Category: applied linguistics

5 recent papers on language complexity and learner language

Bulté, B., & Roothooft, H. (2020). Investigating the interrelationship between rated L2 proficiency and linguistic complexity in L2 speech. System, 102246.

Abstract

This study investigates the relationship between nine quantitative measures of L2 speech complexity and subjectively rated L2 proficiency by comparing the oral productions of English L2 learners at five IELTS proficiency levels. We carry out ANOVAs with pairwise comparisons to identify differences between proficiency levels, as well as ordinal logistic regression modelling, allowing us to combine multiple complexity dimensions in a single analysis. The results show that for eight out of nine measures, targeting syntactic, lexical and morphological complexity, a significant overall effect of proficiency level was found, with measures of lexical diversity (i.e. Guiraud’s index and HD-D), overall syntactic complexity (mean length of AS-unit), phrasal elaboration (mean length of noun phrase) and morphological richness (morphological complexity index) showing the strongest association with proficiency level. Three complexity measures emerged as significant predictors in our logistic regression model, each targeting different linguistic dimensions: Guiraud’s index, the subordination ratio and the morphological complexity index.

Conclusion

The present study on the relationship between nine complexity measures and five different levels of oral proficiency, as measured by the IELTS speaking test, confirms previous studies which have found that learners at higher levels of proficiency tend to produce more complex language. Even though we found higher complexity scores in higher proficiency levels for measures of lexical, syntactic and morphological complexity, the observed patterns differ substantially across measures. If we only consider differences between adjacent proficiency levels, we observed a significant increase in morphological richness (as measured by the morphological complexity index) between levels 4 and 5, in lexical diversity (Guiraud’s index) between levels 5 and 6, and in overall syntactic (mean length of AS-unit), clausal (mean length of clause) and phrasal complexity (mean length of noun phrase) as well as lexical diversity (Guiraud’s index and HD-D) between levels 6 and 7. We did not observe significant differences in complexity between the highest two proficiency levels in our dataset (i.e. 7 and 8). In addition, we found that the Guiraud index, the subclause ratio and the morphological complexity index applied to verbs were significant predictors for proficiency level in our ordinal logistic regression model, explaining around two thirds of the variance in proficiency level.

Crossley, S. (2020). Linguistic features in writing quality and development: An overview. Journal of Writing Research, 11(3).

Abstract

This paper provides an overview of how analyses of linguistic features in writing samples provide a greater understanding of predictions of both text quality and writer development and links between language features within texts. Specifically, this paper provides an overview of how
language features found in text can predict human judgements of writing proficiency and changes in writing levels in both cross-sectional and longitudinal studies. The goal is to provide a better understanding of how language features in text produced by writers may influence writing quality
and growth. The overview will focus on three main linguistic construct (lexical sophistication, syntactic complexity, and text cohesion) and their interactions with quality and growth in general. The paper will also problematize previous research in terms of context, individual differences, and reproducibility.

Conclusion

While there are a number of potential limitations to linguistic analyses of writing, advanced NLP tools and programs have begun to address linguistic complications while better data collection methods and more robust statistical and machine learning approaches can help to control for confounding variables such as first language
differences, prompt effects, and variation at the individual level. This means that we are slowly gaining a better understanding of interactions between linguistic production and text quality and writing development across multiple types of writers, tasks, prompts, and disciplines. Newer studies are beginning to also look at interaction between linguistic features in text (product measures) and writing process characteristics such as
fluency (bursts), revisions (deletions and insertions) or source use (Leijten & Van Waes, 2013; Ranalli, Feng, Sinharry, & Chukharev-Hudilainen, 2018; Sinharay, Zhang, & Deane, 2019). Future work on the computational side may address concerns related to the accuracy of NLP tools, the classification of important discourse structures such as claims and arguments, and eventually even predictions of argumentation strength, flow,
and style.
Importantly, we need not wait for the future because linguistic text analyses have immediate applications in automatic essay scoring (AES) and automatic writing evaluation (AWE), both of which are becoming more common and can have profound effects on the teaching and learning of writing skills. Current issues for both AES and AWE involve both model reliability (Attali & Burstein, 2006; Deane, Williams, Weng, &
Trapani, 2013; Perelman, 2014) and construct validity (Condon, 2013; Crusan, 2010; Deane et al., 2013; Elliot et al., 2013, Haswell, 2006; Perelman, 2012), but more principled analyses of linguistic feature, especially those that go beyond words and structures, are helping to alleviate those concern and should only improve over time. That being said, the analysis of linguistic features in writing can help us not only better understand writing quality and development but also improve the teaching and learning of writing skills and strategies.

