2007. ‘Describing and analysing institutional varieties of interaction’ in
Conversation Analysis and Languages for Specific Purposes. Bern: Peter Lang, pp. 17-36
Book editor(s): Bowles, H. and P. Seedhouse.
ISBN: 9783039114696
Summary: this chapter attempts to conceptualise the relationship between the individual instance of interaction, the institutional sub-variety of interaction and the institutional variety of interaction and to provide such an enabling framework.
Country of research: various
Learners' background: various
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Book editor(s): Bowles, H. and P. Seedhouse.
ISBN: 9783039114696
Summary: this chapter attempts to conceptualise the relationship between the individual instance of interaction, the institutional sub-variety of interaction and the institutional variety of interaction and to provide such an enabling framework.
Country of research: various
Learners' background: various
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
2007. ‘Short-term changes in complexity, accuracy and fluency: Developing progress-sensitive proficiency tests’ in
Fluency in Second Language Use, Learning and Teaching. Brussels: KVAB, pp. 263-284
Book editor(s): Van Daele, S., A.F. Housen, F.M. Kuiken, M. Pierrard and I. Vedder.
ISBN: D/2007/0455/19
Summary: This paper reports an extended case study of the development of the oral L2 skills (grammatical / lexical complexity and accuracy, and fluency) of a group of 24 learners on a 10-week intensive university course in English for Academic Purposes, and how that development was perceived by trained raters
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Reading (Department of Applied Linguistics)
Book editor(s): Van Daele, S., A.F. Housen, F.M. Kuiken, M. Pierrard and I. Vedder.
ISBN: D/2007/0455/19
Summary: This paper reports an extended case study of the development of the oral L2 skills (grammatical / lexical complexity and accuracy, and fluency) of a group of 24 learners on a 10-week intensive university course in English for Academic Purposes, and how that development was perceived by trained raters
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Reading (Department of Applied Linguistics)
2007. ‘Interaction and constructs’ in
Language Learning and Teaching as Social Interaction. Basingstoke: Palgrave Macmillan, pp. 9-21
Book editor(s): Hua, Z., P. Seedhouse, L. Wei and V. Cook.
ISBN: 230517005
Summary: There is currently considerable interest in the relationship between Conversation Analysis (CA) and sociocultural or Social Constructionist (SC) approaches to language learning. This chapter analyses extracts of L2 classroom interaction to discover the extent to which SC constructs may or may not be manifest in the details of the interaction.
Country of research: various
Learners' background: various
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
Book editor(s): Hua, Z., P. Seedhouse, L. Wei and V. Cook.
ISBN: 230517005
Summary: There is currently considerable interest in the relationship between Conversation Analysis (CA) and sociocultural or Social Constructionist (SC) approaches to language learning. This chapter analyses extracts of L2 classroom interaction to discover the extent to which SC constructs may or may not be manifest in the details of the interaction.
Country of research: various
Learners' background: various
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
2007. ‘What children say: Benefits of task repetition’ in
Tasks in Action: Task-Based Language Education for a Classroom Based Perspective. Newcastle, UK: Cambridge Scholars Publishing, pp. 131- 158
Book editor(s): Van den Branden, K., K. Van Gorp and M. Verhelst.
ISBN: 9 781847 182432
Summary: 10-year-old Hungarian children's views and opinions about task-based learning
Country of research: Hungary
Learners' background: Hungary
Institutional level: primary
Entered by: University of Warwick (Centre for Applied Linguistics)
Book editor(s): Van den Branden, K., K. Van Gorp and M. Verhelst.
ISBN: 9 781847 182432
Summary: 10-year-old Hungarian children's views and opinions about task-based learning
Country of research: Hungary
Learners' background: Hungary
Institutional level: primary
Entered by: University of Warwick (Centre for Applied Linguistics)
2007. Measuring Korean EFL Learners' Proficiency: A Comparative Analysis of the Spoken and Written English of Korean and British Students.
Supervisor(s): Jones, S.
Awarding institution: University of Manchester
Summary: A comparison of the distribution of linguistic features in the spoken and written English of Korean and British university students.
Thesis type: PhD
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
Supervisor(s): Jones, S.
Awarding institution: University of Manchester
Summary: A comparison of the distribution of linguistic features in the spoken and written English of Korean and British university students.
Thesis type: PhD
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Manchester (School of Education)
2007. Korean University Students' Attitudes to and Performances on a Face-to-Face Interview (FTFI) and a Computer Administered Oral Test (CAOT).
Supervisor(s): Walter, C.
Awarding institution: Institute of Education, University of London
Summary: This study explores Korean university students' attitudes to and performance on a Face-To-Face interview (FTFI) and a Computer Administered Oral Test (CAOT), and finally the effects of attitudes on performance in a Korean University Context. Conclusions pointed to the desirability of a CAOT in situations where FTFIs were impractical.
Thesis type: PhD
Country of research: Korea, Republic of (South Korea)
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Walter, C.
Awarding institution: Institute of Education, University of London
Summary: This study explores Korean university students' attitudes to and performance on a Face-To-Face interview (FTFI) and a Computer Administered Oral Test (CAOT), and finally the effects of attitudes on performance in a Korean University Context. Conclusions pointed to the desirability of a CAOT in situations where FTFIs were impractical.
Thesis type: PhD
Country of research: Korea, Republic of (South Korea)
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
2007. Group Oral Tests: How Does Task Affect Candidate Performance and Test Scores?.
Supervisor(s): Alderson, J.C.
Awarding institution: Lancaster University
Thesis type: PhD
Entered by: Lancaster University (Linguistics and English Language)
Supervisor(s): Alderson, J.C.
Awarding institution: Lancaster University
Thesis type: PhD
Entered by: Lancaster University (Linguistics and English Language)
2007. Language in the Workplace. A Multimethod Study of Communicative Activity in Seven Multinational Companies Situated in Europe.
Supervisor(s): Harwood, N.
Awarding institution: University of Essex
Thesis type: PhD
Country of research: various
Entered by: University of Essex (Department of Language and Linguistics)
Supervisor(s): Harwood, N.
Awarding institution: University of Essex
Thesis type: PhD
Country of research: various
Entered by: University of Essex (Department of Language and Linguistics)
2007. A Noticing-Promotion Approach and L2 Development: A Study of English Interrogative Acquisition in the Classroom.
Supervisor(s): Lynch, T. and C. Benson
Awarding institution: University of Edinburgh
Summary: A classroom-based study of Japanese learners of English engaged in paired communication tasks.
Thesis type: PhD
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
Supervisor(s): Lynch, T. and C. Benson
Awarding institution: University of Edinburgh
Summary: A classroom-based study of Japanese learners of English engaged in paired communication tasks.
Thesis type: PhD
Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
2007-2010. ‘Early Language Learning in Europe (ELLiE)’.
Funding body: European Commission, Lifelong Learning Programme
Summary: The research aims to clarify what can realistically be achieved through making an early start to foreign/second language learning in state schools where relatively limited amounts of class time are available for foreign language learning. See website for further details.
URL: http://www.ellieresearch.eu
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Funding body: European Commission, Lifelong Learning Programme
Summary: The research aims to clarify what can realistically be achieved through making an early start to foreign/second language learning in state schools where relatively limited amounts of class time are available for foreign language learning. See website for further details.
URL: http://www.ellieresearch.eu
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
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