] Filters: First Letter Of Last Name is L [Clear All Filters]
2010. ‘Opening up flexible spaces: ideology and practice in complementary schools’ in
Sites of Multilingualism. Stoke-on-Trent: Trentham Books, pp. 3-18.
Type of entry: Book chapter
Book editor(s): Lytra, V. and P. Martin.
ISBN: 9781858564548
Entered by: University of Birmingham (School of Education)
Type of entry: Book chapter
Book editor(s): Lytra, V. and P. Martin.
ISBN: 9781858564548
Entered by: University of Birmingham (School of Education)
2007. ‘For more on X, see e.g. Y: A TESOL approach to a pedagogical grammar of citation conventions’ in
Symposia for Language Teacher Educators. Edinburgh: Institute for Applied Language Studies.
Type of entry: Paper in conference proceedings
Editor(s): Lynch, T. and J. Northcott.
Principal format: CD-ROM
Descriptor(s): ESP, Teacher education, Writing
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Paper in conference proceedings
Editor(s): Lynch, T. and J. Northcott.
Principal format: CD-ROM
Descriptor(s): ESP, Teacher education, Writing
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2005. ‘Self-transcribing and noticing in EAP speaking classes’.
Edinburgh Working Papers in Applied Linguistics 14: 54-67.
Type of entry: Journal article
Summary: A study comparing two approaches to feedback on spoken English performance (teacher-led and learner-led) and their impact on learning.
Descriptor(s): English language, Learner cognition, Methodology, Speaking
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Journal article
Summary: A study comparing two approaches to feedback on spoken English performance (teacher-led and learner-led) and their impact on learning.
Descriptor(s): English language, Learner cognition, Methodology, Speaking
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2010. ‘Listening: sources, skills and strategies’ in
Oxford Handbook of Applied Linguistics. 2nd edition. Oxford: Oxford University Press, pp. 74-87.
Type of entry: Book chapter
Book editor(s): Kaplan, R.
ISBN: 978-019538425-3
Summary: A review article focusing on sources of listening experience and of comprehension difficulty, on the role of skills and listening strategies, and the implications of comprehension research for listening instruction.
Descriptor(s): Listening, Teacher education
Entered by: University of Edinburgh (English Language Teaching Centre)
Type of entry: Book chapter
Book editor(s): Kaplan, R.
ISBN: 978-019538425-3
Summary: A review article focusing on sources of listening experience and of comprehension difficulty, on the role of skills and listening strategies, and the implications of comprehension research for listening instruction.
Descriptor(s): Listening, Teacher education
Entered by: University of Edinburgh (English Language Teaching Centre)
2009. ‘Responding to learners' perceptions of feedback: the use of comparators in second language speaking courses’.
Innovation in Language Learning and Teaching 3/1: 1-13.
Type of entry: Journal article
Summary: A report on the findings of a survey of international students, who were asked to comment on a range of feedback activities and materials. A practical pedagogic framework is proposed in which to address divergent learner preferences for the nature and timing of feedback.
Descriptor(s): Classroom interaction, Methodology, Speaking
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Edinburgh (English Language Teaching Centre)
Type of entry: Journal article
Summary: A report on the findings of a survey of international students, who were asked to comment on a range of feedback activities and materials. A practical pedagogic framework is proposed in which to address divergent learner preferences for the nature and timing of feedback.
Descriptor(s): Classroom interaction, Methodology, Speaking
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Edinburgh (English Language Teaching Centre)
2007. ‘Learning from the transcripts of an oral communication task’.
ELT Journal 61/4: 311-320.
Type of entry: Journal article
Summary: A classroom study comparing alternative feedback techniques on spoken task performance.
Descriptor(s): Classroom interaction, English language, Learner cognition, Listening, Speaking, Writing
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Journal article
Summary: A classroom study comparing alternative feedback techniques on spoken task performance.
Descriptor(s): Classroom interaction, English language, Learner cognition, Listening, Speaking, Writing
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2006. Extensive Reading and L2 Development: A Study of Hong Kong Secondary Learners of English.
Type of entry: Doctoral thesis
Supervisor(s): Lynch, T. and A. Davies
Awarding institution: University of Edinburgh
Thesis type: PhD
Descriptor(s): Reading
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Doctoral thesis
Supervisor(s): Lynch, T. and A. Davies
Awarding institution: University of Edinburgh
Thesis type: PhD
Descriptor(s): Reading
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2009. Teaching Second Language Listening. Oxford: Oxford University Press.
ISBN: 978-019442334-2
Type of entry: Authored book
Summary: This book draws on current research to suggest ways of evaluating and designing L2 classroom listening activities. It highlights ways of focusing on the learner: involving learners in task design and the self-access centre, and suggesting how to help them develop their listening skills beyond the classroom.
