2010. Translation in Language Teaching: An Argument for Reassessment. Oxford: Oxford University Press.
ISBN: 978 0 19 442475 2
Summary: A survey and critical assessment of arguments for and against translation in different teaching contexts. The book presents translation as: an aid to language acquisition, pedagogy, and testing; a contribution to student needs, rights, and empowerment; an educational insight into relationships between languages and cultures.
Entered by: The Open University (Faculty of Education and Languages)
ISBN: 978 0 19 442475 2
Summary: A survey and critical assessment of arguments for and against translation in different teaching contexts. The book presents translation as: an aid to language acquisition, pedagogy, and testing; a contribution to student needs, rights, and empowerment; an educational insight into relationships between languages and cultures.
Entered by: The Open University (Faculty of Education and Languages)
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. Academic Writing in a Global Context. The Politics and Practices of Publishing in English. London: Routledge.
ISBN: 0-415-46883
Summary: Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication. The authors explore the ways in which the global status of English is affecting the lives and practices of multilingual scholars working in contexts where English is not the official language of communication, throwing into relief the politics surrounding academic publishing.
Country of research: various
Learners' background: various
Entered by: The Open University (Faculty of Education and Languages)
ISBN: 0-415-46883
Summary: Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication. The authors explore the ways in which the global status of English is affecting the lives and practices of multilingual scholars working in contexts where English is not the official language of communication, throwing into relief the politics surrounding academic publishing.
Country of research: various
Learners' background: various
Entered by: The Open University (Faculty of Education and Languages)
2010. ‘The benefits of the staged approach to the term paper for foundation level students’ in
Developing Academic Literacy. Oxford: Peter Lang, pp. 113-124
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
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)
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)
2010. ‘Combining process, product and genre on a graduate EAP writing course’ in
Developing Academic Literacy. Bern: Peter Lang, pp. 143-154
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Summary: A synthesis of product, process and genre approaches can be more effective with mixed-discipline postgraduate students than paying more or less attention to any of the three in isolation. A diagnostic, individualised approach is described in which students bring in writing from their discipline and apply generic lesson learned to writing in practice.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Sussex (The Sussex Language Institute)
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Summary: A synthesis of product, process and genre approaches can be more effective with mixed-discipline postgraduate students than paying more or less attention to any of the three in isolation. A diagnostic, individualised approach is described in which students bring in writing from their discipline and apply generic lesson learned to writing in practice.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Sussex (The Sussex Language Institute)
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. ‘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)
2010. ‘Making academic publishing practices visible: designing research-based heuristics to support English-medium text production’ in
ELT Materials Development. Cambridge: Cambridge University Press, pp. 321-345
Book editor(s): Harwood, N.
ISBN: 9780521121583
Summary: This chapter proposes the use of heuristics for use by academic writers and teachers of academic writing for publication. The heuristics are presented as a type of teaching and thinking tool drawing on research data and findings from a study exploring the experiences of multilingual scholars.
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
Book editor(s): Harwood, N.
ISBN: 9780521121583
Summary: This chapter proposes the use of heuristics for use by academic writers and teachers of academic writing for publication. The heuristics are presented as a type of teaching and thinking tool drawing on research data and findings from a study exploring the experiences of multilingual scholars.
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)
2010. ‘English learner corpus: global perspectives with an Asian focus’ in
A New Look at Language Teaching and Testing: English as Subject and Vehicle. Taipei: Language Training and Testing Center, pp. 85-117
Book editor(s): Kao, T.-E. and Y. Lin.
ISBN: 9-789572-876428
Summary: This paper provides a survey of the current state of second language learner corpora in East Asia. Four types of learner corpus from four regions in East Asia are introduced together with details on the design and compilation of each corpus. Research projects and applications based on each corpus are also summarised. The paper ends with recommendations on best practices in implementing learner corpus data in language teaching and learning.
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: secondary
Entered by: University of Essex (Department of Language and Linguistics)
Book editor(s): Kao, T.-E. and Y. Lin.
ISBN: 9-789572-876428
Summary: This paper provides a survey of the current state of second language learner corpora in East Asia. Four types of learner corpus from four regions in East Asia are introduced together with details on the design and compilation of each corpus. Research projects and applications based on each corpus are also summarised. The paper ends with recommendations on best practices in implementing learner corpus data in language teaching and learning.
Country of research: Taiwan
Learners' background: Taiwan
Institutional level: secondary
Entered by: University of Essex (Department of Language and Linguistics)
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