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Author Title Type [ Year(Asc)]
2012
J. Simpson, Bits here and there – Fragmented ESOL provision in Leeds, Language Issues, vol. 23/2, pp. 32-45, 2012.
M. Paderez-Victoria, Building Common Ground in Intercultural Encounters: How Canadian Immigrants Negotiate Communication and Establish Relations in an Employment Preparation Programme, The Open University, 2012.
B. Skinner, Changing identities: an exploration of ESL trainee teacher discourse in microteaching, Classroom Discourse, vol. 3/4, pp. 46-64, 2012.
Y. Wang, China English as an Emerging ELF Variety: Investigating Educated Chinese Speakers' Perceptions of English as Used by Chinese Speakers, University of Southampton, 2012.
R. Gresswell and Simpson, J., Class blogging in ESOL, in Class blogging in ESOL, D. Mallows British Council, 2012, pp. 105-115.
T. J. Muller and De Boer, M., Classroom discourse analysis of student use of language scaffolding during tasks, in Classroom discourse analysis of student use of language scaffolding during tasks, T. J. Muller, Herder, S. D., Adamson, J. L., and Brown, P. S. Palgrave Macmillan, 2012, pp. 145-161.
T. Morton, Classroom talk, conceptual change and teacher reflection in bilingual science teaching, Teaching and Teacher Education, vol. 28/1, pp. 101–110, 2012.
N. Harwood, Austin, L., and Macaulay, R., Cleaner, helper, teacher? The role of proofreaders of student writing, Studies in Higher Education, vol. 37, pp. 569-584, 2012.
J. L. Adamson, Co-constructing teacher beliefs towards qualifications: insights from interviews in the Japanese context, in Co-constructing teacher beliefs towards qualifications: insights from interviews in the Japanese context, T. J. Muller, Herder, S. D., Adamson, J. L., and Brown, P. S. Palgrave Macmillan, 2012, pp. 95-109.
C. J. Weir, Hawkey, R. A., Green, A. B., and Devi, S., The cognitive processes underlying the academic reading construct as measured by IELTS, in The cognitive processes underlying the academic reading construct as measured by IELTS, L. Taylor and Weir, C. J. Cambridge University Press, 2012, pp. 212-269.
S. Bax, Cognitive processing of candidates during reading tests: summary evidence from two eye-tracking projects, in Selected Papers from the 21st International Symposium on English Teaching, 2012, pp. 1-14.
J. Field, The cognitive validity of the lecture-based paper in the IELTS listening test, in The cognitive validity of the lecture-based paper in the IELTS listening test, L. Taylor and Weir, C. J. Cambridge University Press, 2012, pp. 391-453.
J. Gimenez and Thondhlana, J., Collaborative writing in engineering: perspectives from research and implications for undergraduate education, European Journal of Engineering Education, vol. 37/5, pp. 471-487, 2012.
M. Leedham, Combining intuition with corpus linguistic analysis: a study of marked lexical chunks in four Chinese students' undergraduate assignments, Nordic Journal of English Studies, vol. 11/93, pp. 155–187, 2012.
C. Harsch and Martin, G., Comparing holistic and analytic scoring methods: issues of validity and reliability, Assessment in Education: Principles, Policy & Practice, vol. (advance access), p. n/a, 2012.
J. - I. Yi, Comparing Strategic Processes in the iBT Speaking Test and in the Academic Classroom, University of Leicester, 2012.
L. Tian and Macaro, E., Comparing the effect of teacher codeswitching with English-only explanations on the vocabulary acquisition of Chinese university students: a lexical focus-on-form study, Language Teaching Research, vol. 16/3, pp. 361-385, 2012.
U. Wingate, A comparison of `additional' and `embedded' approaches to teaching writing in the disciplines, in A comparison of `additional' and `embedded' approaches to teaching writing in the disciplines, M. Deane and O'Neill, P. Palgrave Macmillan, 2012, pp. 65–87.
P. Skehan and Foster, P., Complexity, accuracy, fluency and lexis in task-based performance: a synthesis of the Ealing research, in Complexity, accuracy, fluency and lexis in task-based performance: a synthesis of the Ealing research, A. Housen, Kuiken, F., and Vedder, I. John Benjamins, 2012, pp. 199-220.
C. - Y. Lin, Compliments in English: A Study of Taiwanese EFL Learners and Native Speakers' Production and Perceptions, University of Bristol, 2012.
C. - Y. Lin, Woodfield, H., and Ren, W., Compliments in Taiwan and mainland Chinese: the influence of region and compliment topic, Journal of Pragmatics, vol. 44, pp. 1486-1502, 2012.
H. Jarvis, Computers and Learner Autonomy: Trends and Issues. British Council, 2012.
J. Gimenez, Conceptualisations of criticality, evidence and impersonality and academic writing in nursing and midwifery [in French], Pratiques (Special Issue: Litteracies Universitaires - Perspectives Internationales), vol. 153/54, pp. 35-50, 2012.
C. Tribble, Concordancing, in Concordancing, C. A. Chapelle Wiley-Blackwell, 2012.
P. Watkins, Considerations in Designing and Evaluating Material Aimed at Meeting the Training and Development Needs of Prospective Teachers Undertaking Intensive Initial ELT Teacher Education Programmes, University of Portsmouth, 2012.

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