the 12th university of sydney tesol research network...
TRANSCRIPT
0
THE 12TH UNIVERSITY OF SYDNEY
TESOL RESEARCH NETWORK
COLLOQUIUM In conjunction with the University of Sydney Centre for English Teaching (CET) and the Department of Linguistics, Macquarie University
8-9 September 2017
The Sydney School of Education and Social Work The University of Sydney, Australia
1
TABLE OF CONTENTS
1. Map to the Faculty of Education and Social Work 2 2. Welcome and Thanks 3 3. About the TESOL Research Network Colloquium 4 4. Program Overview 6 5. Presentation Schedule 7 6. Keynote Abstracts 10 7. Individual and Symposium Abstracts 13 8. The TESOL Research Network 21 9. University of Sydney Papers in TESOL 22 10. Postgraduate Degrees in TESOL at The University of Sydney 24 11. The University of Sydney Centre for English Teaching 27 12. The Department of Linguistics, Macquarie University 28 13. Book Launches 31
2
MAP TO THE COLLOQUIUM
Directions: The Sydney School of Education and Social Work is located on the Camperdown Campus. It is in the Education Building (A35) on Manning Road and is between the Old Teachers’ College and Manning Bar. For a larger map, visit: http://sydney.edu.au/maps/campuses/?area=CAMDAR&code=A35
We are here.
3
WELCOME AND THANKS
I would like to welcome you to today’s TESOL Research Network Colloquium. A key aim of this colloquium is to foster networking and collaboration between people working in the area of TESOL and TESOL-related research. A further aim of the network is to develop links with other institutions with an interest in research in this area.
I especially welcome our keynote speakers for today, Diane Pecorari from City University of Hong Kong, Ji Peiying from Fudan University in Shanghai, and Jack Richards, who is an honorary professor in the Sydney School of Education and Social Work at the University of Sydney. Thank you as well to Diane Pecorari and my colleague Marie Stevenson for the pre-colloquium workshops they conducted yesterday.
I would also like to thank my colleagues at the University of Sydney and Macquarie University for the contribution each of them has made in preparing for today’s Colloquium. Thank you also to our colleagues from other universities for accepting our invitation to be part of today’s activities. Today’s event has been funded by the Sydney School of Education and Social Work research committee through its research network funding scheme as well as by the Centre for English Teaching at the University of Sydney and the Linguistics Department at Macquarie University.
Thank you all for coming today. I hope we will continue our discussions beyond today’s event and well into the future.
Brian Paltridge Professor of TESOL Director, TESOL Research Network Sydney School of Education and Social Work The University of Sydney
4
ABOUT THE TESOL RESEARCH NETWORK COLLOQUIUM
The University of Sydney TESOL Research Network Colloquium aims to provide a forum for discussing and sharing research in the area of TESOL, as well as to encourage future research collaboration in this area. The Colloquium is a place where both new and established TESOL researchers can network. The Colloquium includes presentation sessions on a wide range of TESOL and TESOL-related research, as well as pre-colloquium workshops.
Free Pre-Colloquium Workshops
Workshop 1: Examining intertextuality in second-language writing
Date: Friday 8 September, 2017
Time: 9.00 am - 12.00 pm
Presenter: Diane Pecorari, City University of Hong Kong
Venue: Old Teacher’s College 427
Abstract: It is widely accepted that all texts feel the traces of earlier ones, and those influences can create complexities for researchers and teachers working with learner writing. The first part of this workshop will be spent analysing some of the intertextual influences on learner writing. Then we will look at the implications of these pervasive relationships for teachers of second-language writing and research involving L2 texts.
Workshop 2: Multilingualism & TESOL
Date: Friday 8 September, 2017
Time: 1.00 pm - 4.00 pm
Presenter: Marie Stevenson, The University of Sydney
Venue: Old Teacher’s College 427
Abstract: In recent years, TESOL has been criticized for taking a deficit perspective on English language learners (e.g. May, 2014), by consistently viewing them as deficient in comparison to native-speakers. It has been pointed out that the majority of people in the world are multilingual, and that being multilingual should be the norm, rather than being a native-speaker. In this workshop, we will consider arguments that the traditional notions of second and foreign language learners - and learning - are no longer sufficient because they do not do justice to the complex communicative repertoires that language users possess in more than one language, or the complex contexts in which communication takes place in an increasingly globalized world. The workshop outlines the concept of ‘multilingualism’, and discusses this in relation to other terms such as ‘translingualism’ and ‘plurilingualism’, which are current buzz words. The workshop will be interactive, with tasks that encourage critical discussion and reflection on participants’ own language teaching and learning experiences.
5
TESOL Research Network Colloquium
Date: Saturday 9 September, 2017
Keynote Presentations
1. Speaker: Diane Pecorari, City University of Hong Kong
Title: How unique is plagiarism?
Time: 09.00-10.00
Venue: Education 351
2. Speaker: Peiying Ji, Fudan University, China
Title: English Curriculum in Transition: Moving Beyond General English to English for Specific Purposes in China
Time: 14.00-15.00
Venue: Education 351
3. Speaker: Jack C. Richards, University of Sydney
Title: Teaching English through English
Time: 16.30-17.30
Venue: Education 351
Colloquium convenors
Aek Phakiti, Huizhong Shen, and Phil Chappell
Members of the organizing committee
Brian Paltridge, David Hirsh, Marie Stevenson, Ken Cruickshank
Volunteers
Students from Research Methods in Language Studies (EDPJ5022) undertaking the Master of Education (TESOL) as well as PhD students (TESOL) in the Sydney School of Education and Social Work at the University of Sydney
6
PROGRAM OVERVIEW
8.30-9.00 Registration
Venue: Education Building A35, Level 3, in front of Education 351
9.00-10.00 Welcome: Brian Paltridge, Director of the University of Sydney TESOL Research Network
Keynote: Diane Pecorari, City University of Hong Kong
Title: How unique is plagiarism?”
Venue: Education 351, Education Building
10.00-11.00 Individual papers
Venue: Education 323, 325, 351, 424, 452, 458, 459
11.00-11.30 Coffee break
Venue: Education 401 (Staff Common Room)
11.30-12.30 Individual papers
Venue: Education 323, 325, 351, 424, 452, 458, 459
12.30-14.00 Lunch break
Venue: Education 401 (Staff Common Room)
Presentation of Dean’s award for the most outstanding Master of Education (TESOL) Dissertation submitted in 2016
Launch: University of Sydney Papers in TESOL 2017
Book launches
14.00-15.00 Keynote: Peiying Ji, Fudan University, China
Title: English Curriculum in Transition: Moving Beyond General English to English for Specific Purposes in China
Venue: Education 351, Education Building
15.00-16.30 Symposia and individual papers
Venue: Education 325, 351, 424, 452, 458, 459
16.30-17.30 Keynote: Jack C. Richards, University of Sydney
Title: Teaching English through English
Venue: Education 351, Education Building
17.30-18.30 Closing and Networking: Drinks
Venue: Education 401 (Staff Common Room)
7
PRESENTATION SCHEDULE
MORNING SESSIONS
09.00-10.00
Keynote: Diane Pecorari, “How unique is plagiarism?”
