019, Without Invitation, English
  39. Exploring the Importance of Vocabulary for English as an Additional Language Learners’ Reading Comprehension, Gavin Brooks, Jon Clenton, The 12th International Symposium on Bilingualism (ISB12) - the University of Alberta, June 2019, With Invitation, English
  40. Principles of Vocabulary Acquisition (2016), Beijing Normal University. Invited Lecture, With Invitation, English, Beijing, China.
  41. The extent to which L2 Semantic-Syntactic Stages of Lexical Development Differ Between Participants of Different L1 Language Backgrounds, Booth, Clenton, & Van Herwegen, BAAL VOCAB SIG, 2017, With Invitation, English, University of Reading
  42. Vocabulary knowledge and oral ability: exploring multiple theories and potential relationships, Jon Clenton, Dion Clingwall, Simon Fraser, Association for Language Testing and Assessment of Australia and New Zealand Monday 27 to Wednesday 29 November, 2017,, With Invitation, English
  43. Investigating Relationships between Second Language Oral Ability and Vocabulary Knowledge: Impacts on Teaching and Learning, Dion Clingwall, Simon Fraser, Asian Association for Language Assessment, May 31, 2017, With Invitation, English
  44. The extent to which L2 Semantic-Syntactic Stages of Lexical Development Differ Between Participants of Different L1 Language Backgrounds, Booth, Clenton, & Van Herwegen,, EuroSLA, 2017, With Invitation, English, EuroSLA, University of Reading
  45. Investigating the impact of vocabulary, pausing, and task type on fluency, Clingwall, D., Clenton, J., Fraser, S., American Association for Applied Linguistics 2018 Conference Chicago, Illinois. March 23 to March 25th 2018, With Invitation, English
  46. Evaluating measures of oral proficiency and vocabulary with monologic, quasi-dialogic, and dialogic speaking tasks, Clingwall, D., Clenton, J., Fraser, S., Language Assessment Research, Ames, Iowa.March 21-23, 2018, With Invitation, English
  47. Understanding the Importance of Vocabulary for English as an Additional Language Learners, Brooks, G. & Clenton, J., American Association for Applied Linguistics 2018 Conference in Chicago, Illinois. Friday March 23 to Sunday March 25th, 2018, With Invitation, English
  48. Investigating whether vocabulary knowledge profiles can predict vocabulary use. August, 2019, Dion Clingwall, Jon Clenton, EuroSLA 29, With Invitation, English
  49. Bridging the Vocabulary Gap for Learners of English as an Additional Language, Brooks, G. & Clenton, J., International Congress of Linguists. 2-6 July, 2018. Cape Town. South Africa., With Invitation, Chinese
  50. ELLs’ vocabulary needs and the creation of an ELL specific word list, Gavin Brooks, Jon Clenton, American Association for Applied Linguistics (AAAL), 2019, With Invitation, English, Atlanta, Georgia
  51. Standards in Language Assessment: investigating lexical frequency profiles from vocabulary and speaking tasks., Clenton, J., Clingwall., D, & Fraser. S., The annual international conference of the Asian Association for Language Assessment, With Invitation, English
  52. 2nd International Conference on Bilingualism, Bilinguals, lexical frequency profiles, and fluency development., 2nd International Conference on Bilingualism, Malta, 2019, With Invitation, English, University of Malta
  53. Investigating EAL learner performance influences: The importance of vocabulary for reading comprehension. August, 2019, Jon Clenton, Gavin Brooks, EuroSLA 29, With Invitation, English
  54. Exploring the Reliability and Predictive Power of ELL Assessment Tools, Gavin Brooks & Jon Clenton, TESOL 2019, 2019, With Invitation, English
  55. Predicting EAL academic ability: Implications for vocabulary assessment. Brooks, G., & Clenton., J, The annual international conference of the Asian Association for Language Assessment,, 2018, With Invitation, English
  56. Investigating lexical frequency profiles from vocabulary and speaking tasks. Clenton, J., Clingwall., D., and Fraser., S, EuroSLA, 2018, With Invitation, English, Munster, Germany
