2010. English for Specific Purposes: An Introduction. Cambridge: Cambridge University Press.
ISBN: 9781107910768
Summary: The purpose of this publication is to provide a short introduction to the teaching of ESP to those ELT practitioners who wish to add ESP as their new chosen specialism. The advice given focuses, inter alia, on, the nature of ESP; needs analysis; finding appropriate materials; lesson planning; assessment.
Entered by: University of Westminster (Centre for English Learning and Teaching)
ISBN: 9781107910768
Summary: The purpose of this publication is to provide a short introduction to the teaching of ESP to those ELT practitioners who wish to add ESP as their new chosen specialism. The advice given focuses, inter alia, on, the nature of ESP; needs analysis; finding appropriate materials; lesson planning; assessment.
Entered by: University of Westminster (Centre for English Learning and Teaching)
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. ‘The positioning of learners and educators in discourses associated with academic literacy’ in
Developing Academic Literacy. Oxford: Peter Lang, pp. 25-38
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Summary: This chapter examines discourses that underpin approaches to academic literacy in the field of EAP and how these position teachers and students on EAP programmes.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Book editor(s): Blue, G.
ISBN: 978-3-03911-545-7
Summary: This chapter examines discourses that underpin approaches to academic literacy in the field of EAP and how these position teachers and students on EAP programmes.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
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. ‘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
Book editor(s): Lorés-Sanz, R.P., P. Mur-Dueñas and E. Lafuente-Millán.
ISBN: 978-1-4438-1981-7
Learners' background: various
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)
Book editor(s): Lorés-Sanz, R.P., P. Mur-Dueñas and E. Lafuente-Millán.
ISBN: 978-1-4438-1981-7
Learners' background: various
Institutional level: tertiary
Entered by: University of Essex (Department of Language and Linguistics)
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. ‘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. A Stakeholder Evaluation of an English for Academic Purposes (EAP) Writing Programme.
Supervisor(s): Kiely, R.
Awarding institution: University of Bristol
Summary: A stakeholder evaluation of a large EAP programme, with a focus on teachers' practices and the motivations and cognitions which underpin these, and on the management enterprise which has responsibility for the student experience in the university as a whole.
Thesis type: PhD
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
Supervisor(s): Kiely, R.
Awarding institution: University of Bristol
Summary: A stakeholder evaluation of a large EAP programme, with a focus on teachers' practices and the motivations and cognitions which underpin these, and on the management enterprise which has responsibility for the student experience in the university as a whole.
Thesis type: PhD
Country of research: Oman
Learners' background: Oman
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
2010. Computer Assisted Tracking of University Student Writing in English as a Foreign Language.
Supervisor(s): Archibald, A.
Awarding institution: University of Southampton
Summary: The study tracked development in writing in English as a foreign language of university students in two disciplines: English Language and Literature, and Computer Science. The program Scriptlog was used as a main data gathering tool alongside stimulated recall.
Thesis type: PhD
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
Supervisor(s): Archibald, A.
Awarding institution: University of Southampton
Summary: The study tracked development in writing in English as a foreign language of university students in two disciplines: English Language and Literature, and Computer Science. The program Scriptlog was used as a main data gathering tool alongside stimulated recall.
Thesis type: PhD
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Southampton (Modern Languages, School of Humanities)
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