Díez-Bedmar, M. B., & Pérez-Paredes, P. (2020). Noun phrase complexity in young Spanish EFL learners’ writing: Complementing syntactic complexity indices with corpus-driven analyses. International Journal of Corpus Linguistics, 25(1), 4-35.

Abstract

he research reported in this article examines Noun Phrase (NP) syntactic complexity in the writing of Spanish EFL secondary school learners in Grades 7, 8, 11 and 12 in the International Corpus of Crosslinguistic Interlanguage. Two methods were combined: a manual parsing of NPs and an automatic analysis of NP indices using the Tool for the Automatic Analysis of Syntactic Sophistication and Complexity (TAASSC). Our results revealed that it is in premodifying slots that syntactic complexity in NPs develops. We argue that two measures, (i) nouns and modifiers (a syntactic complexity index) and (ii) determiner + multiple premodification + head (a NP type obtained as a result of a corpus-driven analysis), can be used as indices of syntactic complexity in young Spanish EFL learner language development. Besides offering a learner-language-driven taxonomy of NP syntactic complexity, the paper underscores the strength of using combined methods in SLA research.

Conclusion

Our research highlights the need for using combined methods of analysis that examine the same data from different perspectives. The use of statistical complexity analysis software (Kyle, 2016) has allowed us to account for every single noun and nominal group in the corpus. The range of indices in Kyle (2016) has allowed us to approach syntactic phenomena from a purely quantitative perspective. As a result, we have found that the use of the “Nouns as modifiers” index yields significant differences between Grades 8 and 12, which confirms our finding that premodification slots are of interest for the study of learner language development. The corpus-driven manual analysis of NPs, in turn, has allowed us to gain an in-depth understanding of the types of complexity patterns used by learners in the different grades. As a result of this approach, our research has produced a learner-generated taxonomy of NP syntactic complexity that can be used in studies that examine learner language in other contexts. By combining these two research methods, we hope to make a case for their integration and to enrich methodological pluralism (McEnery & Hardie, 2012; Römer, 2016). Moreover, the findings obtained with the two methods are consistent and thus show promising avenues for collaboration and complementarity.

Two methodological features of this study are worth considering. The fine-grained classification of NP types, which includes every NP type found in the corpus, may have determined the results of the statistical analysis: the more detailed the classification of NP, the more likely it is to obtain a low number of instances in some of the NP types. Another feature to be considered is that the manual parsing conducted did not include every single noun in the corpus. This may be seen as a limitation of this study. Another limitation lies in the use of automatic analysis software and POS tagging that was not written primarily to navigate learner language. The impact of these systems on learner-language analysis has rarely been explored in corpus linguistics, and we believe that these software solutions should be sensitive to the range of disfluencies of learner language. If the small number of errors found in the use of automatic tools in learner language are considered tolerable, the automatic analysis of complexity and frequency indices in learner language can be beneficial. Finally, this study has not offered a Contrastive Interlanguage Analysis (CIA) (Granger, 1996, 2015) as it is beyond the scope of this paper to look at other L1 learners or English as an L1.

Khushik, G. A., & Huhta, A. (2019). Investigating Syntactic Complexity in EFL Learners’ Writing across Common European Framework of Reference Levels A1, A2, and B1. Applied Linguistics.

Abstract

The study investigates the linguistic basis of Common European Framework of Reference (CEFR) levels in English as a foreign language (EFL) learners’ writing. Specifically, it examines whether CEFR levels can be distinguished with reference to syntactic complexity (SC) and whether the results differ between two groups of EFL learners with different first languages (Sindhi and Finnish). This sheds light on the linguistic comparability of the CEFR levels across L1 groups. Informants were teenagers from Pakistan (N = 868) and Finland (N = 287) who wrote the same argumentative essay that was rated on a CEFR-based scale. The essays were analysed for 28 SC indices with the L2 Syntactic Complexity Analyzer and Coh-Metrix. Most indices were found to distinguish CEFR levels A1, A2, and B1 in both language groups: the clearest separators were the length of production units, subordination, and phrasal density indices. The learner groups differed most in the length measures and phrasal density when their CEFR level was controlled for. However, some indices remained the same, and the A1 level was more similar than A2 and B2 in terms of SC across the two groups.

