2009. Interlanguage Pragmatic Development: The Study Abroad Context. London: Continuum.
ISBN: 978-1847065209
Summary: This book examines the interlanguage pragmatic development of German learners of English at a British University over the course of a year. The focus is not only on the learners’ productive pragmatic development, but also on their pragmatic awareness, which is compared with their grammatical awareness.
Country of research: United Kingdom
Learners' background: Germany
Entered by: Lancaster University (Linguistics and English Language)
ISBN: 978-1847065209
Summary: This book examines the interlanguage pragmatic development of German learners of English at a British University over the course of a year. The focus is not only on the learners’ productive pragmatic development, but also on their pragmatic awareness, which is compared with their grammatical awareness.
Country of research: United Kingdom
Learners' background: Germany
Entered by: Lancaster University (Linguistics and English Language)
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)
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)
2009. ‘Teaching the spoken foreign language’ in
Handbooks in Applied Linguistics Vol. 5: Foreign Language Communication and Learning. Berlin: Mouton De Gruyter, pp. 401-438
Book editor(s): Knapp, K. and B. Seidlhofer.
ISBN: 978-3-11-018833-2
Summary: The chapter provides a systematic account of the relationship between our current knowledge of the patterns and processes of spoken language use, and the design of materials and curricula for their development.
Entered by: Lancaster University (Linguistics and English Language)
Book editor(s): Knapp, K. and B. Seidlhofer.
ISBN: 978-3-11-018833-2
Summary: The chapter provides a systematic account of the relationship between our current knowledge of the patterns and processes of spoken language use, and the design of materials and curricula for their development.
Entered by: Lancaster University (Linguistics and English Language)
2009. ‘Just checking: questions and social roles’ in
Haciendo discurso. Homenaje a Adriana Bolívar [Talking Discourse: In Honour of Adriana Bolívar]. Caracas: Universidad Central de Venezuela
Book editor(s): Shiro, M., P. Bentivoglio and F. Ehrlich.
ISBN: 97898072830109
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Liverpool (School of English)
Book editor(s): Shiro, M., P. Bentivoglio and F. Ehrlich.
ISBN: 97898072830109
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Liverpool (School of English)
2009. ‘Teaching and testing speaking’ in
Handbook of Second and Foreign Language Teaching. New York: Blackwell, pp. 412-440
Book editor(s): Long, M.H. and C.J. Doughty.
ISBN: 978-1-4051-5489-5
Summary: The chapter outlines the nature of the problem of developing and researching the teaching and testing of spoken second language development, with reference to the patterns of language, and their conditions of use.
Entered by: Lancaster University (Linguistics and English Language)
Book editor(s): Long, M.H. and C.J. Doughty.
ISBN: 978-1-4051-5489-5
Summary: The chapter outlines the nature of the problem of developing and researching the teaching and testing of spoken second language development, with reference to the patterns of language, and their conditions of use.
Entered by: Lancaster University (Linguistics and English Language)
2009. ‘Multi-modal spoken corpus analysis and language description: the case of multi-word expressions’ in
Contemporary Approaches to Corpus Linguistics. London: Continuum
Book editor(s): Baker, P.
ISBN: 9780826496102
Entered by: University of Nottingham (School of English Studies)
Book editor(s): Baker, P.
ISBN: 9780826496102
Entered by: University of Nottingham (School of English Studies)
2009. ‘A study of the Cambridge Proficiency in English (CPE) exam washback on textbooks in the context of Cambridge ESOL exam validation’ in
Language Testing Matters: Investigating the Wider Social and Educational Impact of Assessment - Proceedings of the ALTE Cambridge Conference, April 2008, Studies in Language Testing Series (31). Cambridge: UCLES/Cambridge University Press, pp. 326-337
Book editor(s): Taylor, L. and C. Weir.
ISBN: 978-0-521-16391-0
Summary: This chapter, derived from a presentation with the same title at the ALTE Cambridge Conference in April 2008, reports an empirical study commissioned by Cambridge ESOL into the washback of the Certificate of Proficiency in English (CPE) on textbooks used on programs preparing candidates for the exam.
Country of research: United Kingdom
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
Book editor(s): Taylor, L. and C. Weir.
ISBN: 978-0-521-16391-0
Summary: This chapter, derived from a presentation with the same title at the ALTE Cambridge Conference in April 2008, reports an empirical study commissioned by Cambridge ESOL into the washback of the Certificate of Proficiency in English (CPE) on textbooks used on programs preparing candidates for the exam.
Country of research: United Kingdom
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
2009. ‘Looking for the 'real' native speaker: the perception of native and non-native English accents by non-native speakers of English’ in
Issues of Accents in English. Cambridge: Cambridge Scholars Publishing, pp. 120-139
Book editor(s): Waniek-Klimczak, E.
ISBN: 978-1847188649
Summary: Adopting a central theme of variability, the book explores different aspects of native and non-native accents of English. The dominating perspective is that of a non-native speaker, although as argued by some contributors the very distinction between native and non-native English may need to be redefined.
Entered by: University of Cambridge (Research Centre for English and Applied Linguistics)
Book editor(s): Waniek-Klimczak, E.
ISBN: 978-1847188649
Summary: Adopting a central theme of variability, the book explores different aspects of native and non-native accents of English. The dominating perspective is that of a non-native speaker, although as argued by some contributors the very distinction between native and non-native English may need to be redefined.
Entered by: University of Cambridge (Research Centre for English and Applied Linguistics)
2009. ‘The Speaking Log: a tool for post-task feedback’ in
Insights on Teaching Speaking in TESOL. Alexandria, VA: TESOL, pp. 171-177
Book editor(s): Stewart, T.
ISBN: 978-193118557-8
Summary: This paper describes the rationale and design of the Speaking Log, which helps learners of English to focus on form in recordings of their own L2 speech. The Log creates the opportunity for the learner to check their self-corrections of slips, and to ask their tutor questions about potential errors.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Edinburgh (English Language Teaching Centre)
Book editor(s): Stewart, T.
ISBN: 978-193118557-8
Summary: This paper describes the rationale and design of the Speaking Log, which helps learners of English to focus on form in recordings of their own L2 speech. The Log creates the opportunity for the learner to check their self-corrections of slips, and to ask their tutor questions about potential errors.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Edinburgh (English Language Teaching Centre)
2009. ‘Creating pressure in task pedagogy: the joint roles of field, purpose and engagement within the interactional approach’ in
Multiple Perspectives on Interaction. New York: Routledge, pp. 90-116
Book editor(s): Mackey, A. and C. Polio.
ISBN: 978-0-8058-6458-8
Summary: Using two contrasting samples of recorded data, the chapter outlines the case for building on the interaction hypothesis to develop a more inclusive qualitative approach to the study of the nature and role of task-based interaction in language teaching.
Entered by: Lancaster University (Linguistics and English Language)
Book editor(s): Mackey, A. and C. Polio.
ISBN: 978-0-8058-6458-8
Summary: Using two contrasting samples of recorded data, the chapter outlines the case for building on the interaction hypothesis to develop a more inclusive qualitative approach to the study of the nature and role of task-based interaction in language teaching.
Entered by: Lancaster University (Linguistics and English Language)
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