Venue: Education 351
Education 323 Education 325 Education 351 Education 424 Education 436 Education 452 Education 458 Education 459
10.00-10.30
Implementing formative
assessment in EFL classroom in
Indonesia: Challenges and
solutions
Maya Defianty
English teachers' research
engagement in response to
research requirements
Thi Lan Anh Tran
An investigation of teachers’ and
students’ shared knowledge of metalinguistic
terminology in a writing course
Yupaporn Seetrakarn
Teacher cognition of language learning
environments beyond the classroom
Mayumi Kashiwa
What does identity have to do with
language teaching?
Owen Wilson
L2 learner response to feedback on writing in HSPP classrooms: A multiple case-study
investigation
Mazin Yousif
A new approach to motivate learner independence
Gamze A. Sayram
Autonomy as part of learners’
maintenance system when overcoming their limitations in
the target language
Edson Estarneck
10.30-11.00
Initiating Cambridge testing into the studies of
Kids English at International
Pacific University
Anthony Walsh
Investigating the research
leadership of returned overseas-
trained applied linguistics scholars in Cambodia and
Vietnam
Stephen Moore
Exploring teacher’s
perception about professional development practices at a
private English language
institution in Indonesia
Zaldi Harfal
Developing an interpretation of
collective beliefs in language teacher cognition research
Neil England
Maximizing and reducing: a journey
from learners’ integration to anxiety
reduction using mobile applications
Michelle Ocriciano
Plagiarism in students' academic writing:
Three fundamental factors
Hanifa Rahmawati
Chinese students’ motivation for
studying academic English in an off-shore program: A mixed methods
study
Daniel Ouyang
Effects of explicit instruction and oral corrective feedback
on L2 learners’ pragmatic
development
Hanh Thi Pham & Eleni Petraki
11.00-11.30
Coffee Break (Education 401 (Staff Common Room))
8
COLLOQUIUM SCHEDULE
MORNING SESSIONS (CONTINUED)
Education 323 Education 325 Education 351 Education 424 Education 436 Education 452 Education 458 Education 459
11.30-12.00
Affixes: What do EFL learners
know?
Apisak Sukying
A probe to revisit communicative
purposes of research journal publications in digital times
Jebunnesa Jeba & Jianxin Liu
The transition of a novice ESP
teacher from a GE teacher: A case
study
Mo Nguyen
Korean immigrant mothers' beliefs and
family literacy practices regarding
their children's bilingualism living in
Australia
Eun Kyong Park
Student engagement within
the wider community
Athanassia Iosifidou
Experiences of publishing in English: Vietnamese doctoral
students’ challenges and strategies
Thi Van Yen Hoang
Content and language integrated learning: Issues and
insights
Zuocheng Zhang
Teaching deep culture to develop
intercultural competence among
Indonesian EFL learners
I'anatul Avifah
12.00-12.30
First year university students’
perceived writing problems
Mehdi Riazi & Sue Spinks
Cooperative principle and
interactive narrative
development in video gaming
Bushra Khan
Comparing 'Yeah-no' discourse
marker occurrences in
scripted TV dramas and EFL
textbooks
B. Greg Dunne
Socio-cultural challenges of non-
native English-speaking teachers:
A multiple case study
Nhu Hien Luong Phan
Enhancing Australian
international students’ academic
capacities by leveraging online
databases: A case of Gapminder
Yifeng Yuan, Mariana Rodriguez
& Susan Sherringham
What’s harder?: Reading, writing,
listening or speaking? Ecuadorian students’
perceptions of the four macro-skills
Rachel Mohini Tattersall
Using English as a medium of
instruction in HE in Vietnam: A case
study of a physics degree program
Liem Thi Tu Truong
A functional approach to
teaching English tenses to speakers of other languages:
A case study
Dragana Stosic
12.30-14.00
LUNCH
Venue: Education 401 (Staff Common Room)
Journal and Book Launches
Presentation of the Dean’s Award for the Most Outstanding Master of Education (TESOL) Dissertation submitted in 2016
9
COLLOQUIUM SCHEDULE
AFTERNOON SESSIONS
14.00-15.00
Keynote: Peiying Ji, “English curriculum in transition: Moving beyond general English to English for specific purposes in China”
Venue: Education 351
Education 325 Education 351 Education 424 Education 452 Education 458 Education 459
15.00-15.30
Symposium
Research at The University of Sydney Centre for English
Teaching
Katherine Olston, Aparna Jacob, Brooke
Donnelly, & Aaron Jolly
Symposium
Teaching EAP in China
Peiying Ji, Wei Wang, Zeng Jianbin, Jason
Jinsong Fan, & Ye Fan
Symposium
Teaching, learning and assessing listening: Action
research in ELICOS
Anne Burns, Sophie O’Keefe, Julia Gibbons, Sharn Hammond, Penny Podimatopoulos, Geoff Larsen, & Keren Stead
Bomfim
Symposium
Connecting digitally: effecting an online ASEAN research community of practice for
Cambodia TESOL
Darren Brookes, David Larbalestier, & Others
Symposium
Focusing on language teachers and learners in
master of research and Ph.D projects
Elaheh Gharesoufloo, Khedir A. Almoayidi, Thi My
Truong, Mai Tran, Phil Benson, & Phil Chappell
Symposium
English language enhancement of
international sudents in higher education in
Australia: A personalised, autonomous model
Mira Kim, Emily Edwards, Jason Heffernan, & Bosheng
Jing
15.30-16.00
16.00-16.30
16.30-17.30
Keynote: Jack C Richards, “Teaching English through English”
Venue: Education 351
17.30-18.30
Closing and Networking: Drinks
Venue: Education 401 (Staff Common Room)
10
KEYNOTE ABSTRACTS
Speaker: Diane Pecorari, City University of Hong Kong
Title: How unique is plagiarism?
Time: 09.00-10.00
Venue: Education 351
As a research topic in its own right, plagiarism has a relatively short history in TESOL and applied linguistics. However, numerous well established areas of linguistic inquiry have an overlapping footprint. Second-language writing, language for specific purposes, formulaic language, English-medium instruction and English as a lingua franca are some of the research areas which have significant conceptual overlaps with plagiarism. The first part of this talk will describe the existing state of research on plagiarism, and ways in which it can inform, and be informed by the broader research landscape. The second part of the talk will suggest ways in which TESOL professionals can use the lessons from plagiarism research to add value to our educational settings more broadly.
Biography
Diane Pecorari works within the area of English Applied Linguistics. Her research has investigated aspects of English for academic purposes and second-language writing, (including source use and plagiarism), and the widespread and growing phenomenon of English medium instruction. She has taught courses in linguistics, academic writing and professional communication. In addition, she has designed and taught professional skills development courses for university teacher who want to work pedagogically with questions such as how to work against plagiarism, how to promote students' writing skills and how to teach effectively in the English-medium classroom.
