2009. ‘The social cognition of medical knowledge: with special reference to childhood epilepsy’.
Critical Inquiry in Language Studies 6/3: 176-204
Entered by: University of Leeds (School of Education)
Entered by: University of Leeds (School of Education)
2009. ‘Decision-making in marking open-ended listening test items: the case of the OET’.
Spaan Fellow Working Papers in Second or Foreign Language Assessment 7: 99-114
URL: http://www.lsa.umich.edu/UMICH/eli/Home/Research/Spaan%20Fellowship/pdfs/SpaanV7%2005%20Harding.pdf
Summary: This paper explores assessors' decisions while marking open-ended listening test items in the context of the Occupational English Test (OET) — a specific purpose language test for overseas-qualified health professionals wishing to work in Australia.
Country of research: Australia
Entered by: Lancaster University (Linguistics and English Language)
URL: http://www.lsa.umich.edu/UMICH/eli/Home/Research/Spaan%20Fellowship/pdfs/SpaanV7%2005%20Harding.pdf
Summary: This paper explores assessors' decisions while marking open-ended listening test items in the context of the Occupational English Test (OET) — a specific purpose language test for overseas-qualified health professionals wishing to work in Australia.
Country of research: Australia
Entered by: Lancaster University (Linguistics and English Language)
2009. ‘Using the CEFR to inform assessment criteria development for Online BULATS speaking and writing’.
Cambridge ESOL: Research Notes 38: 29-31
URL: http://cambridgeesol.org/rs_notes/rs_nts38.pdf
Summary: The author describes the process behind developing assessment criteria for BULATS (the Business Language Testing Service) which attempts to link criteria to descriptors from the Common European Framework of Reference (CEFR).
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
URL: http://cambridgeesol.org/rs_notes/rs_nts38.pdf
Summary: The author describes the process behind developing assessment criteria for BULATS (the Business Language Testing Service) which attempts to link criteria to descriptors from the Common European Framework of Reference (CEFR).
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
2009. ‘Mind the Gap? A case-study of the differing perceptions of international students and their lecturers on postgraduate business programmes’.
International Journal of Management Education 8/1: 53-62
URL: http://www.heacademy.ac.uk/assets/bmaf/documents/publications/IJME/Vol8no1/IJME8No1Paper5.pdf
Summary: This paper explores the experiences of a group of East Asian students studying postgraduate business programmes at a British university. Data drawn from a series of in-depth interviews with the students and their lecturers provided clear evidence that many of the students faced a several difficulties which affected their learning.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Northumbria (Department of Humanities, School of Arts and Social Sciences)
URL: http://www.heacademy.ac.uk/assets/bmaf/documents/publications/IJME/Vol8no1/IJME8No1Paper5.pdf
Summary: This paper explores the experiences of a group of East Asian students studying postgraduate business programmes at a British university. Data drawn from a series of in-depth interviews with the students and their lecturers provided clear evidence that many of the students faced a several difficulties which affected their learning.
Country of research: United Kingdom
Learners' background: China
Institutional level: tertiary
Entered by: University of Northumbria (Department of Humanities, School of Arts and Social Sciences)
2009. ‘Computers in EAP: change, issues and challenges’.
Modern English Teacher 18/2: 51-54
Summary: This paper looks at how computers can be used in projects in an EAP environment to develop students’ language and e-literacy skills.
Entered by: University of Salford (School of Languages)
Summary: This paper looks at how computers can be used in projects in an EAP environment to develop students’ language and e-literacy skills.
Entered by: University of Salford (School of Languages)
2009. ‘Writing Academic English - a survey review of current published resources’.
ELT Journal 63/4: 400-417
Summary: This article surveys 27 recent books that directly or indirectly are of relevance to teachers of writing for academic purposes. Each coursebook is allocated to one of three major trends in EAP writing and discussed in terms of main features and possible contexts of use.
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)
Summary: This article surveys 27 recent books that directly or indirectly are of relevance to teachers of writing for academic purposes. Each coursebook is allocated to one of three major trends in EAP writing and discussed in terms of main features and possible contexts of use.
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)
2009. ‘In a strange and uncharted land: ESP teachers' strategies for dealing with unpredicted problems in subject knowledge during class’.
English for Specific Purposes 28/1: 19-32
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: University of Leeds (School of Education)
2009. ‘Some evidence to support the alignment of an LSP Writing test to the CEFR’.
Cambridge ESOL: Research Notes 37: 29-34
URL: http://cambridgeesol.org/rs_notes/rs_nts37.pdf
Summary: The author points out that alignment to international standards should consider aspects of context validity. He focuses on CEFR B2 level and teases out some salient features of the level in terms of the linguistic demands of a writing test within an LSP context.
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
URL: http://cambridgeesol.org/rs_notes/rs_nts37.pdf
Summary: The author points out that alignment to international standards should consider aspects of context validity. He focuses on CEFR B2 level and teases out some salient features of the level in terms of the linguistic demands of a writing test within an LSP context.
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
2009. ‘The classroom and the Common European Framework: towards a model for formative assessment’.
Cambridge ESOL: Research Notes 36: 2-8
URL: http://cambridgeesol.org/rs_notes/rs_nts36.pdf
Summary: The author considers the potential role of a language testing body with respect to language learning, and how this role might be fulfilled. He suggests that bringing assessment-for-learning techniques into the classroom depends on teacher development, which is something that the language tester could do.
Entered by: University of Cambridge ESOL Examinations
URL: http://cambridgeesol.org/rs_notes/rs_nts36.pdf
Summary: The author considers the potential role of a language testing body with respect to language learning, and how this role might be fulfilled. He suggests that bringing assessment-for-learning techniques into the classroom depends on teacher development, which is something that the language tester could do.
Entered by: University of Cambridge ESOL Examinations
2009. ‘Can I use 'I', should I use 'we', or do I have to use the passive? A pedagogic approach to stance in academic writing’ in
Options and Practices of LSP Practitioners Conference Proceedings. Crete, Greece: E-media, University of Crete, pp. 69-93
Editor(s): Katsampoxaki-Hodgetts, K.
Summary: This paper shows that different types of reporting clause occur with specific semantic groups of verbs and perform distinct rhetorical functions. These findings are used in a pedagogical approach which focuses simultaneously on function and lexico-grammatical realisation. Examples of practical activities to raise awareness of stance are given.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Oxford (Language Centre)
Editor(s): Katsampoxaki-Hodgetts, K.
Summary: This paper shows that different types of reporting clause occur with specific semantic groups of verbs and perform distinct rhetorical functions. These findings are used in a pedagogical approach which focuses simultaneously on function and lexico-grammatical realisation. Examples of practical activities to raise awareness of stance are given.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Oxford (Language Centre)
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