2010. Discourse and Genre: Using Language in Context. London: Palgrave Macmillan.
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
2010. Introducing English Language: A Resource Book for Students. London: Routledge.
ISBN: 978-0-415-44885-7
Summary: This book gives comprehensive coverage of the essential aspects of the English language, as well as providing an introduction to key disciplines of linguistics such as historical, social and psycholinguistics, and also core areas in language study including acquisition, standardisation and the globalisation of English.
Entered by: University of Nottingham (School of English Studies)
ISBN: 978-0-415-44885-7
Summary: This book gives comprehensive coverage of the essential aspects of the English language, as well as providing an introduction to key disciplines of linguistics such as historical, social and psycholinguistics, and also core areas in language study including acquisition, standardisation and the globalisation of English.
Entered by: University of Nottingham (School of English Studies)
2010. ‘Crossing the bridge from appreciative reader to reflective writer: the assessment of creative process’ in
Testing the Untestable in Language Education. Bristol: Multilingual Matters, pp. 165-190
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: The chapter explores the way in which the creative writing component of a language/literature programme was assessed, and provides comparisons of how first language and second language students responded to the process. In so doing, it examines the way students can be guided from reading more sensitively to writing more fluently.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: The chapter explores the way in which the creative writing component of a language/literature programme was assessed, and provides comparisons of how first language and second language students responded to the process. In so doing, it examines the way students can be guided from reading more sensitively to writing more fluently.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Oxford Brookes University (Westminster Institute of Education)
2010. ‘Implications for research, policy and practice’ in
The Routledge International Handbook of Language, Literacy and English Teaching. Abingdon: Routledge, pp. 531-537
Book editor(s): Wyse, D. and R. Andrews.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Wyse, D. and R. Andrews.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Introduction’ in
The Routledge International Handbook of Language, Literacy and English Teaching. Abingdon: Routledge, pp. 1-8
Book editor(s): Wyse, D., R. Andrews and J. Hoffman.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Wyse, D., R. Andrews and J. Hoffman.
ISBN: 978-0-415-46903-6
Country of research: various
Learners' background: various
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Developing materials for discipline-specific vocabulary and phrases in academic seminars’ in
English Language Teaching Materials. New York: Cambridge University Press
Book editor(s): Harwood, N.
ISBN: 978-0-521-12158-3
Entered by: University of Nottingham (School of Education)
Book editor(s): Harwood, N.
ISBN: 978-0-521-12158-3
Entered by: University of Nottingham (School of Education)
2010. ‘Between Scylla and Charybdis: the dilemmas of testing language and literature’ in
Testing the Untestable in Language Education. Bristol: Multilingual Matters, pp. 143-165
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: This chapter examines the issues involved in testing literature in the language learning classroom. It elaborates the principles for testing and assessment in this fields and provides concrete testing tasks exemplifying these principles.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Paran, A. and L. Sercu.
ISBN: 978-1-84769-266-5
Summary: This chapter examines the issues involved in testing literature in the language learning classroom. It elaborates the principles for testing and assessment in this fields and provides concrete testing tasks exemplifying these principles.
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2010. ‘Us and them in the sun: creating a reader ‘community’ through role-modelling’ in
Linguistic Diversity and Cultural Identity: A Global Perspective. Hauppauge NY: Nova Science Publishers, pp. 81-90
Book editor(s): Lê, T. and Q. Lê, T. Lê.
ISBN: 978-1-61209-602-5
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Liverpool (School of English)
Book editor(s): Lê, T. and Q. Lê, T. Lê.
ISBN: 978-1-61209-602-5
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Liverpool (School of English)
2010. ‘Putting 'I' in its place: using academic texts to help students learn how to give opinions’ in
Developing Academic Literacy. Oxford: Peter Lang
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Entered by: University of Glasgow (Language and Literature, Faculty of Education)
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Entered by: University of Glasgow (Language and Literature, Faculty of Education)
2010. ‘Supporting academic literacy: issues of proofreading and language proficiency’ in
Developing Academic Literacy. Oxford: Peter Lang, pp. 39-51
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Summary: From an EAP practitioner's perspective, explores the 1-1 consultation with PhD students on their writing. Issues of time, pressure, and ethics arise. Illustrated with textual examples.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Goldsmiths, University of London (Centre for Language, Culture and Learning)
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Summary: From an EAP practitioner's perspective, explores the 1-1 consultation with PhD students on their writing. Issues of time, pressure, and ethics arise. Illustrated with textual examples.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Goldsmiths, University of London (Centre for Language, Culture and Learning)
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