Website: http://www.english.cityu.edu.hk/en/people/diane_pecorari.htm
11
KEYNOTE ABSTRACTS
Speaker: Peiying Ji, Fudan University, China
Title: English Curriculum in Transition: Moving Beyond General English to English for Specific Purposes in China
Time: 14.00-15.00
Venue: Education 351
The National Foreign Languages Teaching Advisory Board has been commissioned by the Ministry of Education of China to draw up the Guidelines on College English Teaching which will be released soon. This talk will present issues related to these guidelines in regard to English curriculum in transition in China. The Guidelines elucidates a number of key issues such as the value of college English, teaching objectives, curriculum design, assessment, pedagogies, and faculty development. It indicates that English, as a lingua franca, is the most important means in global communication. By learning and using the English language, Chinese students will have better access to the frontiers of scientific knowledge, advanced management concepts and experience, which, to some extent, will enhance social development and international exchanges, hence strengthening overall national capacity. One of the priorities of the Guidelines highlights a need to reform College English curriculum in China. The new curriculum system includes three parts: General English (GE), English for Specific Purposes (ESP) and Intercultural English Communication. Indeed, it is the first time to integrate ESP teaching and learning in College English curriculum. Its significance lies in the transition from a single-purpose language focused (GE) curriculum to a multi-purpose integrated curriculum design. Recognizing different domains of language use, ESP courses aim to promote students’ abilities in academic performance and communication, career development, and also improve students’ academic and professional literacy. However, a number of challenges have been observed in developing ESP courses in China due to the current curriculum structural constraints such as teaching or learning to the test, and teacher competency such as English language proficiency, subject knowledge, pedagogical knowledge, to name only a few.
Biography
Peiying Ji is professor and Vice Dean of the College of Foreign Languages and Literature at Fudan University in China. She is also a member of the National Foreign Languages Teaching Advisory Board in China. Her main research interests are foreign language education, second language acquisition, material development, and pragmatics. She has published articles on college English teaching reform, curriculum design, and material development in key academic journals (CSSCI) in China and College English textbooks.
12
KEYNOTE ABSTRACTS
Speaker: Jack C. Richards, University of Sydney
Title: Teaching English through English
Time: 16.30-17.30
Venue: Education 351
Most of the world’s English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach benchmarks established by their employers, raising the issue that is the focus of this paper, namely, what kind of proficiency in English is necessary to be an effective teacher of English? The paper seeks to provide an overview of how the language proficiency issue has been addressed in the ELT literature. It describes the kind of specialized language skills needed to teach English through English, explores the relationship between language proficiency and teaching ability, considers the impact of language ability on different dimensions of teaching, and raises the implications for language assessment and for the design of language enhancement programs for language teachers.
Biography
Jack Richards has had an active career in the Asia Pacific region and is currently an honorary professor in the Sydney School of Education and Social Work at The University of Sydney, an honorary professor at The University of Auckland and an adjunct professor at Victoria University, Wellington. He is a frequent presenter worldwide and has written over 150 books and articles on language teaching as well as many widely used classroom texts. Recent publications are Curriculum Development in Language Teaching (2nd edition, Cambridge 2017), 50 Tips for Professional Development (Cambridge 2017), Key Issues in Language Teaching (Cambridge 2015), Creativity In Language Teaching (with R. Jones, editors, Routledge 2015), Approaches and Methods in Language Teaching (3rd edition with Ted Rodgers, Cambridge 2014), and Language Learning Beyond the Classroom (with David Nunan, Editors, Routledge 2014). Jack Richards has active interests in music and arts and supports a number of scholarship programs. In 2014 the Jack C Richards Decorative Arts Gallery was opened at the Tairawhiti Museum, Gisborne New Zealand. In 2011 he was awarded an honorary doctorate of literature by Victoria University, Wellington, for his services to education and the arts and in 2014 received the Award for Patronage from the Arts Foundation of New Zealand.
Website: www.professorjackrichards.com
13
INDIVIDUAL AND SYMPOSIUM ABSTRACTS
Time: 10.00-10.30
Implementing formative assessment in EFL classroom in Indonesia: Challenges and solutions
Maya Defianty, University of Canberra
Despite the government support, implementing formative assessment is still challenging in Indonesia. This study aims to identify challenges encountered by EFL teachers in secondary schools in Indonesia in the process of implementing formative assessment and how teachers overcome those challenges.
English teachers' research engagement in response to research requirements
Thi Lan Anh Tran, University of New South Wales
Drawing on activity theory, this study investigated English teachers’ research engagement in response to the research requirements. It analysed documents and interviews to describe the relation between the institutional activity system and the teachers’ activity system. The findings are useful for institutional policy makers in non-English speaking contexts.
An investigation of teachers’ and students’ shared knowledge of metalinguistic terminology in a writing course
Yupaporn Seetrakarn, University of Technology Isan, Khon Kaen Campus, Thailand
This paper will discuss the findings from a classroom-research project investigating the shared knowledge of metalinguistic terminology between teachers and students in one writing course. Based on the findings, implications in terms of language learning and teaching in an EFL context will be drawn and directions for future research will be discussed.
Teacher cognition of language learning environments beyond the classroom
Mayumi Kashiwa, Macquarie University
This research explores language teachers’ views on international students’ language learning environments beyond the classroom from ecological perspectives. Teachers’ perceptions of the relationship between in-class and out-of-class language learning is the focus of the research. The process of teacher learning through active engagement in a project is also investigated.
What does identity have to do with language teaching?
Owen Wilson, University of Sydney
This state-of-the-art paper reviews the latest language teacher identity (LTI) research. It looks at new findings and methodological advances in LTI research over the past five years. Finally, it discusses how the transdisciplinary framework of the Douglas Fir Group (2016) is being increasingly applied to LTI research.
14
L2 learner response to feedback on writing in HSPP classrooms: A multiple case-study investigation
Mazin Yousif, University of Sydney
This study explores how L2 adolescent student writers respond to feedback on writing in three High School Preparation Program (HSPP) classrooms. The study investigates both the characteristics of teacher written feedback on content and language and L2 learners’ revisions in response to the feedback provided in multiple-draft classroom settings.
A new approach to motivate learner independence
Gamze A. Sayram, Macquarie University
The aim of this exploratory practice study is to motivate learners to become more active by expanding their understanding of the concept of “independent learning”. Exploring students’ needs and interests originated in a new inquiry-based approach which included stimulating thoughts, words and actions through reflection, introspection and reciprocal learning.
Autonomy as part of learners’ maintenance system when overcoming their limitations in the target language
Edson Estarneck, Macquarie University
The goal of this research paper is, through the narratives of one of the research participants, to show how autonomy emerges among individuals that decide to undergo a process of overcoming their limitations in the target-language when they strive for a degree as a teacher of English.
Time: 10.30-11.00
Initiating Cambridge testing into the studies of Kids English at International Pacific University
Anthony Walsh, International Pacific University
This presentation will discuss a training program which has led to International Pacific University (IPU) adapting the Cambridge Key English Test (KET), as part of the core curriculum for English studies. With over 2,200 students at IPU, this research has influenced the certification process for future preschool education in Japan.
Investigating the research leadership of returned overseas-trained applied linguistics scholars in Cambodia and Vietnam
Stephen Moore, Macquarie University
This presentation reports research investigating the impact that returned overseas-trained applied linguistics scholars make in their home countries of Cambodia and Vietnam. As privileged members of their academic communities in terms of academic training, the study investigates the extent to which they engage in research leadership after returning from overseas.
Exploring teacher’s perception about professional development practices at a private English language institution in Indonesia
Zaldi Harfal, University of Manchester, UK
This study explored the perception of an Indonesian teacher on Professional Development (PD) which was incorporated in training. The research reflected on the twelve categories of professional practices by The British Council. The findings suggested that out of twelve professional practices, only five were embedded in the training.
15
Developing an interpretation of collective beliefs in language teacher cognition research
Neil England, University of Technology Sydney
In this paper I describe and evaluate the tools and processes I used in a study focusing on the collective (as opposed to individual) beliefs of a group of Indonesian language teacher educators. I consider how these tools and processes could be used or adapted for research involving language teachers.