Vercellotti, M. L. (2019). Finding variation: assessing the development of syntactic complexity in ESL Speech. International Journal of Applied Linguistics, 29(2), 233-247.

Abstract

This paper examines the development and variation of syntactic complexity in the speech of 66 L2 learners over three academic semesters in an intensive English program. This investigation tracked development using hierarchical linear modeling with three commonly‐used, recommended measures of productive complexity (i.e., length of AS‐unit, clause length, subordination) and three exploratory measures of structural complexity (i.e., syntactic variety, weighted complexity scores, frequency of nonfinite clauses) to capture different aspects of syntactic complexity. All measures showed growth over time, suggesting that learners are not forced to prioritize certain aspects of the construct at the expense of others (i.e., no trade‐off effects) across development. The unexplained significant variation found in these data differed among the measures reinforcing notions of multidimensionality of linguistic complexity.

Conclusion

The results can inform the measurement choices and methodology for future English L2 research. As would be expected with language learning performance, there was substantial variation. L2 researchers likely want to use practical measures that capture the variation between individuals and across development. The variation in different parts of the measure’s models suggest that the measures capture separate aspects of complexity, and some suggestions can be offered. Subordination may serve as a practical, broad measure of complexity in instructed contexts. The easily calculated phrasal complexity revealed variation early in development, as did the weighted structural complexity measure. Moreover, researchers may want to consider using the weighted complexity measure for research investigating individual differences in language performance. One possibility is to create a measure based on standard deviation (e.g., De Clercq & Housen, 2017) of the weighted complexity measure, if the study’s purpose is to measure the variety of structural complexity in the language sample, rather than the growth of the developmentally‐aligned structural complexity. When investigating differences in language learning outcomes, general complexity and the weighted structural complexity may be useful, given the additional variation found in the models. The unexplained significant remaining variation between individuals is fodder for future longitudinal research. For instance, future research might consider how production may be influenced by the frequency and function of constructions in learners’ L1s, motivation (Verspoor & Behrens, 2011), or individual speaking style (Pallotti, 2009). Overall, this paper offers a unique comparison of syntactic complexity, both productive and structural complexity measures, advancing our understanding of this most complex construct of language performance.

Dovchin (2020): Linguistic racism and international students

Sender Dovchin (2020) The psychological damages of linguistic racism and international students in Australia, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2020.1759504

Some extracts from this paper

The concept of ‘linguistic racism’ in this study refers to the violation of one’ s fundamental human rights based on how one speaks certain languages and how one’s entitlements are denied and discriminated against in both institutional and non-institutional settings due to how one speaks English and other additional languages (Dovchin 2019a, 2019b).

Following relevant concepts such as ‘linguicism’ (Skutnabb-Kangas 2015, 2016), ‘raciolinguistics’ (Alim, Rickford, and Ball 2016), and ‘raciolinguistic ideologies’ (Flores and Rosa 2015), the concept of ‘linguistic racism’ focuses on the central role that language plays in the enduring relevance of race/racism, institutional/ interpersonal discrimination in the lives of people of colour, ethnic minorities, international students and Indigenous people, who experience linguistic disparity as an everyday lived reality.

The main ethos of the concept of ‘linguistic racism’ seeks to understand what it means to speak as a racialized subject in the dominant societies, following Skutnabb-Kangas’s idea of ‘linguicism’ (2016, 583); ‘the ideologies, structures, and practices that are used to legitimate, effectuate, and reproduce an unequal division of power and resources between groups defined on the basis of language.’ 

The essential point is, thus, to recognize, following Rosa (2016, 163), racialized ideologies of certain language practices that may define what is (il)legitimate language in terms of racial and ethnic groups whose linguistic practices are stereotypically understood to correspond to standardized written text. What might appear as perceptions of ‘particular non-standardized language practices’ may, in fact, ‘racialize populations by framing them as incapable of producing any legitimate language’ (Rosa 2016, 163). 