Descriptor(s): Classroom interaction, Listening, Materials, Methodology
Country of research: various
Learners' background: various
Entered by: University of Edinburgh (English Language Teaching Centre)
ISBN: 978-019442334-2
Type of entry: Authored book
Summary: This book draws on current research to suggest ways of evaluating and designing L2 classroom listening activities. It highlights ways of focusing on the learner: involving learners in task design and the self-access centre, and suggesting how to help them develop their listening skills beyond the classroom.
Descriptor(s): Classroom interaction, Listening, Materials, Methodology
Country of research: various
Learners' background: various
Entered by: University of Edinburgh (English Language Teaching Centre)
2007. ‘Checks, lies and videotape: Developing international academics' lecturing skills in English’ in
Symposia for Language Teacher Educators. Edinburgh: Institute for Applied Language Studies.
Type of entry: Paper in conference proceedings
Editor(s): Lynch, T. and J. Northcott.
Principal format: CD-ROM
Descriptor(s): Speaking, Teacher education
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Paper in conference proceedings
Editor(s): Lynch, T. and J. Northcott.
Principal format: CD-ROM
Descriptor(s): Speaking, Teacher education
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2010. ‘Listening’ in
Introduction to Applied Linguistics. 2nd edition. London: Arnold, pp. 180-196.
Type of entry: Book chapter
Book editor(s): Schmitt, N.
ISBN: 978-034098447-5
Summary: A survey article exploring different models and types of listening, the distinction between skills and strategies, the investigation of listening processes, and factors affecting successful listening instruction.
Descriptor(s): Learner cognition, Listening, Methodology
Country of research: various
Learners' background: various
Entered by: University of Edinburgh (English Language Teaching Centre)
Type of entry: Book chapter
Book editor(s): Schmitt, N.
ISBN: 978-034098447-5
Summary: A survey article exploring different models and types of listening, the distinction between skills and strategies, the investigation of listening processes, and factors affecting successful listening instruction.
Descriptor(s): Learner cognition, Listening, Methodology
Country of research: various
Learners' background: various
Entered by: University of Edinburgh (English Language Teaching Centre)
2007. A Noticing-Promotion Approach and L2 Development: A Study of English Interrogative Acquisition in the Classroom.
Type of entry: Doctoral thesis
Supervisor(s): Lynch, T. and C. Benson
Awarding institution: University of Edinburgh
Summary: A classroom-based study of Japanese learners of English engaged in paired communication tasks.
Thesis type: PhD
Descriptor(s): Learner cognition, Methodology, Speaking
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Doctoral thesis
Supervisor(s): Lynch, T. and C. Benson
Awarding institution: University of Edinburgh
Summary: A classroom-based study of Japanese learners of English engaged in paired communication tasks.
Thesis type: PhD
Descriptor(s): Learner cognition, Methodology, Speaking
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2008. The Effect of Collaborative Output Activities on the Learning of English Relative Clauses: An Empirical Study of Mechanical and Meaningful Output.
Type of entry: Doctoral thesis
Supervisor(s): Lynch, T. and C. Benson
Awarding institution: University of Edinburgh
Summary: A study comparing the learning benefits for Iranian learners of English receiving instruction in different types of classroom activity.
Thesis type: PhD
Descriptor(s): Learner cognition, Methodology
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Doctoral thesis
Supervisor(s): Lynch, T. and C. Benson
Awarding institution: University of Edinburgh
Summary: A study comparing the learning benefits for Iranian learners of English receiving instruction in different types of classroom activity.
Thesis type: PhD
Descriptor(s): Learner cognition, Methodology
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2007. ‘LSAP teacher development and course development: An English for the Ll.M. case study’ in
Symposia for Language Teacher Educators. Edinburgh: Institute for Applied Language Studies.
Type of entry: Paper in conference proceedings
Editor(s): Lynch, T. and J. Northcott.
Principal format: CD-ROM
Descriptor(s): ESP, Teacher education
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Paper in conference proceedings
Editor(s): Lynch, T. and J. Northcott.
Principal format: CD-ROM
Descriptor(s): ESP, Teacher education
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2006. ‘Academic listening: Marrying top and bottom’ in
Current Trends in the Development and Teaching of the Four Language Skills. Berlin: Mouton de Gruyter, pp. 91-110.
Type of entry: Book chapter
Book editor(s): Uso-Juan, E. and A. Martinez-Flor.
ISBN: 3110189682
Summary: A discussion of the need for attention to both top and bottom level processing in the teaching of L2 listening skills, with practical illustrations from the author's EAP materials.