Maximizing and reducing: a journey from learners’ integration to anxiety reduction using mobile applications
Michelle Ocriciano, University of New South Wales
This Action Research (AR) project investigates English Language Learners’ speaking anxiety during an IELTS test preparation course. The research was conducted over fifteen weeks as part of an IELTS Speaking 5-week preparation course with 3 hours of face-to-face classes amounting 15 hours with a total of twenty-one students over 3 cycles at UNSW Institute of Languages.
Plagiarism in students' academic writing: Three fundamental factors
Hanifa Rahmawati, Macquarie University
Plagiarism often found in students’ academic writing is primarily caused by three fundamental factors entailing personal development, socio-culture and cyberspace. Raising teachers’ and students’ awareness of these factors together with the significance of stance, voice and language metafunction are hence considered necessary, so that plagiarism can be avoided.
Chinese students’ motivation for studying academic English in an off-shore program: A mixed methods study
Daniel Ouyang, University of Technology Sydney
This presentation reports on a mixed methods study which examined Chinese students’ motivation for studying academic English in an offshore university program. The study drew on Dornyei’s L2 motivational self system. Overviews of the results of the quantitative and qualitative components of the study will be presented.
Effects of explicit instruction and oral corrective feedback on L2 learners’ pragmatic development
Hanh Thi Pham & Eleni Petraki, University of Canberra
This quasi-experimental pre-test – post-test study investigated the effects of four corrective feedback (CF) types, i.e. recasts, clarification requests, explicit corrections and metalinguistic feedback on the acquisition of English requests of EFL Vietnamese learners. The teaching intervention on English requests was conducted in one instruction-only group and four instruction+ feedback groups. The results confirm the superior effectiveness of explicit instruction alone with significant improvement in all of the groups. There was no difference between the five groups in the short-term but in the long-term, meta-linguistic feedback proves to be the most effective of all and make the effects of explicit instruction last longer.
16
Time: 11.30-12.00
Affixes: What do EFL learners know?
Apisak Sukying, University of Sydney
This study reports that Thai EFL learners’ affix knowledge is related to their vocabulary size both receptively and productively. A taxonomy of affix acquisition also follows a particular sequence. Furthermore, linguistic and psycholinguistic characteristics of word family influence affix learning in EFL learners. Implications for educators and researchers are discussed.
A probe to revisit communicative purposes of research journal publications in digital times
Jebunnesa Jeba & Jianxin Liu, Charles Sturt University
This paper will problematize the recent theorization of genre to understand the multimodal turn in English academic writing. It will then propose an analytic model, applied to a selected online journal, to help unpack the communicative purposes meaningfully and discuss the findings in relation to various layers of genre theory.
The transition of a novice ESP teacher from a GE teacher: A case study
Mo Nguyen, Macquarie University
This presentation explores and describes the transition of a novice English for Specific Purposes teacher from being a General English teacher in a university context in Vietnam. It provides in-depth insights into the teacher’s beliefs and attitudes toward her new teaching field, her teaching practices, and the challenges she encounters.
Korean immigrant mothers' beliefs and family literacy practices regarding their children's bilingualism living in Australia
Eun Kyong Park, University of New South Wales
This is a scoping study based on the general components of a qualitative inquiry, with six Korean immigrant mothers attending community Korean language programs run by a church in Sydney, to understand their ideas and beliefs about bilingualism and to get a snapshot of family literacy practices (FLP) they provide for their children.
Student engagement within the wider community
Athanassia Iosifidou, Milner International College of English, Perth
ESL students represent the largest and fastest-growing segment of the adult education population. The engagement of ESL students within their new communities must be incorporated into their school experience for better outcomes. Research conducted in a Perth college will support the importance of this and ways to do it.
Experiences of publishing in English: Vietnamese doctoral students’ challenges and strategies
Thi Van Yen Hoang, Macquarie University
This study investigated Vietnamese doctoral students’ experiences of publishing in English. It aims to find out language-related challenges they encountered and strategies they adopted in an attempt to get their research papers published in English-medium peer-reviewed academic journals. A qualitative research approach is adopted and data is collected through semi-structured interviews.
17
Content and language integrated learning: Issues and insights
Zuocheng Zhang, University of New England, Armidale, NSW
This presentation reviews key issues in content and language integrated learning (CLIL). It draws on a case study of a business subject specialist teaching business discourse to argue for productive collaboration between subject specialists and literacy experts in CLIL classrooms. It concludes with implications of CLIL for ESP teacher development.
Teaching deep culture to develop intercultural competence among Indonesian EFL learners
I'anatul Avifah, University of Manchester, UK
It is crucial to teach deep culture to EFL learners to develop their intercultural competence. This paper will explore the idea of incorporating deep culture in the classroom to develop intercultural competence among Indonesian EFL learners. This paper also illustrates the organisation of teaching deep culture and its underlying rationale.
Time: 12.00-12.30
First year university students’ perceived writing problems
Mehdi Riazi & Sue Spinks, Macquarie University
266 first-year university undergraduate students were asked to report their perceived writing problems. Overall, 342 writing problems were reported, which were classified into eight categories. Results of the study and how the problem categories associated with some of the students' demographic variables will be presented and discussed in this presentation.
Cooperative principle and interactive narrative development in video gaming
Bushra Khan, Charles Sturt University
In this presentation, I will discuss the possibility of broadening the scope of the cooperative principle and explore its applications in digital communicative situations. I will focus on interactive narratives in video gaming as a particular genre to investigate its pertinence.
Comparing 'yeah-no' discourse marker occurrences in scripted TV dramas and EFL textbooks
B. Greg Dunne, Osaka Shoin Women's University, Japan
The “yeah-no” discourse marker is now commonplace in authentic English. Since many EFL learners are rarely exposed to authentic English they instead rely on English from other sources. Accordingly, this paper contrasts 45 instances of yeah-no found in contemporary TV dramas against no instances found in 40 EFL textbooks.
Socio-cultural challenges of non-native English-speaking teachers: A multiple case study
Nhu Hien Luong Phan, University of New South Wales
This study investigated socio-cultural challenges of non-native English-speaking teachers (NNETs) teaching at Foreign Language Centres (FLCs) in Vietnam. Informed by semi-structured interviews, similarities and differences in socio-cultural challenges encountered by NNETs across public and private FLCs emerged from thematic analysis. Implications for educational leaders and policy-makers in an age of English language education reform will be discussed.
18
Enhancing Australian international students’ academic capacities by leveraging online databases: A case of Gapminder
Yifeng Yuan, Mariana Rodriguez & Susan Sherringham, University of Technology Sydney
This study investigates the development of international students’ academic capacities by employing Gapminder to achieve one milestone set by the subject of International Perspectives in one Australian university. It is found that Gapminder could enhance international students’ research skills, critical thinking skills, English reading and writing skills and cultural awareness that may benefit their future university study.
What’s harder?: Reading, writing, listening or speaking? Ecuadorian students’ perceptions of the four macro-skills
Rachel Mohini Tattersall, Universidad Técnica del Norte, Ecuador
This study sought to better understand the relationship between high school experiences and affect in tertiary EFL learning, in Ecuador. Findings provide an important contribution to work on EFL in Latin American tertiary contexts, as well as adding to the discussion of the role of emotion in learning.