The concept of ‘linguistic racism’ is further developed in this study by adding two new dimensions – (1) ‘ethnic accent bullying’; (2) ‘linguistic stereotyping.’ First, ‘ethnic accent bullying’ refers to bullying towards English as second/foreign language speakers based on their biographical English accent – the accent connected with one’s sociolinguistic histories and biographies (Blommaert 2009; Dovchin 2019b). ‘Ethnic accent bullying’ is a form of ‘ethnic bullying’ (McKenney et al. 2006) – direct and indirect forms of bullying such as ‘racial taunts and slurs, derogatory references to culturally – specific customs, foods, and costumes,’ (McKenney et al. 2006, 242), mockery or making of fun of one’s heritage languages or accents (Scherr and Larson 2009, 226), as well as indirect or passive forms of aggression, such as ‘exclusion from a mainstream group of peers.’ (McKenney et al. 2006, 242).

‘Ethnic accent’ may also be referred to as, according to Creese and Kambere (2003, 566), ‘extra-local accent,’ ‘foreign’ or ‘immigrant’s accent,’ which signify more than hegemonic local English accents (‘Canadian,’ ‘American,’ ‘British,’ ‘Australian’ etc.), mainly embodied by racialized subjects. An ‘ethnic accent’ may shape perceptions of one’s English competency, which does not seem to elicit the same treatment as British, Australian, American, Canadian (and so on) English accents. Standard English accents and dialects, according to De Klerk and Bosch (1995, 18), often ‘connote high Status and competence’ and native speakers of English are often ‘warmly regarded, and people are predisposed to think highly of them.’ As Munro, Derwing, and Sato (2006, 71) note, ‘individuals with a foreign accent may be perceived negatively because of the stereotypes or prejudices that accent can evoke in a listener.’ Studies have hinted that the native speakers of English tend to judge ethnic accents as less prestigious than native accents (Munro, Derwing, and Sato 2006). ‘Ethnic accent,’ thus, may postulate disentitlement and inequality of its speakers in full participation in civil society (Creese and Kambere 2003, 566). The speaker with an ‘ethnic accent’ becomes what he or she speaks, and speaking it transforms him or her into what is suggested by their accent. In particular, Asian accents such as Indian, Chinese, Korean, Japanese (and so forth) accents seem to be inherently located in the hazard zone of global English accents (Blommaert 2009), often exposed to linguistic shaming such as ‘peripheral speakers as incomprehensible or as ridiculous impostors’ (Piller 2016, 197), and bullied in the popular discourse of mockery and travesty aggravated by the prejudice of people towards non-native speakers of English (Hanish and Guerra 2000). Consequently, many English speakers with immigrant backgrounds invest a lot of effort into ‘purifying’ their ethnic English accent, as Blommaert (2009, 253) notes, ‘[…] at the core of this process of purification, we see an image of the regimented, subject, someone who can face the challenges of postmodern, globalized existence provided he/she submits to the process of purification and, consequently, sacrifices his/her individual agency in a quest for uniformity and homogeneity.’ (cf. Dovchin 2017).

Second, the conception of ‘linguistic stereotyping’ expands on Piller’s (2016, 53) argument on stereotypes of English as second/foreign-language speakers, ‘[…] people who are not expected to speak a particular language (well) may be heard not to speak that language (well) irrespective of their actual proficiency.’ Language is never judged in separation from the speakers, as they face pre-fixed assumptions about his/her English fluency because of how they racially and ethnically look. The members of particular linguistic communities can be stereotyped about their voice, accent, intonation, paralinguistic signs, phonology, pronunciation, and lexicon, accompanied by evaluative connotations (De Klerk and Bosch 1995). These judgments and preconceptions have ‘a profound influence on our subconscious attitudes to languages and to Speakers of these languages’, and ‘they represent the dark side of the human abstraction process; they are often inaccurate because they simplify what otherwise might have overwhelmingly diverse meaning and indirectly influence the perception and categorization of people.’ (De Klerk and Bosch 1995, 18). In particular, Asians are often stereotyped as having low proficiency in English (Blommaert 2009). Piller (2016, 53), for example, reminds us of a now-classic experiment conducted in the 1980s at a university in Florida, where researchers audio-recorded a lecture consisting of a native speaker of American English with a standard American-English accent. The lecture was later played to two different groups of undergraduate students, complemented by the picture of a Caucasian woman in one case and the picture of an Asian woman in the other. The students who viewed the Asian lecturer reported that they heard a ‘foreign,’ ‘non-native,’ ‘Asian’ accent, reduced comprehension, and low-level quality learning experience despite the absence of that auditory signal (Piller 2016, 53).

