Corpus linguistics, applied linguistics & technology in language education
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 … Read more
Malta, Doctoral Summer School 14 June, 2019 What is a bilingual individual? Knowledge worth knowing to whom, for what purposes, in whose interest? (Ortega, 2019) QUAN research can also adopt an ethical stand. Train yourself in statistics that allow you to bypass fixed idea of native/non-nativeness. Research design can be ethical and political. Use research … Read more
Ellis, N. (2017) Chapter 6 – Chunking in Language Usage, Learning and Change: I Don’t Know from Part III – Chunking. Edited by Marianne Hundt, Universität Zürich, Sandra Mollin, Universität Heidelberg, Simone E. Pfenninger, Universität Salzburg. Cambridge University Press, pp 113-147 https://doi.org/10.1017/9781316091746.006 Ellis, N. (2017). Cognition, Corpora, and Computing: Triangulating Research in Usage‐Based Language Learning. … Read more
Message distributed by Anne O´Keeffe If you, your students or your colleagues fancy listening in to a webinar by Scott Thornbury tomorrow, as part of our MA in Applied Linguistics programme, please feel free to log in and also feel free to pass this on. Title: The SLA Hall of Fame – Case Studies in … Read more
According to The Guardian there is evidence that the explicit teaching of grammar rules leads to better learning. Nothing that surprises researchers in Form-focused instruction. The article has been written by Dr Catherine Walter, Lecturer in applied linguistics at the University of Oxford, co-author with Michael Swan of the Oxford English Grammar Course. What really interests me is … Read more
According to The Guardian there is evidence that the explicit teaching of grammar rules leads to better learning. Nothing that surprises researchers in Form-focused instruction. The article has been written by Dr Catherine Walter, Lecturer in applied linguistics at the University of Oxford, co-author with Michael Swan of the Oxford English Grammar Course. What really interests me is … Read more