Using English as a medium of instruction in higher education in Vietnam: A case study of a physics degree program
Liem Thi Tu Truong, Macquarie University
This paper reports on a 10-year old English as a medium of instruction (EMI) degree program in a physics department at a university in Vietnam. Using questionnaires, interviews and classroom observations, it investigates teachers’ and students’ perceptions of the program’s practicality, including how these perceptions are reflected in their teaching and learning practices and processes.
A functional approach to teaching English tenses to speakers of other languages: A case study
Dragana Stosic, Macquarie University
This research investigates to what extent the use of a systemic-functional description of the English tense system can improve teaching tenses to speakers of other languages. It involves an instrumental case study on teaching English tenses to Serbian speakers conducted to explore the benefits and challenges of an SFL-based approach.
19
Time: 15.00-16.30
Research at The University of Sydney Centre for English Teaching
Katherine Olston, Aparna Jacob, Brooke Donnelly, & Aaron Jolly, University of Sydney
The University of Sydney Centre for English Teaching (CET) contributes to the broader University's efforts to support international students through the provision of English language, academic skills preparation and teacher training courses. A key CET strategic initiative is to support research into teaching and learning practices at the centre. This session will present an overview of research at CET and will then look at two research projects being undertaken into aspects of the university pathways ‘Direct Entry Course’ (DEC). The first part of the session will present a research project that addresses DEC student difficulties when listening and taking notes in academic lectures and describes Listening to Real-Life Presentations, a series of 5 weekly screencast videos, which were delivered via the LMS, and were designed to address this issue. The second part of the session presents an action research project on an initiative which forms part of the DEC Learning Support writing program (a series of extra writing classes offered to students identified as at-risk). The project looks at supporting students in the development of paragraphs by encouraging an awareness of the different rhetorical choices they might make at paragraph level for a particular genre, as well as an awareness of different types of paragraph organisation. This session will conclude with a brief discussion of the insights gained from both research projects and implications for the ongoing transformation of the DEC curriculum.
Teaching EAP in China
Peiying Ji, Wei Wang, Zeng Jianbin, Jason Jinsong Fan, & Ye Fan, Fudan University, China
During the past several years, English for Academic Purposes (EAP) has grown to become one of the most important areas of EFL teaching at Chinese universities, spurred by the internationalization of higher education. This symposium highlights four issues we have faced when teaching EAP and introduces approaches and strategies to tackle them, namely peer review and tutorials in EAP writing classes, students’ engagement in genre-based EAP writing tasks, teaching EAP with mobile technology, and the validation of a locally developed EAP test developed in alignment with the local teaching syllabus.
Teaching, learning and assessing listening: Action research in ELICOS
Anne Burns, Sophie O’Keefe, Julia Gibbons, Sharn Hammond, Penny Podimatopoulos, Geoff Larsen, & Keren Stead Bomfim, English Australia
Presenters in this colloquium are involved in the English Australia Action Research Program, which is run in partnership with Cambridge English Language Assessment and aims to raise levels of professional practice in the teaching of English Language Intensive Courses to Overseas Students (ELICOS). This program supports teachers to systematically plan, act, observe and reflect on practical approaches to a ‘problematic’ aspect of their own teaching, related to a particular topic, and then share the outcomes with others. This year, nine teachers from around Australia are taking part in the Action Research Program on the theme of teaching, learning and assessing listening. Following a brief introduction to the Program, this year’s theme and to action research, the teachers will each present a brief outline of their main findings. The topics for the presentations are: 'Comparing the outcomes of student controlled and teacher controlled intensive listening tasks;’ ‘SIP and Listen: How does raising awareness of Stress, Intonation and Pausing affect listening skills?;’ ’Exploring the effects of metacognitive and grammatical awareness on students' listening of short bursts of speech;’ and ’How can teaching phonemic awareness impact on students’ listening (& note-taking) skills?’
20
Connecting digitally: effecting an online ASEAN research community of practice for Cambodia TESOL
Darren Brookes, David Larbalestier, & Others, University English Centres Australia (UECA)
The 2014 - 2017 Cambodia TESOL Regional Research Grant programs have attracted a wide variety of regional researchers, eager to showcase their research in the form of a presentation and paper for the Regional Research Symposium held in Phnom Penh, Cambodia each year. Research grant recipients from a wide range of ASEAN member countries: Cambodia, Myanmar, Vietnam, Indonesia, The Philippines and Laos have been involved over the last four years. Research interests include a diverse array of topics including: ESP, motivation in young learners, writing for technical students, primary teachers' attitudes, the adoption of technology, collaborative learning, and the effect of drama techniques on spoken production. In this symposium, the project coordinator and some of this year’s mentors from UECA centres will present on the various online strategies used to engage this diverse group of researchers across a vast region in South-East Asia. Some of the researchers were first time writers and presenters and were unable to complete their papers and presentations. So as to not discourage this early career cohort, it was necessary to broaden the definition of success to maintain involvement in the scheme and engage more first-time researchers. This broadened definition of success enabled the project to be more inclusive and to allow for first time researchers to participate in a supportive environment.
Focusing on language teachers and learners in Master of Research and Ph.D projects
Elaheh Gharesoufloo, Khedir A. Almoayidi, Thi My Truong, Mai Tran, Phil Benson, & Phil Chappell, Macquarie University
In this symposium, four Master of Research graduates and current Ph. D candidates will present findings from their completed theses and ongoing research. After a brief introduction to the context of the studies by the convenors, the four speakers will present their studies. Following this, a general discussion on the projects and the M. Res/Ph. D program will close out the session. The four studies examined different aspect of language teaching and learning. The first is a qualitative ethnographic study that investigated task designers’ perceptions of academic writing in two contexts at an Australian University. The second investigated Saudi Arabian students’ perceptions of the role of bilingual dictionary use in their learning and patterns of dictionary use while studying in an English-speaking environment. The third used a qualitative case-study approach to explore three Vietnamese university ESL teachers’ initial motivations for starting their own research. The final study used mixed methods to investigate the employment of humour in multicultural classrooms, focusing on teachers’ and students’ perceptions and practices.
English language enhancement of international students in higher education in Australia: A personalised, autonomous model
Mira Kim, Emily Edwards, Jason Heffernan, & Bosheng Jing, University of New South Wales
While many universities offer a range of support services for English as an additional language (EAL) students, in most cases these do not yet sufficiently address students’ diverse language needs or promote language enhancement as a continuous process. In response, a Personalised Autonomous (PA) model was adopted in a co-curricular program called Personalised English Language Enhancement (PELE) – developed at the University of New South Wales in 2016. The pedagogical efficacy of the PA model was investigated through program evaluation using a mixed methods approach to data collection, including entry and exit surveys, focus groups and analysis of students’ reflective e-portfolios completed as the main course assessment task. In this symposium, we will describe the PA model and its theoretical foundations and then provide an overview of major findings from the 2016 pilot evaluation data. We will present analyses of the on-going impact of PELE in Semester 1, 2017, which focuses on sources of students’ increased positive emotions and confidence, and manifestations of students’ language improvements in their assignments submitted throughout the course.