  57. Exploring Relationships Between Second Language Oral Ability and Vocabulary Knowledge (2017), Jon Clenton. Simon Fraser. Dion Clingwall, American Association of Applied Linguistics, 2017, Without Invitation, English, Portland
  58. Investigating the Potential Relationships between L2 Speaking Performance and Productive Vocabulary (2017), Kazuya Saito. Takumi Uchihara. Jon Clenton., American Association of Applied Linguistics, 2017, Without Invitation, English, Portland
  59. Investigating learner performance on productive vocabulary knowledge tests (2016), Tess Fitzpatrick, Jon Clenton, Vocab@Tokyo, Without Invitation, English
  60. The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study (2016), Professor Jeanine Treffers-Daller and Dr Natthapoj Vincent Trakulphadetkrai, University of Readin, Jon Clenton, British Educational Research Association. Annual Conference. University of Leeds,, 2016, Without Invitation, English
  61. Determining the extent to which L1 learner choices influence the L2: exploring semantic and syntactic choices. (2016), Jon Clenton, Paul Booth, Jo Van Herwegen, EuroSLA, 2016, Without Invitation, English
  62. The contribution of general language ability, reading comprehension and working memory to mathematics achievement among children with English as additional language (EAL): An exploratory study (2016), Professor Jeanine Treffers-Daller and Dr Natthapoj Vincent Trakulphadetkrai, University of Reading, Jon Clenton, The Young Language Learners (YLL) Symposium, 2016, Without Invitation, English
  63. READING COMPREHENSION, ENGLISH LANGUAGE ABILITY AND MATHS KNOWLEDGE AMONG EAL LEARNERS (2016), Professor Jeanine Treffers-Daller and Dr Natthapoj Vincent Trakulphadetkrai, University of Reading, Jon Clenton, EAL workshop, Reading, Without Invitation, English
  64. Semantic and syntactic predictions: investigating the extent to which L1 learner choices influence the L2 (2016), Paul Booth, Jon Clenton, Jo Van Herwegen, London Second Language Acquisition Research Forum (L-SLARF): Colloquium, 2016, Without Invitation, English
  65. Investigating the Revised Hierarchical Model with different and same script bilingual word association response behaviour. (2016)., Jon Clenton, Second Language Acquisition Research Forum. Reading. UK., 2016, Without Invitation, English
  66. Investigating the Revised Hierarchical Model. (2015), Jon Clenton, JALT, Tsukuba, Japan, Without Invitation, English
  67. Examining the Revised Hierarchical Modell with different and same script bilingual word association response behaviour, Jon Clenton, Paul Booth, Mental Lexicon, Niagara on the Lake, Canada, 2014, Without Invitation, English
  68. Evaluating tests of Productive Vocabulary (2015), Jon Clenton, Lexical Studies, Cardiff, Without Invitation, English
  69. Collocations - are they intuitive? (2013)., Jon Clenton, Simon Fraser, BAAL, 2013, Without Invitation, English
  70. Interpreting the construct of productive vocabulary knowledge. (2011), Jon Clenton, Learners and Networks, Swansea, Without Invitation, English
  71. Evaluating the reliability and validity of a test of productive vocabulary (2010)., Jon Clenton, JACET, 2010, Without Invitation, English
  72. The challenge of validation: Assessing the performance of a test of productive vocabulary (2010)., Jon Clenton, Vocabulary Acquisition Research Group, 2010, Without Invitation, English
  73. Exploring the usefulness of a test of productive vocabulary (2009)., Jon Clenton, BAAL, 2009, Without Invitation, English
  74. The construct of productive vocabulary: a comparison of different measures. (2009)., Jon Clenton, JACET, 2009, Without Invitation, English
  75. Finding an appropriate measure of productive vocabulary. (2008)., Jon Clenton, 2008, Without Invitation, English
  76. Investigating the construct of productive vocabulary: comparing different measures. (2008)., Jon Clenton, BAAL, 2008, Without Invitation, English, Swansea
  77. How Lex30 compares with the Lexical Frequency Profile. (2007)., Jon Clenton, Vocabulary Acquisition Research Group, 2007, Without Invitation, English, Swansea University

