Educational Background Ph.D. (with distinction) in Applied Linguistics, Northern Arizona University, 1999
M.A. in Teaching English as a Second Language (TESL), Brigham Young University, 1994
TESL Graduate Certificate, Brigham Young University, 1993
B.A. in English, Brigham Young University, 1983
Gardner, D. (1999). Vocabulary acquisition through reading: Assessing the lexical composition of theme-based text collections in upper-elementary education. Doctoral Dissertation. Northern Arizona University.
Gardner, D. (1994). The effects of preunderlining as a text signaling device to facilitate adult ESL readers’ processing of contextualized idioms. Master’s Thesis. Brigham Young University.
Academic Employment History Associate Professor, Brigham Young University 2007- Present
Assistant Professor, Brigham Young University, 2000-2007
Visiting Assistant Professor, Brigham Young University, 1999-2000
Part-Time Faculty, Brigham Young University, 1996-1999
External Reviewer for Applied Linguistics (beginning 2008)
External Reviewer for TESOL Quarterly (beginning 2006)
External Reviewer for Language Learning (beginning 2006)
External Reviewer for Language Learning and Technology (2006)
External Reviewer for TESL-EJ Journal (2001)
Chair of Interpreters Service for Hearing Impaired (2002 TESOL Conference, Salt Lake City, UT)
Department Committees TESOL Undergraduate Committee
TESOL Undergraduate Advisement Committee
TESOL Graduate Committee
TESOL MA Admissions Committee
TESOL Certificate Admissions Committee
Thesis Format Committee
Faculty Hiring Committee
Awards and Honors Convocation Speaker, College of Humanities, Brigham Young University, 1994
Phi Kappa Phi, Brigham Young University, 1994
Thesis of the Year, Linguistics Department, Brigham Young University, 1994
Professional Affiliations American Association for Applied Linguistics (AAAL)
Teachers of English to Speakers of Other Languages (TESOL)
Phi Kappa Phi
Scholarly Publications Books Gardner, D. (2013). Exploring vocabulary: Language in Action. London: Routledge.
Davies, M., & Gardner, D. (2010). A frequency dictionary of contemporary American English: Word sketches, collocates, and thematic lists. London: Routledge.
International Journals and Chapters in Books Gardner, D., & Davies, M. (2013). A new academic vocabulary list. Applied Linguistics, advanced access, pp. 1-24.
Gardner, D. (2012). Technology and usage-based teaching applications. The Encyclopedia of Applied Linguistics, ed. Chapelle, C.A. Oxford, UK: Wiley-Blackwell.
Davies, M., & Gardner, D. (2011). Creating and using the Frequency Dictionary of Contemporary American English: Word Sketches, Collocates, and Thematic Lists". In J. Newman, H. Baayen, & S. Rice (Eds), Corpus-based studies in language use, language learning, and language documentation (pp. 283-297). Amsterdam: Rodopi.
Gardner, D. (2008). Vocabulary Recycling in Children’s Authentic Reading Materials:
A Corpus-Based Investigation of Narrow Reading. Reading in a Foreign Language, 20(1), 92-122.
Gardner, D. (2007). Validating the construct of Word in applied corpus-based vocabulary research: A critical survey. Applied Linguistics, 28(2), 241-265.
Gardner, D. & Davies, M. (2007). Pointing out frequent phrasal verbs: A corpus-based analysis. TESOL Quarterly, 41(2), 339-359.
Gardner, D. (2007). Children’s immediate understanding of vocabulary: Contexts and dictionary definitions. Reading Psychology, 28(4), 331-373.
Gardner, D. & Hansen, E. C. (2007).Effects of lexical simplification during unaided reading of English informational texts. TESL Reporter, 40(2), 27-59.
Gardner, D. (2004). Vocabulary input through extensive reading: A comparison of words found in children’s narrative and expository reading materials. Applied Linguistics 25(1), 1-37.
Gardner, D. (2001). Review of Creativity and Innovation in Content Area Teaching. TESOL Journal, 10(2/3), 43-44.
Gardner, D. (1997). Review of Vocabulary, Semantics, and Language Education. SSLA, 19(1), 125-126.
Grabe, W., & Gardner, D. (1995). Discourse analysis, coherence, and reading instruction. Lenguas Modernas, 22, 69-88.
Educational Materials Development
Gardner, D., & Nance, G. (2001). Bridge Books Series B (Spanish/English). 25 Bilingual Instructional Readers. Springville, UT: Language Literacy Links.
