Associate Professor David Hirsh
BA(Well), PGDipTESL(Well), MA(ApplLing)(Well), PhD(Well)
Associate Dean, Postgraduate Programs
Phone: +61 2 9351 6417
Fax: +61 2 9351 2606
Research on teaching and learning
- Learning and teaching in higher education
Social structures, inequalities and social justice
- Indigenous issues
Teaching English to Speakers of Other Languages
- Languages and cultures education
language & culture, indigenous language use, second language vocabulary development, academic acculturation
David Hirsh has a research interest in the role of vocabulary in language learning. He is involved in research collaboration aimed at exploring the function of scientific vocabulary in school texts.
Another area of research interest is academic pathways, in terms of how and when language proficiency is assessed, the role of diagnostic and self assessment, the minimum language requirements set by institutions, and tracking academic performance and experiences across time.
A third area of research interest is language revitalization, particularly in Southeast Asia. He is involved in research collaboration with the Research Institute for Languages and Cultures of Asia, Mahidol University, Thailand documenting language use in Thailand, to explore the scope for reversing recent trends of language loss over time. This project considers the link between language, culture and identity.
A fourth area of research interest is the process of speech development in infants. Research activities in this area are conducted in collaboration with the Reseach Center for Applied Perceptual Science, a multidisciplinary grouping of researchers at Kyushu University, Japan.
Professional and community roles
Editorial Board member, RELC Journal (2011 - 2014)
Co-Editor, University of Sydney Papers in TESOL (from 2012)
- Infant speech development (in collaboration with Kyushu University)
- The function of scientific vocabulary
- Language revitalization in Thailand (in collaboration with Mahidol University)
- The academic performance of international students at university
Current research students
|Project title||Degree||Research student|
|Creating word lists to inform ELT pedagogy||PhD||Warren Matsuoka|
|L2 word learnability across L1 groups: A focus on written form of words||PhD||Chen-Chun Camille Lin|
|The effect of receptive and productive vocabulary knowledge on writing.||PhD||Xuan Wang|
|A Wordlist: Vocabulary Thresholds for EFL Learners||PhD||Apisak Sukying|
- Hirsh, D. (Ed.). (2012). Current Perspectives in Second Language Vocabulary Research. Bern: Peter Lang.
- Hirsh, D. (2010). Academic Vocabulary in Context. Bern: Peter Lang.
- Paltridge, B., Harbon, L., Hirsh, D., Shen, H., Stevenson, M., Phakiti, A., Woodrow, L. (2009). Teaching Academic Writing: An introduction for teachers of second language writers. Ann Arbor, MI: University of Michigan Press.
- Hirsh, D. (2012). Vocabulary research: Current themes, future directions. In D. Hirsh (Ed.), Current Perspectives in Second Language Vocabulary Research (pp. 13–20), Bern: Peter Lang.
- Lin, C. & Hirsh, D. (2012). Manipulating instructional method: The effect on productive vocabulary use. In D. Hirsh (Ed.), Current Perspectives in Second Language Vocabulary Research (pp. 117–148), Bern: Peter Lang.
- Lee, Y-T. & Hirsh, D. (2012). Quality and quantity of exposure in L2 vocabulary learning. In D. Hirsh (Ed.), Current Perspectives in Second Language Vocabulary Research (pp. 79–116), Bern: Peter Lang.
- Hirsh, D. (2010). Researching vocabulary. In B. Paltridge and A. Phakiti (Eds.), Continuum Companion to Research Methods in Applied Linguistics (pp. 222–239), London: Continuum.
- Hirsh, D. (2009). Tracking academic performance: A qualitative approach. In F. Anderson, Y. Ma and N. Tarling (Eds.), The English Language and the Asian Student (pp. 278–300), Jinan, China: Shandong University Press.
- Yamashita, Y., Nakajima, Y., Ueda, K., Seno, T., Shimada, Y., Hirsh, D. & Smith, B.A. (2013). Acoustic analyses of speech sounds and rhythms in Japanese- and English-learning infants. Frontiers in Psychology, 4(57), 1–10.
- Yamashita, Y. & Hirsh, D. (2011). Second language and cognition: Conceptual categorization of count/mass nouns in English with Japanese university students. Asian EFL Journal, 13(2), 361–388.
- Matsuoka, W. & Hirsh, D. (2010). Vocabulary learning through reading: Does an ELT course book provide good opportunities?. Reading in a Foreign Language, 22(1), 56–70.
- Zhong, H. & Hirsh, D. (2009). Vocabulary growth in an English as a foreign language context. University of Sydney Papers in TESOL, 4, 85–113.
- Hirsh, D. & Coxhead, A. (2009). Ten ways of focussing on science-specific vocabulary in EAP classrooms. EA Journal, 25(1), 5–16.
- Hirsh , D. (2007). English language, academic support and academic outcomes: A discussion paper. University of Sydney Papers in TESOL, 2(2), 193–211.
- Coxhead, A. & Hirsh, D. (2007). A pilot science-specific word list. Revue Francaise de Linguistique Appliquee, 12(2), 65–78.
- Read, J. & Hirsh, D. (2007). Moderating assessment standards in foundation studies programmes. TESOLANZ Journal, 15, 1–15.
- Hirsh, D. & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure?. Reading in a Foreign Language, 8(2), 689–696.
- Nakajima, Y., Yamashita, Y., Ueda, K., Shimada, Y. & Hirsh, D. (2012). Comparative study of the developmental process of speech production in English-speaking and Japanese-speaking infants, IEICE Technical Report (Japan), 111, 71–75.
- Nakajima, Y., Yamashita, Y., Ueda, K., Shimada, Y. & Hirsh, D. (2012). Developmental process of speech production at the babbling stage: Comparison of Japanese- and English-learning infants, Sound (Kawai Foundation, Japan), 27.
- Woodrow, L., Hirsh, D. & Phakiti, A. (2011). Academic Performance of ESL Graduates from USFP. Research report submitted to University of Sydney Foundation Program, Sydney.
- Coxhead, A. & Hirsh, D. (Eds). (2011). University of Sydney Papers in TESOL (Special Issue). (Vol. 6), University of Sydney: TESOL Research Network.
- Read, J. & Hirsh, D. (2006). Establishing National Standards for English Language Levels in Tertiary Institutions. Final report to Education New Zealand on Export Education Levy Project L2, Wellington.
- Read, J. & Hirsh, D. (2005). English Language Levels for International Students in Tertiary Institutions. Final report to Education New Zealand on Export Education Levy Project E4, Wellington.