Meanwhile, international students, who become the victims of these two types of linguistic racism – ‘ethnic accent bullying’ and ‘linguistic stereotyping,’ are often deprived of living a meaningful full social life. Because these two types of linguistic racism appear to instil a perpetual sense of ‘inferiority complexes’ (Kenchappanavar 2012, 1) such as self-marginalization, self-vindication, loss of social belonging, social withdrawal – the psychological damages resulting from the homogeny of hegemonic English (Piller 2016). Learning and speaking English means ‘to become alive to one’s marginality in English and to a perpetual falling short of the imagined ideal of “perfect” homogeneous English.’ (Piller 2016, 203). Being an ideal English speaker also means purifying and refining their accents and linguistic repertoires, while feeling the inferiority complex that their English is ‘terrible,’ ‘nonstandard’ and ‘unaccepted’ (Dovchin 2019b). An inferiority complex is a kind of psychological obstacle that arises when ‘a person finds himself in a situation where his abilities and attitudes are denigrated or rejected by other people.’ (Kenchappanavar 2012, 1). Anything in the individual that is ‘below the average, that provokes unfavourable comment or gives him a feeling of impotency or ineptitude leads to inferiority complex.’

Mike McCarthy on discovery our histories as language educators

Read the piece here.

Herramientas digitales y escritura científica

La utilización de herramientas digitales para la comunicación profesional se ha convertido en un hecho habitual para la mayoría de los investigadores y docentes universitarios. No en vano, las nuevas tecnologías aplicadas a la industria de la lengua se han desarrollado de forma exponencial en la última década. Tal ha sido este crecimiento que en la actualidad ni siquiera somos conscientes de que la mayoría de servicios web utilizan diferentes técnicas de procesado de lenguaje natural que estaban en ciernes hace tres lustros.

Existen en la actualidad una amplia gama de servicios web y aplicaciones de escritorio que facilitan la comunicación y la producción escrita en entornos académicos tanto para usuarios noveles como para aquellos más avanzados. Entre los primeros podemos destacar las últimas generaciones de diccionarios en línea; entre los últimos, herramientas de exploración lingüística basadas en la interfaz léxico-gramatical (strings, neighbour words, concordancers,etc.), así como herramientas para la escritura asistida por ordenador. La utilización de estas herramientas contribuye a la reflexión sobre el uso del inglés en contextos académicos mediante un análisis guiado de los (1) diferentes registros en los que utilizamos la lengua, (2) las propiedades combinatorias de las unidades de análisis lingüístico y (3) la integración de estos servicios y aplicaciones en el proceso de escritura académica.

Visita mi selección de recursos online para escritura científica en lengua inglesa e investigadores

Computer-Hardware-Laptop-icon

Referencias básicas para la escritura científica en lengua inglesa

Bem, D. J. 1987. Writing the empirical journal article. In M. P. Zanna & J. M. Darley (Eds.), The compleat academic: A practical guide for the beginning social scientist (pp. 171-201). New York: Random House. (PDF)

Glasman-Deal, H. 2009. Science Research Writing: A Guide for Non-Native Speakers of English. London: Imperial College.

V online summer school: Writing science in English

  • 08/09/2020 – 11/09/2020
  • Online

You can join this course here. Inscripciones: URL.

2019 edition, unforgettable memories!!!!!!!!!

Writing for the masses. A practical introduction to writing scientific -academic English in blogs – September 8

Dissemination and impact of our research have become as important as research itself in many ways. Doing science in the 21st century cannot be understood as a practice that is situated exclusively in highly specialised journals. Writing for the ‘public’ out there is absolutely essential these days to make sure our research is both visible and, most importantly, fundable. However, blog writing is rarely discussed as a soft skill. In this workshop we will use ad-hoc blog data to discuss the differences between research article writing and blog writing. Particularly, we will look at stance-making and positioning in blogs. During this session, students will write their own posts.

