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Items where Division is "Faculty of Arts, Humanities and Social Science > International Study and Language Institute (ISLI)"

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Number of items at this level: 39.

2017

Aslan, E. (2017) The impact of face systems on the pragmalinguistic features of academic e-mail requests. Pragmatics and Society, 8 (1). 04asl. ISSN 1878-9714

2016

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. 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

2015

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

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. (2015) Teachers' habitus for teaching English. English in Australia, 50 (1). pp. 21-28. ISSN 0155-2147

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., 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

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

2014

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

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

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

2013

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. (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

Murjas, T., ed. (2013) Invisible country: four Polish plays. Intellect, Bristol, pp200. ISBN 9781841504148

2012

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

Murjas, T. (2012) Surviving Objects. [Performance]

2011

Howell, B. (2011) Further ideas for assessing English on IFPs. InForm (7).

Howell, B. (2011) Preparation for English-medium study = academic English test preparation? In: 2009 BALEAP conference., 2009, University of Reading.

2009

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

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.

2007

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. (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

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. )

2006

Furukawa, A. (2006) Teaching Japanese possesor passives in a JFL environment. BATJ Journal, 7. pp. 1-16. ISSN 1477-4704

2005

McCormack, J. and Slaght, J. (2005) English for academic study: extended writing & research skills. English for Academic Study. Garnet Education, Reading, pp89. ISBN 9781859645031

Radley, P., Simons, D. and Campbell, C. (2005) Horizons 1 student's book. Oxford University Press, Oxford, pp112. ISBN 9780194388764

Radley, P., Simons, D. and Campbell, C. (2005) Horizons 2 student's book. Oxford University Press, Oxford, pp112. ISBN 9780194388771

Radley, P., Simons, D. and Campbell, C. (2005) Horizons 3 student's book. Oxford University Press, Oxford, pp112. ISBN 9780194388788

Radley, P., Simons, D. and Campbell, C. (2005) Horizons 4 student's book. Oxford University Press, Oxford, pp112. ISBN 9780194388795

Radley, P., Simons, D. and Campbell, C. (2005) Horizons 4 teacher's book. Oxford University Press, Oxford, pp112. ISBN 9780194387156

2004

Pallant, A. (2004) English for academic study: writing. Garnet Education, Reading, pp79. ISBN 9781859644850

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 Harben, P. (2004) English for academic study: reading. English for Academic Purposes. Garnet Education, Reading, pp76. ISBN 9781859644843

This list was generated on Mon Mar 27 04:12:44 2017 BST.

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