21
UNIVERSITY OF SYDNEY TESOL RESEARCH NETWORK
The TESOL Research Network was established in the Faculty of Education and Social Work at The University of Sydney in 2006, with the aim of fostering research and publication in the area of TESOL. The particular goal of the TESOL Research Network is to profile research activity, as well as to increase research and publication activity in the area of TESOL. This goal is achieved through support for and coordination of research activities and a range of other activities for staff and students, early career researchers and postgraduate students. The Network aims to foster the mentoring of beginning TESOL researchers and provide support for established TESOL researchers to undertake both individual and collaborative research, as well as to get their work published. The Network also aims to develop national and international research alliances with others with an interest in TESOL-related research.
The TESOL Research Network’s activities include:
The development of research teams with the aim of supporting research and publication in the area of TESOL
Research Seminar Series in TESOL and Language Studies
An annual University of Sydney TESOL Research Network Colloquium
The University of Sydney Papers in TESOL, a set of refereed papers published by the TESOL Research Network
For further information
Website:
http://sydney.edu.au/education_social_work/research/centres_and_networks/tesol/index.shtml
Blog:
http://tesolresearchnetwork.blogspot.com.au/
Facebook (please like us):
https://www.facebook.com/tesolresearchnetwork/
22
UNIVERSITY OF SYDNEY PAPERS IN TESOL
About University of Sydney Papers in TESOL
URL: http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/
The University of Sydney Papers in TESOL is a peer-reviewed online journal. It is published by the TESOL Program, The University of Sydney School of Education and Social Work, Australia.
The University of Sydney Papers in TESOL is dedicated to providing a broad platform for scholars to focus on current TESOL – related issues through scholarly work. It is fundamentally concerned with theoretical and methodological issues of contemporary TESOL and TESOL-related research. Manuscripts considered for publication will be reviewed for their insightful treatment of theories and issues relevant to the area of TESOL, clarity, use of appropriate research methods, analysis and presentation.
The University of Sydney Papers in TESOL publishes research articles that: (1) are within the area of TESOL; (2) appeal to the general interests of its readership; and (3) meet the basic requirements for articles published in the journal.
23
Areas of TESOL and TESOL-related research include:
Bil ingualism/bil ingual education
Classroom centred research
Cross-cultural communication
Discourse/pragmatics
English for specif ic purposes
English for academic purposes
Grammar/syntax
Phonology/pronunciation
Teaching methodology
Teaching of l istening, reading, speaking, writing, and/or vocabulary
Teaching literature
Teacher education
Computer assisted language learning
Contrastive studies
Curriculum/syllabus design
Language policy and planning
Sociolinguistics
Psycholinguistics
Second language acquisit ion
Learner characteristics
Language testing and assessment
And Language program evaluation
The University of Sydney Papers in TESOL also publishes review articles that systematically analyse and synthesize data, concepts, and results from previous studies to clarify trends and issues in TESOL research and to inform readers of trends in developing fields.
Editors and Associate Editor
Brian Paltridge, General Editor Email: brian.paltr [email protected]
Marie Stevenson , Co-editor Email: [email protected]
David Hirsh , Co-editor Email: [email protected]
Aek Phakiti, Associate Editor Email: aek.phakit [email protected]
24
TESOL AT THE UNIVERSITY OF SYDNEY
Master of Education in TESOL (MEd TESOL)
The MEd in TESOL is designed for English language teachers who seek to develop their professional expertise and further their understanding in the areas of language education, and particularly in the area of English language teaching to children, adolescents or adults. The program explores a range of issues relating to language teaching and learning, and socio-cultural contexts of education. It also develops themes relating to practical issues in language teaching and learning in second and foreign language contexts, and investigates the theoretical basis of these issues in the light of recent research. This program is intended to develop the teaching and professional skills of teachers of English as a second or foreign language. It is suited to both teachers who are intending to teach in local contexts and those who are intending to teach in international contexts.
Outcomes
At the conclusion of the designated degree students should:
be familiar with current theoretical and pedagogical debates in the area of teaching English to speakers of other languages (TESOL)
understand theoretical and methodological issues and principles underlying the learning, teaching and assessment of English for speakers of other languages in diverse contexts
understand pedagogical principles relevant to language learning, teaching and assessment of English for speakers of other languages
develop knowledge of research that has been undertaken in the fields of TESOL and TESOL-related disciplines
develop knowledge about language as it relates to the teaching English to speakers of other languages
develop a range of skills necessary for effective research-led pedagogical practice in the area of TESOL
select, devise and use teaching and assessment materials appropriate and sensitive to individual learners’ needs and language teaching contexts
provide leadership in developing TESOL programs for teaching, learning and assessment purposes in second and foreign language contexts
25
Course content
The MEd in TESOL is undertaken by choosing eight of the following units of study (4 core units & 4 electives):
Discourse and Language Teaching (core unit)
Grammar and the Language Classroom (core unit)
Second Language Acquisition (core unit)
Literacy in Language Teaching (core unit)
Methodology and Language Teaching (core unit)
Contemporary Developments in English Language Teaching (core unit)
English for Specific Purposes (elective)
Language Testing and Assessment (elective)
Language Teacher Professional Development (elective)
Research Methods in Language Studies (elective)
English in Academic Settings (elective)
Dissertation (elective)
Special Project (elective)
NOTE: Electives from the Linguistics department can also be included.
Admission requirements
To be eligible for entry into the MEd in TESOL, candidates need:
(i) a bachelor’s degree from the University of Sydney or equivalent qualification and either a postgraduate English language teaching qualification or at least two years’ full-time English language teaching experience; OR
(ii) a bachelor’s degree in English language teaching or equivalent qualification and at least one year’s full-time English language teaching experience.
Period of candidature
The MEd in TESOL can be completed in two semesters of full time study by taking four units per semester. Part time candidates typically undertake two units per semester, taking two years to complete the degree.
MEd (Research), MPhil, and PhD in TESOL
The Sydney School of Education and Social Work also offers a higher research degree in TESOL including the Master of Education (Research), the Master of Philosophy (MPhil) and the Doctor of Philosophy (PhD). Further information can be found at: http://sydney.edu.au/education_social_work/doctoral_studies/pgindex.shtml
Potential supervisors can be found at: http://sydney.edu.au/research/opportunities/opportunities/523
Academic staff
Ken Cruickshank, BA, (Sydney), Dip Ed (STC), Grad Dip TESOL, MA, PhD (UTS)
David Hirsh, BA, PG Dip TESL, MA (Applied Linguistics), PhD (Wellington)
Brian Paltridge, BA (Wellington), RSA Dip TEFLA, Grad Dip TESOL (UTS), Ass Dip Community Languages (UWS), MA (Applied Linguistics) (Sydney), PhD (Waikato), NAATI III
Aek Phakiti, BA (English, Chiang Mai), MA (Applied Linguistics) (Melbourne), PhD (Melbourne)
26
Huizhong Shen, BA (English) (Fudan), Bed (Hons) (La Trobe), DipEd (Languages) (La Trobe), PhD (La Trobe)
Marie Stevenson, BA (UNSW), RSA Dip TEFLA, MA (Amsterdam), PhD (Amsterdam)
Further information
Contact Dr Marie Stevenson (MEd TESOL Convenor)
Tel: (+61 2) 9351 3684
Email: [email protected] or visit:
Website
http://sydney.edu.au/courses/master-of-education-tesol
27
THE CENTRE FOR ENGLISH TEACHING (CET)
The Centre for English Teaching (CET) at the University of Sydney is an industry leader in innovative English Language programs from General English to Direct Entry Courses and is breaking new ground in faculty integration with discipline specific programs including Teaching English Internationally, Teaching English for Academic Purposes, Engineering Critical Thinking, and English for Health Sciences. The Centre has recently released a MOOC Specialisation ‘Academic Skills for University Success’, the first of its kind and first to market, paving the way in Australia for innovative online delivery of courses to develop 21st century skills for university preparation, such as information and digital literacy, problem solving, critical thinking and communication The Centre for English Teaching, now in its 29th year of operation, is located right in the centre of the beautiful and historic main campus of the University of Sydney with access to all facilities.