Descriptor(s): Learner autonomy/strategies, Listening, Teacher education
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Book chapter
Book editor(s): Uso-Juan, E. and A. Martinez-Flor.
ISBN: 3110189682
Summary: A discussion of the need for attention to both top and bottom level processing in the teaching of L2 listening skills, with practical illustrations from the author's EAP materials.
Descriptor(s): Learner autonomy/strategies, Listening, Teacher education
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2009. ‘The Speaking Log: a tool for post-task feedback’ in
Insights on Teaching Speaking in TESOL. Alexandria, VA: TESOL, pp. 171-177.
Type of entry: Book chapter
Book editor(s): Stewart, T.
ISBN: 978-193118557-8
Summary: This paper describes the rationale and design of the Speaking Log, which helps learners of English to focus on form in recordings of their own L2 speech. The Log creates the opportunity for the learner to check their self-corrections of slips, and to ask their tutor questions about potential errors.
Descriptor(s): Learner autonomy/strategies, Speaking
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Edinburgh (English Language Teaching Centre)
Type of entry: Book chapter
Book editor(s): Stewart, T.
ISBN: 978-193118557-8
Summary: This paper describes the rationale and design of the Speaking Log, which helps learners of English to focus on form in recordings of their own L2 speech. The Log creates the opportunity for the learner to check their self-corrections of slips, and to ask their tutor questions about potential errors.
Descriptor(s): Learner autonomy/strategies, Speaking
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Edinburgh (English Language Teaching Centre)
2008. Systematising EAP Materials Development: Design, Evaluation and Revision in a Thai Undergraduate Reading Course.
Type of entry: Doctoral thesis
Supervisor(s): Lynch, T. and E. Glendinning
Awarding institution: University of Edinburgh
Summary: A study of two cycles of materials development, piloting and revision, using learners' and teachers' perceptions of materials use and value to inform the process of revision.
Thesis type: PhD
Descriptor(s): Materials, Methodology, Reading
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Type of entry: Doctoral thesis
Supervisor(s): Lynch, T. and E. Glendinning
Awarding institution: University of Edinburgh
Summary: A study of two cycles of materials development, piloting and revision, using learners' and teachers' perceptions of materials use and value to inform the process of revision.
Thesis type: PhD
Descriptor(s): Materials, Methodology, Reading
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2010. ‘National occupational standards in intercultural working: models of theory and assessment’ in
The Intercultural Dynamics of Multicultural Working. Clevedon: Multilingual Matters, pp. 41-58.
Type of entry: Book chapter
Book editor(s): Guilherme, M., E. Glaser and M.C. Mendez-Garcia.
ISBN: 9781847692856
Summary: This paper reports on a UK government funded project to develop national occupational standards in intercultural working.
Descriptor(s): Assessment, Cultural issues
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Type of entry: Book chapter
Book editor(s): Guilherme, M., E. Glaser and M.C. Mendez-Garcia.
ISBN: 9781847692856
Summary: This paper reports on a UK government funded project to develop national occupational standards in intercultural working.
Descriptor(s): Assessment, Cultural issues
Country of research: United Kingdom
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2009. ‘Corpus linguistics and word meaning’ in
Corpus Linguistics: An International Handbook, Volume 2. Berlin: Walter de Gruyter, pp. 972-986.
Type of entry: Book chapter
Book editor(s): Ludeling, A. and M. Kyoto.
ISBN: 978-3-11-018043-5
Descriptor(s): English language, Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Liverpool (School of English)
Type of entry: Book chapter
Book editor(s): Ludeling, A. and M. Kyoto.
ISBN: 978-3-11-018043-5
Descriptor(s): English language, Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Liverpool (School of English)
2009. ‘The relationship between conceptual metaphors and classroom management language: reactions by native and non-native speakers of English’.
Iberica 17: 25-44.
Type of entry: Journal article
Summary: This article looks at how people of different nationalities understand classroom management language that contains metaphor.
Descriptor(s): Listening, Teacher education
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
Type of entry: Journal article
Summary: This article looks at how people of different nationalities understand classroom management language that contains metaphor.
Descriptor(s): Listening, Teacher education
Entered by: University of Birmingham (Centre for English Language Studies and Department of English)
2010. ‘Students' conceptions of voice in academic writing’ in
Constructing Interpersonality: Multiple Perspectives and Applications to Written Academic Genres. Newcastle: Cambridge Scholars Publishing, pp. 325-336.
Type of entry: Book chapter
Book editor(s): Lorés-Sanz, R.P., P. Mur-Dueñas and E. Lafuente-Millán.