Pascual Pérez-Paredes is a Professor in Applied Linguistics and Linguistics, U. Murcia, Lecturer in Research in Second Language Education at the University of Cambridge and Salvador de Madariaga Research Fellow, NAU, US. His main research interests are learner language variation, the use of corpora in language education and corpus-assisted discourse analysis. He has published extensively in journals such as CALL, Discourse & Society, English for Specific Purposes, Journal of Pragmatics, Language, Learning & Technology, System, ReCALL and the International Journal of Corpus Linguistics. He was the Overall Coordinator of the MEd Research Methods Strand at the University of Cambridge. He is an Official Translator, Intérprete Jurado, appointed by the Ministerio de Asuntos Exteriores de España. He is the Assistant Editor of Cambridge University Press ReCALL (Q1 31 out of 187 in Linguistics).

Niall Curry is a Lecturer in Academic Writing at the Centre for Academic Writing at Coventry University. His research is interdisciplinary and centres on language pedagogy and the application of corpus linguistic approaches to different areas of applied linguistics. Among these areas is a focus on corpus-based studies of academic writing and metadiscourse in English, French, and Spanish, corpus-based contrastive linguistics, corpus-based studies of English language and language change, and corpus linguistics for TESOL and language teaching materials development. For further details on his background, areas of interest, projects, and current research, see his website.

Conference and paper abstracts – September 8

This session will be devoted to present what abstracts in general are, how abstracts are organised from the point of view of genre analysis, paying special attention to the organization in moves and steps. Next, we will focus on how the language can help as a tool to identify their different parts. We will analyse different types of abstracts, such as structured and non-structured abstracts. Our last step will bring us to study in detail how conference abstracts are organised and written. We will also study examples of conference abstracts and will propose ways to improve them to be successful.

Pilar Aguado-Jiménez joined the English Department at the University of Murcia in 1990. She taught business English (1990/99) and general English (1990/–). She took her PhD in 1997. She has been a language advisor for the CAGE Panel, Cambridge University Press (2003/05). Her main current areas of research are TEFL, and ESP. She has been involved in several international projects as TELLOP (Erasmus+ 2020), VGCLIL and VGCLIL for Migrants.

The research article: the literature review – September 9

In the first part of the session, the structure of the research paper will be analysed in detail considering the perspective of genre analysis, as the analysis of language accounts for, not only the way a text is constructed, but also for the way it is likely to be interpreted, used and exploited in specific contexts to achieve specific goals. Within this genre perspective particular attention will be paid to the steps or “moves” that perform a particular communicative function associated with the writer’s purpose. This “move” perspective will be applied to all sections of the research paper. In the second part, an analysis of the different  “moves” or steps will be carried out in the Literature Review. A theoretical and practical approach Will be combined in the two sessions. 

Purificación Sánchez is a Lecturer at the Department of English Studies, Faculty of Humanities, University of Murcia. Her main areas of research are corpus-assisted discourse analysis and English for Specific Purposes. She has published in RESLA, Ibérica, System, English Text Construction,  Higher Education in Europe and Discourse & Society.

How to write good academic /scientific English using corpora – September 9

This workshop centres on the construction and analysis of academic writing corpora using AntCorGen, TagAnt, and AntConc. Initially, we will focus on academic writing with the intention to highlight practices and foci within the field. Next, we will consider academic writing corpora, highlighting corpus construction considerations and tagging processes necessary for effective corpus-based analyses of academic writing. Using a bespoke academic corpus, we will analyse both untagged and tagged corpus data to learn more about writing and disciplinary conventions. The workshop will close with a brief analysis of what is called metadiscourse in academic writing with participants having the opportunity to present key insights they have gleaned from their own analyses.

Niall Curry is a Lecturer in Academic Writing at the Centre for Academic Writing at Coventry University. His research is interdisciplinary and centres on language pedagogy and the application of corpus linguistic approaches to different areas of applied linguistics. Among these areas is a focus on corpus-based studies of academic writing and metadiscourse in English, French, and Spanish, corpus-based contrastive linguistics, corpus-based studies of English language and language change, and corpus linguistics for TESOL and language teaching materials development. For further details on his background, areas of interest, projects, and current research, see his website.

The research article: results and discussion – September 10

This session is designed for multilingual students who grew up speaking a language other than English. It will help you develop your ability to express the results and discussion of your research effectively. You will become aware of your most troublesome aspects and learn strategies for improving vocabulary use, discourse options, paragraph format and organization. In academic English, your research results and discussion will be assessed by readers by your control of certain conventions, which may change depending on your audience and purpose. In this sense, this course will give you some tips to improve the way to express results and comment data. This course is divided into 4 units which deal with the written characteristics of the results and discussion of academic English. At the end of every unit you will have to do a compulsory test as part of the evaluation of this course.