CET's mission is to:
Connect the best and brightest global citizens to the University of Sydney
Empower students through innovative pedagogies
Transform people’s lives through education.
Connect with CET Website at www.sydney.edu.au/cet
Visit CET at Level 5 of the Wentworth Building.
Website
http://sydney.edu.au/cet/
The Master of Applied Linguistics covers theoretical and methodological issues
KEY FEATURES
• Allows the opportunity to study with one of the largest and most diverse Linguistics departments in Australia, which features four research centres
• Flexible study options allow study on-campus online
• Provides an internationally relevant and highly regarded qualification
•
CAREER OPPORTUNITIES
aduates
•••••••••
COURSE INFORMATION
Minimum course duration
Attendance mode
Study mode
Commencing
Credit points required
ENTRY REQUIREMENTS
• Australian bachelor degree or recognised equivalent
WHO SHOULD APPLY
• Experienced teachers
WHAT YOU WILL STUDY
• •• •• Language for Specific Purposes •• Pragmatics and Intercultural Communication • Research Methods in Language Study • Teaching English for Academic Purposes•
FIND OUT MOREcourses.mq.edu.au/MAppLing [email protected]
+61 (2) 9850 7102CRICOS Provider 00002J
FACULTY OF HUMAN SCIENCES
Master of Applied Linguistics
The Graduate Certificate of TESOL (Teaching English to Speakers of Other Languages) is a course designed for current teachers and people wishing to teach English to speakers of other languages. The course prepares students for a variety of language teaching contexts in Australia and overseas. It integrates current theory and practice of TESOL, including teaching methodologies, programming and planning, and linguistics for language teaching.
KEY FEATURES• Qualified teachers obtain a recognised ESL/EAL specialisation• The program includes an integrated professional experience unit
involving a teaching practicum in a school• Flexible study options allow study on-campus, online, or blended
learning modes.• The course provides a pathway to further study in Applied
Linguistics and TESOL• All teaching staff are qualified TESOL instructors with wide ranging
teaching experience and are actively researching areas of TESOL and Applied Linguistics
CAREER OPPORTUNITIESGraduates will be able to teach in a variety of Australian and overseas English language teaching contexts, including:
• Australian Migrant English Program (AMEP) • English Language Intensive Courses for Overseas Students
(ELICOS)
• Primary and secondary schools EAL/ESL programs (for qualified school teachers)
• Overseas language colleges for young, adolescent and adult learners
• Overseas schools as teacher assistants (requirements will vary by country)
• In private companies as language tutors in English for Specific Purposes programs
ENDORSEMENTThis is an internationally relevant and highly regarded qualification that qualifies graduates to teach in ELICOS, AMEP, LL&N, Australian University language centres, and many contexts overseas.
COURSE INFORMATION
Minimum course duration 6 months or part time equivalent
Attendance mode Internal, external
Study mode Full-time, Part-time
Commencing Session 1 (February)
Session 2 (July)
Credit points required 16
ENTRY REQUIREMENTS• Australian bachelor degree or recognised equivalent
WHO SHOULD APPLY • Experienced teachers wanting a recognised ESL qualification• Prospective teachers wishing to enter the field of TESOL• Anyone with a completed Bachelor degree and an interest in
English language teaching for children and adults
WHAT YOU WILL STUDY• Language Teaching Methodologies• Planning and Programming in TESOL• Linguistics and Language Teaching• Practicum in TESOL
Graduate Certificate of TESOL
FIND OUT MORE courses.mq.edu.au/GradCertTESOL [email protected] +61 (2) 9850 7102
CRICOS Provider 00002J
“This is a challenging and rewarding qualification. The units provide a solid grounding in the skills, theory and knowledge needed to work successfully in different TESOL settings. I have found this qualification has equipped me to teach English with confidence to international students at university as well as to work with adult migrants in the AMEP program at TAFE. These are very different contexts, but my skills transfer well into both of these settings. The lecturers are inspiring with a wealth of knowledge and experience. You can be confident that the skills and knowledge you will learn through this course of study will be contemporary and directly relevant to any TESOL setting across all levels of English language learning.” Debra Caswell, Graduate Certificate of TESOL graduate
FACULTY OF HUMAN SCIENCES
RESEARCH AREAS
••
•
•
••
•
WHY APPLIED LIN UISTICS AT MAC UARIE
internationally relevant and highlyregarded
OUR APPLIED LIN UISTICS SCHOLARS
••••••••••
SAMPLE PUBLICATIONS
•
•
•
•
•
•
•
•
FIND OUT MORE
CRICOS Provider 00002J
FACULTY OF HUMAN SCIENCES
Applied Linguistics Researc at Macquarie Uni ersit
31
BOOK LAUNCHES
Six books will be launched at this Colloquium:
Benson, P. (2017). The discourse of YouTube: Multimodal text in a global context. New York and London: Routledge.
Paltridge, B. (2017). The discourse of peer review: Reviewing submissions to academic journals. London: Palgrave Macmillan.
Paltridge, B., & Starfield, S. (2016). Getting published in academic journals: Navigating the publication process. Ann Arbor, MI: University of Michigan Press.
Riazi, A. M. (2017). Mixed methods research in language teaching and learning. London: Equinox.
Richards, J. C. (2017). Curriculum development in language teaching (2nd Ed.). Cambridge: Cambridge University Press.
Roever, C., & Phakiti, A. (2018). Quantitative methods for second language research. New York and London: Routledge.
November 2016: 229 x 152: 134pp20 illustrations
Hb: 978-1-138-18242-4 | £110.00eBook: 978-1-315-64647-3
TABLE OF CONTENTS:
20% discount with this flyer!
The Discourse ofYouTubeMultimodal Text in a Global Context
Phil Benson,
Series: Routledge Studies in Multimodality
The Discourse of YouTube explores the cutting edge ofcontemporary multimodal discourse through an in-depthanalysis of structures, processes and content in YouTubediscourse. Benson suggests that YouTube pages can beread and analysed as complex, multi-authored, multimodaltexts, emerging dynamically from processes oftextually-mediated social interaction. The objective of thebook is to show how multimodal discourse analysis toolscan help us to understand the structures and processesinvolved in the production of YouTube texts.
20% Discount Available - enter the code FLR40 atcheckout*Hb: 978-1-138-18242-4 | £88.00* Offer cannot be used in conjunction with any other offer or discount and only applies tobooks purchased directly via our website.