Gardner, D., & Nance, G. (2000). Bridge Books Series A (Spanish English). 25 Bilingual Instructional Readers. Springville, UT: Language Literacy Links.
Gardner, D, & Davies, M. (2013). A new academic vocabulary list. AACL Conference. San Diego California.
Gardner, D. (2012). Tremors in the core: Understanding the High-Frequency Words of English. Invited Lecturer (February 27, 2012), Northern Arizona University, Flagstaff, Arizona.
Gardner, D. (2012). The academic vocabulary code: Words that shape societies. Invited Lecturer (February 27, 2012), Northern Arizona University, Flagstaff, Arizona.
Gardner, D. (2010). Developing academic vocabulary. TRESOL Conference (June 9, 2010) , Provo, Utah.
Gardner, D. (2009). All words are not created equal: Understanding the vocabulary needs of English language learners in our schools. TRESOL Conference, Provo, Utah.
Gardner, D., & Davies, M. (2009). A Frequency Dictionary of Contemporary American English: Word Sketches, Collocates, and Thematic Lists. AACL Conference (October, 2009). Edmonton, Alberta Canada.
Gardner, D. (2008) Semantic frequency and the creation of pedagogical word lists: What can we learn from SemCor? AACL Conference (March, 2008). Provo, Utah
Gardner, D. (2006). Determining semantic frequency in the British National Corpus. AAACL Conference (October, 2006). Flagstaff, Arizona.
Gardner, D. (2006). Smoke and mirrors? Frequency of word meanings in the British National Corpus. AAAL Annual Conference (June, 2006). Montreal, Quebec.
Gardner, D. (2005). Don’t give up, give in, or give out: A fresh look at English phrasal verbs and other multiword items. Rocky Mountain TESOL.
Gardner, D. (2005). Off the Top of My Head: Teaching English Phrases. English Language Center, Brigham Young University.
Gardner, D. & Davies, M. (2004). The impact of phrasal forms in corpus-based vocabulary studies. AAAL Annual Conference (March 2004). Portland, Oregon.
Claus, L. L., & Gardner, D. (2003). Multiplying the complexity of vocabulary analysis: Homographs in mathematics textbooks. AAAL Annual Conference (March 2003), Arlington, Virginia.
Gardner, D. (2002). Are those two related? An analysis of word families in extensive reading materials. AAAL Annual Conference (April 2002), Salt Lake City, Utah.
Gardner, D. (2001). Vocabulary in theme-based extensive reading materials. AAAL Annual Conference (Feb 2001), St. Louis, Missouri.
Gardner, D. (2001). Dee Gardner Interview. In A. Teemant & S. Pinnegar (Eds.), Understanding Acquisition Video Segments. [Videotape Recording]. Provo, UT: Brigham Young University/Public School Partnership.
Gardner, D. (2001). Vocabulary in fact and fiction: A tale of two literacies. The Center for Language Studies Colloquium (Oct 2001). Brigham Young University.
Gardner, D. (2000). Vocabulary acquisition through reading: Assessing the lexical composition of narrative and expository texts in upper-elementary education. AAAL Annual Conference (March 2000), Vancouver, British Columbia.
Gardner, D. (2000). Designing effective early literacy programs for ESL students in public education. ITESOL Conference, Salt Lake City, Utah.
Gardner, D. (2000). Themes, registers, and authors: Improving children’s exposure to content-area vocabulary during extensive-reading experiences. Deseret Language and Linguistics Symposium, Brigham Young University.
Gardner, D. (1999). Second language vocabulary acquisition through extensive reading? A comparison of words found in children’s narrative and expository reading materials. ITESOL Conference, Provo, Utah.
Gardner, D. (1996). Vocabulary in ESL reading. Arizona TESOL Conference, Chinle, Arizona.
Gardner, D. (1994). The effects of preunderlining as a text signaling device to facilitate adult ESL readers' processing of contextualized idioms. Deseret Language and Linguistics Symposium, Brigham Young University.
Major Scholarly Works in Progress
Gardner, D. Counting fantom vocabulary frequencies: The case of the electronic lexeme. Article in progress,
Gardner D., & Davies, M. Sorting them all out: The separable phrasal verbs of English. Article in progress.
