Items where Division is "Faculty of Arts, Humanities and Social Science > International Study and Language Institute (ISLI)"
Number of items at this level: 40.
Aslan, E. (2014) Doing away with the ‘native speaker’: a complex adaptive systems approach to L2 phonological attainment. Language Learning Journal. pp. 1-19. ISSN 1753-2167 doi: 10.1080/09571736.2014.934271
Aslan, E. (2016) International teaching assistants in the US university classroom: a mixed-methods study of individual differences and L2 pragmatic competence. PhD thesis, University of South Florida.
Aslan, E. (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: 10.3138/cmlr.2575
Aslan, E. (2017) The impact of face systems on the pragmalinguistic features of academic e-mail requests. Pragmatics and Society, 8 (1). pp. 61-84. ISSN 1878-9714 doi: 10.1075/ps.8.1.04asl
Aslan, E. and Thompson, A. (2016) Are they really “Two Different Species”? Implicitly elicited student perceptions About NEST's and NNEST's. TESOL Journal. ISSN 1949-3533 doi: 10.1002/tesj.268
Aslan, E. and Thompson, A. (2016) Learner beliefs and anxiety in the Turkish EFL context. In: 12th ODTÜ International ELT Convention, 25-26 May 2015, Middle East Technical University, Ankara, TURKEY. (In Press)
Aslan, E. and Thompson, A. S. (2016) Native and non-native speaker teachers: contextualizing perceived differences in the Turkish EFL setting. LIF – Language in Focus Journal, 2 (1). pp. 87-102. ISSN 2300-9764 doi: 10.1515/lifijsal-2016-0005
Edwards, V. and Li, D. (2016) Overseas training for Chinese teachers of English. In: Van Deusen-Scholl, N. and May, S. (eds.) Second and foreign language education. Encyclopedia of Language and Education . Springer, Switzerland. ISBN 9783319023236 doi: 10.1007/978-3-319-02323-6_21-1
Farley, A. and Aslan, E. (2012) The relative effects of processing instruction and meaning-based output instruction on L2 acquisition of the English subjunctive. ELT Research Journal, 1 (2). pp. 120-141. ISSN 2146-9814
Flynn, N. (2015) Disambiguating with Bourdieu: unravelling policy from practice in the teaching of children with English as an additional language. Literacy, 49 (1). pp. 20-27. ISSN 1741-4369 doi: 10.1111/lit.12049
Flynn, N. (2013) Encountering migration: English primary school teachers’ responses to Polish children. Pedagogies: An International Journal, 8 (4). pp. 336-351. ISSN 1554-480X doi: 10.1080/1554480X.2013.829273
Flynn, N. (2007) Good practice for pupils learning English as an additional language; lessons from effective literacy teachers in inner city primary schools. Journal of Early Childhood Literacy, 7 (2). pp. 175-196. ISSN 1741-2919 doi: 10.1177/1468798407079286
Flynn, N. (2013) Linguistic capital and the linguistic field for teachers unaccustomed to linguistic difference. British Journal of Sociology of Education, 34 (2). pp. 225-242. ISSN 0142-5692 doi: 10.1080/01425692.2012.710004
Flynn, N. (2014) Realities and perceptions for English teachers of Polish children. In: Boyd, P., Szplit, A. and Zbróg, Z. (eds.) Teacher educators and teachers as learners: international perspectives. Libron-Filip Lohner, Krakow, Poland, pp. 237-258. ISBN 9788364275913
Flynn, N. (2015) Turning a Bourdieuian lens on English teaching in primary schools: linguistic field, linguistic habitus and linguistic capital. In: Murphy, M. and Costa, C. (eds.) Theory as Method in Research: On Bourdieu, Social Theory and Education. Routledge, London, pp. 155-170. ISBN 9781138900332
Flynn, N. (2007) What do effective teachers of literacy do? Subject knowledge and pedagogical choices for literacy. Literacy, 41 (3). pp. 137-146. ISSN 1741-4369 doi: 10.1111/j.1467-9345.2007.00452.x
Flynn, N., Mclean-Davies, L., Procter, R. and Younie, S. (2015) Mapping Educational Specialist knowHow (MESH): the building of a knowledge management system for research informed practice. Education Perspectives (The Bi Annual journal of the research and development branch, Ministry of Education, Sri Lanka), 4 (1). pp. 4-22. ISSN 2279-1450
Flynn, N., Pim, C. and Coles, S., (2015) Teaching English as an additional language: a MESHGuide. MESH Guides. www.meshguides.org
Furukawa, A. (2006) Teaching Japanese possesor passives in a JFL environment. BATJ Journal, 7. pp. 1-16. ISSN 1477-4704
Howell, B. (2011) Preparation for English-medium study = academic English test preparation? In: 2009 BALEAP conference., 2009, University of Reading.
Jaworska, S. (2009) The German language in British higher education: problems, challenges, teaching and learning perspectives. Fremdsprachen in Geschichte und Gegenwart, 5. Harrassowitz, Wiesbaden, pp222. ISBN 9783447060059
Jaworska, S. (2014) Playful language alternation in an online discussion forum: the example of digital code plays. Journal of Pragmatics, 71. pp. 56-68. ISSN 0378-2166 doi: 10.1016/j.pragma.2014.07.009
Li, D. and Edwards, V. (2014) English language teaching and educational reform in Western China: a knowledge management perspective. System, 47. pp. 88-101. ISSN 0346-251X doi: 10.1016/j.system.2014.09.019
McCormack, J. and Slaght, J. (2005) English for academic study: extended writing & research skills. English for Academic Study. Garnet Education, Reading, pp89. ISBN 9781859645031
Richards, R. (2004) Presenting critical thinking as a study strategy for UK higher education. In: Sheldon, L. (ed.) Directions for the future: issues in English for academic purposes. Peter Lang, Bern, pp. 51-62. ISBN 9783039100590
Slaght, J. and Howell, B. (2009) “Action Research into Pre-sessional Students' Differentiation of Assessments: Using Findings to Improve Courses”. In: 2007 BALEAP conference: English in a globalising world: English as an academic lingua franca, 2007, Durham University.
Slaght, J. and Howell, B. (2007) “TEEP: A Course-Driven Assessment Measure”. In: 2005 joint BALEAP/SATEFL conference: New Approaches to Materials Development for Language Learning., Edinburgh, Scotland. (in Alexander, O. (Ed.) 2007, Proceedings of the 2005 joint BALEAP/SATEFL conference: New Approaches to Materials Development for Language Learning. Bern: Peter Lang. )
Tavakoli, P. and Hunter, A.-M. (2017) Is fluency being ‘neglected’ in the classroom? Teacher understanding of fluency and related classroom practices. Language Teaching Research. ISSN 1477-0954 (In Press)
Thompson, A. and Aslan, E. (2015) Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: what do Turkish students believe? International Journal of Multilingualism, 12 (3). pp. 259-275. ISSN 1747-7530 doi: 10.1080/14790718.2014.973413