For more details, or to request a copy for review, please contact: Samantha Phua, SeniorEditorial Assistant, [email protected]
For more information visit:www.routledge.com/9781138182424
BOOK LAUNCH THE DISCOURSE OF PEER REVIEW: REVIEWING SUBMISSIONS TO ACADEMIC JOURNALS
Brian Paltridge
Palgrave Macmillan
ISBN 978-1-137-48735-3 (Hardcover and e-book)
This book examines reports that are written by
reviewers of submissions to a peer-reviewed
journal. This includes a study of the reports from
the perspectives of context, content and genre, as
well as from the point of view of pragmatics and
politeness. The author examines the use of
evaluative language, and the roles reviewers
assume as they make their evaluations. He also
explores how reviewers learn to write these
reports. He then discusses the results of these
analyses from the point of view of reviewer
training, making suggestions for further research
in the area of editorial peer review. The
demystification of this occluded genre will be of
benefit to doctoral students and early career
academics not yet familiar with the peer review
process, as well as those working in the broader
areas of English for Specific Purposes and English
for Academic Purposes, discourse analysis and
writing for publication.
Date: September 9, 2017
Time: 12.30-2.00 PM
Venue: Education 401
The 12th University of Sydney TESOL Research Network Colloquium
Sydney School of Education and Social Work
The University of Sydney
For more information, visit http://www.palgrave.com/us/book/9781137487353
BOOK LAUNCH
Getting Published in Academic Journals: Navigating the
Publication Process
Brian Paltridge and Sue Starfield
University of Michigan Press
ISBN 978-0-472-03540-3 (Paperback)
The pressure on graduate students and new PhDs to publish their work continues to grow with writing and publishing considered an important measure of career success within the academy. There is, however, more to getting published than those who are new to the process initially realize. The aim of this book is to clarify the process and offer advice. Getting Published in Academic Journals is written for research students and newly graduated PhDs who want to publish their work in peer-reviewed academic journals.
Date: September 9, 2017
Time: 12.30-2.00 PM
Venue: Education 401
The 12th University of Sydney TESOL Research Network Colloquium
Sydney School of Education and Social Work
The University of Sydney
For more information, visit
https://www.press.umich.edu/5173299/getting_published_in_academic_journals
Mixed methods research (MMR), where quantitative and qualitative methods are combined in the collecting and analyzing of research data, is gaining increasing prominence and utility across a range of academic disciplines, including applied linguistics and language teaching and learning.
This is the first volume to examine MMR in language teaching and learning, and how such a methodology works in practice. It brings together the main topics related to MMR to help researchers better understand and use the methodology. In addition to detailed discussion of the theoretical (for example, the world-views underlying MMR) and the practical (purposes, designs, data collection and analysis), the book presents a framework for analyzing MMR studies (FRAMMR). Using FRAMMR, eight published MMR articles addressing different topics in language teaching and learning are analyzed, and eight more are suggested for analysis by readers.
This volume presents a coherent and transparent discussion of the sometimes confusing MMR issues and topics. As a new and developing research methodology, MMR poses its own challenges to researchers. These challenges are discussed so that researchers can consider them when planning for and implementing MMR projects. The book also discusses writing MMR proposals, which will be of particular interest to postgraduate and doctoral students as well as early career researchers who will be preparing thesis or research proposals.
A. Mehdi Riazi is Professor of Applied Linguistics in the Department of Linguistics at Macquarie University, Sydney.
2017 316pp 234 x 156mm Illus.
hb ISBN 9781781791370 GBP/USD 75.00/100.00 56.25/75.00
pb ISBN 9781781791387 GBP/USD 22.95/29.95 17.21/22.46
eBook ISBN 9781781795996
Mixed Methods Research in Language Teaching and LearningA. Mehdi Riazi
discounT AvAilAble
25%
Place an order online at www.equinoxpub.com to receive a 25% discount. Enter the code LINGUISTICS at the checkout when prompted and your order will be discounted.
Contents PrefaceIntroduction
Part One: Theoretical and Philosophical Aspects of Mixed Methods ResearchResearching Language Teaching and Learning: Three Research ApproachesUnderlying Worldviews (Philosophies) for Mixing Methods Part Two: Practical Aspects of Mixed Methods ResearchFollowing a Purpose and Achieving Goals in Undertaking MMR Mixed Methods Research Designs Research Questions, Sampling Procedures and Data Collection Strategies Analysing Data and Making Inferences Writing Proposals for MMR Studies
Part Three: Review and Analysis of Published MMR StudiesA Framework for Analysing MMR Studies Researching Language Components Researching Communication Skills Researching Motivation and Attitude Researching Language Testing and Assessment Round up of the book
Index
Curriculum Development in Language Teaching
Jack C. Richards
Cambridge University Press
The second edition of this best-selling title has been thoroughly revised and updated to reflect contemporary issues in curriculum and provide a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal setting, syllabus design, materials development and adaptation, teaching and teacher support, and evaluation. As well as describing and examining a traditional product-focused curriculum perspective, it considers curriculum from the perspective of classroom processes.
For more information, please visit: www.cambridge.org/gb/cambridgeenglish/teacher-development/curriculum-development-language-teaching-2nd-edition
CURRICULUM DEVELOPMENT IN LANGUAGE
TEACHINGSECOND EDITION
Jack C. Richards
JACK C. RICHARDS CURRICULUM DEVELOPM
ENT IN LANGUAGE TEACHING SECOND EDITION
Book Launch
Fully revised and updated
Case studies and discussion activities encourage reflection and discussion
Ideal reference text for both teachers and administrators
Currently available in paperback ISBN: 9781316625545
eBook versions coming soon
The 12th University of Sydney TESOL Research Network Colloquium
8 & 9 September 2017
Sydney School of Education and Social Work The University of Sydney
July 2017: 229 x 152: 268pp
Hb: 978-0-415-81401-0 | £110.00Pb: 978-0-415-81402-7 | £32.99eBook: 978-0-203-06765-9
TABLE OF CONTENTS:
List of Illustrations; Foreword; Preface;Acknowledgments; 1 Quantification; 2Introduction to SPSS; 3 Descriptive Statistics; 4Descriptive Statistics in SPSS; 5 CorrelationalAnalysis; 6 Basics of Inferential Statistics; 7 -Tests;8 Mann-Whitney U and Wilcoxon Signed-RankTests ; 9 One-Way Analysis of Variance (ANOVA);10 Analysis of Covariance (ANCOVA); 11Repeated-Measures ANOVA; 12 Two-WayMixed-Design ANOVA ; 13 Chi-Square Test; 14Multiple Regression; 15 Reliability Analysis;Epilogue ; References ; Key Research Terms inQuantitative Methods; Index
20% Discount With This Flyer!
Quantitative Methodsfor Second LanguageResearchA Problem-Solving Approach
Carsten Roever and Aek Phakiti
This book introduces approaches to and techniques forquantitative data analysis in second language research(SLR), with a primary focus on second language learningand assessment research. A range of common statisticalanalysis techniques that can be employed in SLR, presentedand illustrated through applications of the SPSS program,are presented and discussed: means and percentages,correlational analysis, t-tests, and analysis of variance(ANOVA). A companion website to the book hosts reviewexercises and answer keys for each chapter, SPSS files, anda manual. Practical and lucid, this book is the ideal resourcefor graduate students and researchers in applied linguistics.
20% Discount Available - enter the code FLR40 atcheckout*Hb: 978-0-415-81401-0 | £88.00Pb: 978-0-415-81402-7 | £26.39* Offer cannot be used in conjunction with any other offer or discount and only applies tobooks purchased directly via our website.
For more details, or to request a copy for review, please contact: Ffion Evans, MarketingAssistant, [email protected]
For more information visit:www.routledge.com/9780415814027