ISBN: 978-1-4438-1981-7
Descriptor(s): ESP, Writing
Learners' background: various
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)
Type of entry: Book chapter
Book editor(s): Lorés-Sanz, R.P., P. Mur-Dueñas and E. Lafuente-Millán.
ISBN: 978-1-4438-1981-7
Descriptor(s): ESP, Writing
Learners' background: various
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)
2009. ‘Teaching and testing speaking’ in
Handbook of Second and Foreign Language Teaching. New York: Blackwell, pp. 412-440.
Type of entry: Book chapter
Book editor(s): Long, M.H. and C.J. Doughty.
ISBN: 978-1-4051-5489-5
Summary: The chapter outlines the nature of the problem of developing and researching the teaching and testing of spoken second language development, with reference to the patterns of language, and their conditions of use.
Descriptor(s): Assessment, Classroom interaction, English language, Materials, Methodology, Speaking
Entered by: Lancaster University (Linguistics and English Language)
Type of entry: Book chapter
Book editor(s): Long, M.H. and C.J. Doughty.
ISBN: 978-1-4051-5489-5
Summary: The chapter outlines the nature of the problem of developing and researching the teaching and testing of spoken second language development, with reference to the patterns of language, and their conditions of use.
Descriptor(s): Assessment, Classroom interaction, English language, Materials, Methodology, Speaking
Entered by: Lancaster University (Linguistics and English Language)
2009. ‘Advances in materials design’ in
The Handbook of Language Teaching. Oxford: Blackwell, pp. 311-326.
Type of entry: Book chapter
Book editor(s): Long, M.H. and C.J. Doughty.
ISBN: 9781405154895
Summary: Using a database of relevant examples, this chapter analyses and critically evaluates trends in ELT textbook design over the last 20 years or so. It also calls for much greater involvement by applied linguistics research in this area, and proposes a number of ways in which this might occur.
Descriptor(s): Materials
Country of research: United Kingdom
Entered by: Lancaster University (Linguistics and English Language)
Type of entry: Book chapter
Book editor(s): Long, M.H. and C.J. Doughty.
ISBN: 9781405154895
Summary: Using a database of relevant examples, this chapter analyses and critically evaluates trends in ELT textbook design over the last 20 years or so. It also calls for much greater involvement by applied linguistics research in this area, and proposes a number of ways in which this might occur.
Descriptor(s): Materials
Country of research: United Kingdom
Entered by: Lancaster University (Linguistics and English Language)
2009. ‘Patterns in news stories: a corpus approach to teaching discourse analysis’ in
Using Corpora to Learn about Language and Discourse. Bern: Peter Lang, pp. 99-132.
Type of entry: Book chapter
Book editor(s): Lombardo, L.
ISBN: 978-3-03911-522-8
Descriptor(s): English language, Reading
Entered by: University of Nottingham (School of English Studies)
Type of entry: Book chapter
Book editor(s): Lombardo, L.
ISBN: 978-3-03911-522-8
Descriptor(s): English language, Reading
Entered by: University of Nottingham (School of English Studies)
2010. ‘Gender and interpersonal pragmatics’ in
Interpersonal Pragmatics. Berlin: De Gruyter Mouton, pp. 225-250.
Type of entry: Book chapter
Book editor(s): Locher, M.A. and G.L. Sage.
ISBN: 978-3-11-021432-1
Descriptor(s): Cultural issues, English language, Learner cognition
Entered by: University of Nottingham (School of English Studies)
Type of entry: Book chapter
Book editor(s): Locher, M.A. and G.L. Sage.
ISBN: 978-3-11-021432-1
Descriptor(s): Cultural issues, English language, Learner cognition
Entered by: University of Nottingham (School of English Studies)
2007. ‘Enhancing students' engagement and motivation in writing: The case of primary students in Hong Kong’.
Journal of Second Language Writing 16 /4: 219-237.
Type of entry: Journal article
Summary: This study describes the implementation of a new ESL primary writing programme. The study examines both the students’ and teacher-researcher’s perspectives on the new programme and looks at its impact on writing engagement, motivation and interest in writing as well as on the overall development of the students’ writing skills.
Descriptor(s): Cultural issues, English language, Methodology, Writing
Country of research: Hong Kong
Learners' background: Hong Kong
Institutional level: primary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Type of entry: Journal article
Summary: This study describes the implementation of a new ESL primary writing programme. The study examines both the students’ and teacher-researcher’s perspectives on the new programme and looks at its impact on writing engagement, motivation and interest in writing as well as on the overall development of the students’ writing skills.
Descriptor(s): Cultural issues, English language, Methodology, Writing
Country of research: Hong Kong
Learners' background: Hong Kong
Institutional level: primary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
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