University Courses Taught Graduate Courses Vocabulary Acquisition and Teaching
TESOL Reading and Writing (BYU Ling Dept)
Applied Vocabulary Research in TESOL (BYU Ling Dept)
ESL Grammar and Usage (BYU Ling Dept)
Research Design in TESOL (BYU Ling Dept)
Research Data Analysis (BYU Ling Dept)
Interlanguage Analysis (BYU Ling Dept)
Undergraduate Courses Literacy Development in TESOL (BYU Ling Dept)
Language Acquisition in TESOL (BYU Ling Dept)
English Vocabulary (BYU Ling Dept --Senior Course)
The Grammar of English (BYU Ling Dept)
Multicultural Education (BYU Ed Dept)
Freshman Composition (Northern Arizona University)
Other English Language Center Instructor
Special Needs Writing Tutor
Dissertation Assignments Chair Kusseling, F. (2012). A corpus-based evaluation of the Common European Framework: Vocabulary for French teaching and learning. Department of Instructional Psychology and Technology, Brigham Young University.
MA Thesis and Project Assignments (Completed) Chair Awarded Outstanding Thesis or Project Wood, R. (2010). Instructional Readers: Teaching content through vocabulary. Project.
Graham, A. (2008). The effects of homography on computer-generated high frequency word lists. Thesis.
Cramer, L. (2005). The effects of lexical simplification on ESL learners’ perceived comprehension. Thesis.
Claus, L. L. (2003). A vocabulary analysis of fourth-grade textbooks representing three approaches to mathematics instruction. Thesis.
Peltier, I. N. (2003). Creating leveled expository text collections for the ESL primary-grade classroom: An example in life science. Project.
Markovic, J. (2002). The influence of Greek and Latin on the lexicon of narrative and expository text collections in upper-elementary education: Implications for extensive reading. Thesis.
Wolfersberger, M. (2001). The effects of second language proficiency on the transfer of first language composing processes to second language writing. Thesis.
Brewer, B. (2008). Effects of lexical simplification and elaboration on ESL readers' local-level perceived comprehension. Thesis.
McClendon, B. (2004). The vocabulary of American History textbooks: Implications for the ESL learner.
Harnois, R. (2003). Assessing the readability of narrative texts in ESL settings: A comparison of subjective ratings and vocabulary distributions.
Williams, W. (2003). Qualitative evaluation of the vocabulary activities of the Technology Assisted Language Learning Program.
Fritzen, A. (2001). A comparison of language and content instruction in sheltered and mainstream high school social studies courses.
Reader Kurzer, K. (2013). Bringing the tutors to the students: An investigative study of WAC tutoring in second language contexts.
Ocana, V. (2011). Effects of Extended Systematic Phonics Instruction on Adult L2 Fluency, in terms of Decoding, Reading Rate and Comprehension. Thesis.
Jung, I. (2010). Essential 500 wordlist for the Foundations Program at the Brigham Young University's English Language Center. Project.
McGovern, J. (2010). The Foundations Prep Course for low proficiency students at Brigham Young University’s English Language Center. Project.
Alsiekh, F. (2009). Reading fluency: The effects of assisted repeated reading training on ESL learners' reading rate and comprehension of unpracticed texts.
Kohler, K. (2007), The development of a literacy curriculum for adult Liberian refugees.
Hilmo, M. (2006). The effect of repeated textual encounters and pictorial glosses upon acquiring additional word senses.
Petelo, E. (2005). Beliefs about the education of children: A comparison of Hispanic immigrant and Anglo-American parents.
Johnson, C. (2004). Vocabulary learning strategy use across cultures.
Zimmerman, K. (2004). The role of vocabulary size in assessing second language proficiency.
Brown, G. (2003). Using visuals to teach French vocabulary: A look at the picture-word relationship.
Wright, M. (2003). Lessons learned through reflective journals while implementing a parent-training course for family literacy.
Delis, A. A. (2002). A curriculum for the English Language Center of the Clifford Elementary School in Panyu, China.
Wolfersberger, R. A. (2001). Contextualizing the learning styles analysis of adult ESL learners.
Sorenson, L. A. (2000). Strategy usage of native Spanish speakers reading English text of differing levels of difficulty.
Jenkins, J. (2001). The effect of a preschool MSA immersion program on Arab children’s primary school reading and composition scores.
Goodliffe, S. S. (2000). Effects of reading while listening on adult ESL reading comprehension.
Jacob, J. I. (2000). Readability and second language learners: Factors of difficulty in narrative texts.
Lindsay, E. (2000). Learner concerns at the Missionary Training Center in the Technology Assisted Language Learning Program.