Home › Contains the keyword 18
      Evison, J. 2009. ‘Academic discourse’ in Routledge Pragmatics Encyclopedia. London: Routledge, pp. 27-29
      Book editor(s): Cummings, L.
      ISBN: 415430968
      Summary: This is a comprehensive reference volume that covers key concepts, theories, issues and scholars that have shaped the field of pragmatics. This chapter focuses on the pragmatic features and interactive nature of both written and spoken academic discourse.
      Entered by: University of Nottingham (School of Education)
      Kuiper, K., G. Columbus and N. Schmitt. 2009. ‘The acquisition of phrasal vocabulary’ in Language Acquisition. Basingstoke: Palgrave Macmillan, pp. 216-240
      Book editor(s): Foster-Cohen, S.
      ISBN: 978-0-230-50030-3
      Entered by: University of Nottingham (School of English Studies)
      Booth, P. 2009. ‘The development of vocabulary proficiency in relation to learning style’ in Issues in Second Language Proficiency. London: Continuum, pp. 95-115
      Book editor(s): Benati, A.
      ISBN: 978-0-8264-3515-6
      Summary: This chapter shows that analysis-oriented learners tend to be more consistent in their lexical development than memory-oriented learners who tend to show greater fluctuations. Lexical diversity and rarity are measured from learners’ written texts. Learners are categorised according to their strengths and weaknesses in visual memory of paired associates and grammatical sensitivity.
      Country of research: United Kingdom
      Learners' background: Germany
      Institutional level: adult
      Entered by: Kingston University (Faculty of Arts and Social Sciences)
      Hoey, M. 2009. ‘What can linguistics tell us about writing skills?’ in Text Type and Texture. London: Equinox
      Book editor(s): Forey, G. Thompson, G. and G. Thompson.
      ISBN: 978-1845532147
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Liverpool (School of English)
      Deane, M. 2009. ‘Reflective writing pedagogy’ in Connecting Reflective Learning, Teaching and Assessment. London: Higher Education Academy, pp. 43-48
      Book editor(s): Bulpitt, H. and M. Deane.
      URL: http://www.health.heacademy.ac.uk/publications/occasionalpaper/occp10.pdf
      ISBN: 978-0-9556343-3-8
      Summary: This paper contributes to debate about how to teach reflective writing by exploring the importance of disciplinary conventions. Analysis focuses on the disciplinarity of reflective practice and the importance of tailoring writing tasks to these requirements. The aim is to advance understanding of how to impact positively on students’ professional development by integrating explicit writing instruction into curricula.
      Entered by: Coventry University
      Gimenez, J. 2009. ‘Mediated communication’ in The Handbook of Business Discourse. Edinburgh: Edinburgh University Press, pp. 132-141
      Book editor(s): Bargiela-Chiappini, F.
      ISBN: 9780748628018
      Summary: This chapter examines mediated communication in business (MCB) and analyses emerging issues, how they have been approached and researched. It considers the latest developments in MCB, illustrating them with studies conducted in different international settings. The chapter ends by discussing possible future directions and argues for a change of focus in favour of the critical investigation of issues of power and identity in MCB.
      Country of research: United Kingdom
      Institutional level: tertiary
      Entered by: University of Nottingham (School of Education)
      Hsieh, S.-C. 2009. (Im)politeness in Email Communication: How English and Chinese Speakers Negotiate Meanings and Develop Intercultural (Mis)understandings.
      Supervisor(s): Creese, A.
      Awarding institution: University of Birmingham
      Thesis type: PhD
      Entered by: University of Birmingham (School of Education)
      Christopher, A. 2009. A Longitudinal Study Of The Use Of Rhetorical Figures And Communicative And Styling Strategies In Advertising Slogans.
      Supervisor(s): Carter, R.
      Awarding institution: University of Nottingham
      Thesis type: PhD
      Entered by: University of Nottingham (School of English Studies)
      Sung, I.-L. 2009. British Contextualism and A Holistic Approach to Words: An Argument for the Essence of Collocation.
      Supervisor(s): Carter, R.
      Awarding institution: University of Nottingham
      Thesis type: PhD
      Entered by: University of Nottingham (School of English Studies)
      Li, J. 2009. Advanced Chinese L2 Learners’ Formulaic Language Use and Acquisition in Academic Writing.
      Supervisor(s): Schmitt, N.
      Awarding institution: University of Nottingham
      Thesis type: PhD
      Entered by: University of Nottingham (School of English Studies)