Awards

  1. 2014, Buy out award (2015), University of Reading
  2. 2014, Excellence in Administration Award from the University of Reading (2014).
  3. 2014, British Academy Statistics Award (2014), British Academy
  4. 2014, Centre for Literacy and Multilingualism research award (2014) (University of Reading)
  5. 2009, Best Annual Conference Poster Prize (2009), BAAL
  6. BAAL scholarship (2009), BAAL

Works, etc.

  1. PhD external examiner - University of Reading, 2023
  2. Pearson A-Level English Government Advisory board, Pearson A-Level English Government Advisory board, 2014, Educational Materials

External Funds

Acceptance Results of Competitive Funds

  1. 2022 ~ Mapping the spoken vocabulary knowledge of second language (L2) learners of English
  2. 2022 ~ Investigating Multiword Sequence and Speaking Fluency Influences in High-stakes Assessments. With Dan Hougham
  3. A longitudinal multi-modal corpus: Focus on Vocabulary and Multi-word Units. With Jen Jordan
  4. Spoken and Written Vocabulary in High-stakes Assessments: The Impact of Lexical Choices at Different IELTS Proficiency Levels. With George Higginbotham
  5. 2020~With Gavin Brooks: Addressing the issue of assessing English as an Additional Language (EAL) learners: Developing and validating a word list and Vocabulary Levels Test for EAL learners, 2020, 2023
  6. 2020~With Simon Fraser: Investing relationships between vocabulary knowledge and IELTS writing at levels 4-6, 2020, 2023
  7. 2020~With Peter Neff: Acquisition and decay: The long-term impact of study abroad on receptive vocabulary knowledge and lexical diversity, 2020, 2023
  8. 2019~ with Dion Clingwall: Lexical Frequency Profiles and Lexical Usage: Knowledge vs Use, 2019, 2022
  9. 2019~ with Philip head: Investigating the extent to which speech rater judgement relates to objective speech measures, 2019, 2022
  10. 2019~ Investigating multi-faceted aspects of vocabulary and oral ability, 2019, 2022
  11. Investigating the relationship between English speaking tasks, productive vocabulary knowledge, and TOEIC-IP scores.
  12. KAKENHI, Building a word list for English as an Additional Language learners, 2017, 2019
  13. KAKENHI, 2016, 2018
  14. Exploring the relationship between productive vocabulary knowledge and second language oral ability, 2016, 2019

Social Activities

Organizing Academic Conferences, etc.

  1. Hiroshima Lexical Research Forum, 2023/.9, 2023/.9
  2. Hiroshima Lexical Research Forum, 2022/.9, 2022/.9
  3. Hiroshima Lexical Research Forum, 2021/.9, 2021/.9
  4. Hiroshima Lexical Research Forum, 2020/.9, 2020/.9
  5. Hiroshima Lexical Research Forum, 2020/.2, 2020/.2

History as Peer Reviews of Academic Papers

  1. 2024, Languages, Chief editor, 5
  2. 2024, Language Learning, 2
  3. 2024, Encyclopedia of Applied Linguistics, Reviewer, 1
  4. 2024, International Journal of Bilingual Education and Bilingualism, Reviewer, 1
  5. 2024, Language Assessment Quarterly, Reviewer, 1
  6. 2024, Languages, Editor, Editor, 1
  7. 2024, System, Reviewer, 1
  8. 2023, System, reviewer, 2
  9. 2023, Journal of English for Academic Purposes, reviewer, 2
  10. 2023, International Review of Applied Linguistics in Language Teaching, reviewer, 2
  11. 2023, Languages, Editor, 15
  12. 2023, American Association of Applied Linguistics (AAAL) conference abstract reviewer, 8
  13. 2023, Japanese Psychological Research, reviewer, 1
  14. 2023, Studies in Second Language Acquisition, reviewer, 2
  15. 2022, International Journal of Bilingual Education and Bilingualism, reviewer, Others, 2
  16. 2022, Japanese Psychological Research, Others, Reviewer, 2
  17. 2022, Language and Speech, reviewer, Others, 2
  18. 2022, English for Specific Purposes, Others, Reviewer, 2
  19. 2022, Sage Open reviewer, 2
  20. 2022, Studies in Second Language Acquisition reviewer, 2
  21. 2022, American Association of Applied Linguistics (AAAL) conference abstract reviewer, 8
  22. 2022, John Benjamins chapter reviewer, 2
  23. 2022, Sage Open, Editor, 2
  24. 2022, Language Teaching Research, Editor, 2
  25. 2021, Languages, Chief editor
  26. 2021, System, 2
  27. 2021, Language Learning, reviewer, 2
  28. 2021, Routledge, book proposal reviewer, 2
  29. 2021, Studies in Second Language Acquisition, reviewer, 2
  30. 2021, Language Teaching Research, reviewer, 2
  31. 2020, System, Editor, 2
  32. 2020, SAGE Open, editor, 2
  33. 2020, Routledge publisher, book proposal reviewer, 2
  34. 2019, Modern Language Journal, Editor, 1
  35. 2019, Language Learning, Editor, 2
  36. 2019, Language Teaching Research., Editor, 4
  37. 2018, Modern Language Journal, 2
  38. 2018, Vocabulary Learning and Instruction, Editor, 2
  39. 2018, Language Teaching Research, Editor, 2
  40. 2017, Sage online, Chief editor, Chief Editor, 2
  41. 2017, Sage Open, Chief editor, Chief Editor, 1
  42. 2015, System, Editor, Reviewer, 3
  43. 2015, Vocabulary Learning and Instruction, Editor, Reviewer, 3