María Luisa Carrió-Pastor is a Professor of English language at Universitat Politècnica de València, Spain. Currently she is the head of the Department of Applied Linguistics and the coordinator of the Doctorate degree “Languages, Literature, Culture and, their applications”. Her research areas are contrastive linguistics, pragmatics and the study of academic and professional discourse both for second language acquisition and discourse analysis

Writing for the reader – September 10

This workshops puts the reader at the centre of writing. We’ll look at signposting, use of headings,  consistency, formatting, style, referencing.  We’ll identify what you can do before you start, while you’re in the different draft stages of your writing and how to polish your final piece with detailed editing and proof-reading.

Geraldine Mark has over 30 years’ experience as editor and author researcher, and lecturer, drawn from applied linguistics, language teaching and learning, language analysis and materials development. Principal interests in corpus linguistics and its pedagogical applications.

Writing grant proposals – September 11

Grant proposals have a great impact on the scientific and academic community, since getting funding is paramount for our scientific progress and social development. Thus, knowing the essentials of a grant proposal may help applicants to succeed in their goal. The current course will give a general picture of what we understand by grant proposals and the types of grant proposals we might find. I will also provide participants with some resources to work autonomously on their future grant proposals. Some course materials include Pandadoc template grant proposals, research Grants on Education Spencer Foundation

Recommended book:
Carlson M. and O’Neal-Elrath, T. (2002) Winning grants Step by Step. John Wiley and Sons, New York: USA.

Begoña Bellés Fortuño, PhD, is a senior lecturer in the Department of English Studies at Universitat Jaume I, Spain, where she lectures English Studies degree students as well as in the degree of Medicine: She also supervises MA projects in the Secondary Education, Vocational Training and Language Teaching Master degree. She is currently the Director of the Interuniversity Institute of Modern Applied Languages (IULMA) at Universitat Jaume I. She is the Editor-In-Chief of Language Value journal and one of the executive directors of IBERICA journal. She has reviewed articles for JEAP, System or Language and Communication among other journals.

Writing for an international audience: the anglo tradition – September 11

It is a fact that the best science is ‘heavily biased’ toward journals published in English from English-speaking countries (Lillis and Curry 2010), which requires that all authors master the craft of writing in such contexts. The Saxonic intellectual style (Galtum, 1985) is characterized by an intensive use of data typically in ‘what is often a team effort’. This style is interested in hypothesis generation, actively engages in ‘dialogue with their peers and seeks to smooth out divergences of opinion’. Other styles use radically different angles to approach writing and reading science. In what is described here as the anglo tradition, reader orientation and essay form is actually of utmost importance to academic culture (Hermanns, 1985). In this session we will examine the fundamental tenets of this tradition: criticality, development of argument, rhetorical transfer and clarity.

Pascual Pérez-Paredes is a Professor in Applied Linguistics and Linguistics, U. Murcia, Lecturer in Research in Second Language Education at the University of Cambridge and Salvador de Madariaga Research Fellow, NAU, US. His main research interests are learner language variation, the use of corpora in language education and corpus-assisted discourse analysis. He has published extensively in journals such as CALL, Discourse & Society, English for Specific Purposes, Journal of Pragmatics, Language, Learning & Technology, System, ReCALL and the International Journal of Corpus Linguistics. He was the Overall Coordinator of the MEd Research Methods Strand at the University of Cambridge. He is an Official Translator, Intérprete Jurado, appointed by the Ministerio de Asuntos Exteriores de España. He is the Assistant Editor of Cambridge University Press ReCALL (Q1 31 out of 187 in Linguistics).

OASIS

The Open Accessible Summaries In Language Studies (OASIS) initiative aims to make research findings on language learning and teaching available and accessible to a wide audience.

OASIS summaries are one-page descriptions of research articles on language learning, language teaching, and multilingualism that have been published in peer-reviewed journals listed on the Social Science Citation Index. The summaries provide information about the study’s goals, how it was conducted, and what was found, and are written in non-technical language. Where relevant, they also highlight findings that may be of particular interest to language educators, although the initiative is not solely aimed at research with immediate practical implications. The summaries are generally approved, and often (co-)written, by the author(s) of the original journal article.