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      Gardner, S.F. and J. Holmes. 2010. ‘From section headings to assignment macrostructure in undergraduate student writing’ in Thresholds and Potentialities of Systemic Functional Linguistics. Trieste: Edizioni Universitarie Trieste, pp. 254-276
      Book editor(s): Swain, E.
      ISBN: 9788883032752
      Summary: The textual, ideational and interpersonal meanings of section headings of assignments in the BAWE corpus inform a classification of undergraduate assignment macrostructures as simple, complex or compound, based on the relationship between sections. A comparison with graduate thesis macrostructures follows.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Birmingham (School of Education)
      Gardner, S.F. 2010. ‘A theory of language for dynamic assessment of EAL’. NALDIC Quarterly 8/1: 37-41
      Summary: This focuses on the use of Systemic Functional Linguistics in assessing students’ work to support learning. It examines how groups of students reporting on the writing of story endings provides an opportunity for dynamic assessment, and suggests how an SFL-informed awareness of language would help teachers.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: primary
      Entered by: University of Birmingham (School of Education)
      Gardner, S.F. and A. Pinter. 2010. ‘Transnational contexts for sojourner English Language Learners in schools’ in Language, Learning and Context - Proceedings of the 42nd BAAL Annual Conference 2009. London: BAAL/Scitsiugnil
      Editor(s): Harris, A. and A. Brandt.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: primary
      Entered by: University of Birmingham (School of Education)
      Nitta, R. and S.F. Gardner. 2009. ‘Consciousness’ in English Language Teaching: Major Themes in Education. London: Routledge
      Book editor(s): Hedge, P., N. Andon and M. Dewey.
      ISBN: 978-0-415-29943-5
      Entered by: University of Birmingham (School of Education)
      Gardner, S.F. and J. Holmes. 2009. ‘Can I use headings in my essay? Section headings, macrostructures and genre families in the BAWE corpus of student writing’ in Academic Writing: At the Interface of Corpus and Discourse. London: Continuum, pp. 251-271
      Book editor(s): Charles, M., S. Hunston and D. Pecorari.
      ISBN: 9781847064363
      Summary: The interactive / frame markers of section headings and assignment macrostructures in 13 genre families of BAWE (British Academic Written English) corpus are analysed to illustrate corpus–discourse interface; to explore the extent to which macrostructure can be used to expedite genre identification; and to answer pedagogical questions (see title).
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Birmingham (School of Education)
      Gardner, S.F. and A. Yaacob. 2009. ‘CD-ROM multimodal affordances: classroom interaction perspectives in the Malaysian English literacy hour’. Language and Education 23/5: 1-16
      Summary: Classroom interaction extracts from year 1 English/Literacy Hour show how the same CD-ROMs offer different affordances in their support of seven teaching styles differentiated along eight dimensions. There was no evidence of the increased interaction and student participation. Our classification of teaching styles enables us to identify what works.
      Country of research: Malaysia
      Learners' background: Malaysia
      Institutional level: primary
      Entered by: University of Birmingham (School of Education)
      Gardner, S.F. 2009. ‘Evaluation across disciplinary groups in university student writing: the critique genre family as texts and text’ in Proceedings of the BAAL Annual Conference 2008 - Taking the Measure of Applied Linguistics. Swansea: Swansea University, pp. 47-50
      Editor(s): Edwardes, M.
      Summary: Evaluation in student assignments is compared across the disciplinary groups of Arts & Humanities, Social Sciences, Life Sciences, and Physical Science through a genre analysis of the BAWE1 corpus as texts, a multidimensional register analysis of the corpus as text and a frequency analysis of specific amplifiers and attributive adjectives.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Birmingham (School of Education)
      Yaacob, A. and S.F. Gardner. 2009. ‘Interactive teaching styles with CD-ROMs: Malaysian perspectives’ in Young Learner English Language Policy and Implementation: International Perspectives. Kent: IATEFL Young Learner Special Interest Group/Garnet Publications, pp. 237-245
      Editor(s): Enever, J., J. Moon and U. Raman.
      Entered by: University of Birmingham (School of Education)
      Gardner, S.F. 2008. ‘Mapping ideational meaning in a corpus of student writing’ in New Developments in the Study of Ideational Meaning: From Language to Multimodality. London: Equinox Publishing
      Book editor(s): Jones, C. and E. Ventola.
      ISBN: 978-1-84553-347-2
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: adult
      Entered by: University of Birmingham (School of Education)
      Pramoolsook, I. 2008. Genre Transfer from Dissertations to Research Articles among Thai Scientists.
      Supervisor(s): Gardner, S.F.
      Awarding institution: University of Warwick
      Thesis type: PhD
      Entered by: University of Birmingham (School of Education)