- Linacre College
St Cross Road
OXFORD OX1 3JA
UK - +441865271650
- Cognitive Science, Applied Linguistics, Psycholinguistics, Teacher Education, Educational Technology, Teachers' professional development, and 11 moreReading Comprehension, Working Memory, Teaching English as a Second Language, Second Language Acquisition, Reading, Language Education, Motivation, Meta-Analysis and Systematic Review, Phonetics and Phonology, English Phonetics and Phonology, and Second Language Readingedit
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Angol-Amerikai Intézet Könyvtárában hozzáférhet
Research Interests: Intermediate and Angol
The New Cambridge English Course is a course teachers and students can rely on to cover the complete range and depth of language and skills needed from beginner to upper-intermediate level. Each level is designed to provide at least 72... more
The New Cambridge English Course is a course teachers and students can rely on to cover the complete range and depth of language and skills needed from beginner to upper-intermediate level. Each level is designed to provide at least 72 hours of class work using the Student's Book, with additional self-study material provided in the Practice Book. The course has a proven multi-syllabus approach which integrates work on all the vital aspects of language study: grammar, vocabulary, pronunciation, skills, notions and functions.
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Authentic reading. Teacher's book and key WALTER GH.
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Motivated primarily by a cognitive approach, with consideration of interactional processes from a sociocultural perspective, the present study examined the use of linguistic assistance and peer interaction to facilitate second language... more
Motivated primarily by a cognitive approach, with consideration of interactional processes from a sociocultural perspective, the present study examined the use of linguistic assistance and peer interaction to facilitate second language (L2) writing of young ESL learners. A total of 257 Year 5 children (age 10) from twelve intact classes (from six different schools) took part in this eight-week intervention-based study. Using a quasi-experimental design, the classes were randomly assigned to one of three treatment groups or the control group. Pretests, interim tests, immediate posttests and delayed posttests were administered. As the study concerned both the processes and products of L2 development, peer interaction and children's written production were taken as the two primary sources of data for this study. For the written production, four criteria were used to rate learners’ writings: Quality of ideas, Story shape and structure, Vocabulary and spelling and Implicit grammar . ...
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In this chapter we focus on another and different group of students; those from ‘non-standard’ backgrounds either full- or part-time, and therefore, when they became participants in our study, were in either their study year or their... more
In this chapter we focus on another and different group of students; those from ‘non-standard’ backgrounds either full- or part-time, and therefore, when they became participants in our study, were in either their study year or their first study year across a range of courses on a Master’s programme at a British university. Widening access to and participation in higher education has become a central policy theme nationally and globally. In England, Widening Participation policies have attempted to address the under-representation of certain social groups in higher education (DfES, 2003). The landscape of higher education has undergone change and transformation partly as a result of the diversification of higher education, with new student constituencies and identities emerging and posing specific challenges for higher education practices. However, persistent patterns of under-representation continue to perplex policy-makers and practitioners, raising questions about current strategies, policies and approaches to widening participation.
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The term 'sensory deprivation' is probably familiar to most of us from recent reports of interrogation procedures, but it may seem strange to find die expression used in a discussion of language teaching, especially... more
The term 'sensory deprivation' is probably familiar to most of us from recent reports of interrogation procedures, but it may seem strange to find die expression used in a discussion of language teaching, especially since, at first sight, it is difficult to imagine how deprivation of sensory ...
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In examining reading comprehension in a second language (L2), I have demonstrated that the prevailing metaphor of transfer of skills is misleading, and that what happens is access to an already existing gen-eral cognitive skill. There is... more
In examining reading comprehension in a second language (L2), I have demonstrated that the prevailing metaphor of transfer of skills is misleading, and that what happens is access to an already existing gen-eral cognitive skill. There is evidence in first language (L1) and in ...
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What professional development makes the most difference to teachers? A report sponsored by Oxford University Press
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Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of Primary and Secondary Learners Zöe Handley &Catherine Walter 139 Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic... more
Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of Primary and Secondary Learners Zöe Handley &Catherine Walter 139 Do New Technologies Facilitate the Acquisition of Reading Skills? A Systematic Review of the Research Evidence for ...
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The Good Grammar Book teaches all the grammar needed for speaking and writing in English. It explains the rules, shows how the language works, and gives plenty of practice. It can be used either with the coursebook in class or as extra... more
The Good Grammar Book teaches all the grammar needed for speaking and writing in English. It explains the rules, shows how the language works, and gives plenty of practice. It can be used either with the coursebook in class or as extra practice at home.
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In this chapter we identify and explore those features of transitions which are relevant to postgraduate study. These include: the transition’s structure/agency relations; its compliance capacity in relation to formal rules, regulations... more
In this chapter we identify and explore those features of transitions which are relevant to postgraduate study. These include: the transition’s structure/agency relations; its compliance capacity in relation to formal rules, regulations and norms; movement through time (all transitions are characterised by movement from one time moment (Ta)to another (Tb), and onwards to a series of other time moments (Tc to Tn)); the extent of its cultural embeddedness (this refers to factors such as duration, intensity, import, etc.); the transition’s pathologising capacity (i.e. whether and to what extent the transition is understood as a normalising and thus pathologising mechanism); its position in the life-course; its focus (e.g. learning transitions which refer to issues such as familiarity, receptiveness, assimilation, negotiation, rearrangement, formalisation, assessment/accreditation and the like); how knowledge is constructed during the transition (e.g. the development of instrumental forms of knowledge); and how the transition relates to some end-point. Finally, we focus on those characteristics of transitions which refer to moments in the development of the subjective normative authority of the learner.
Teachers worry that their classroom practice doesn’t correspond to the latest theories. Applied linguists worry about conflicts between theory and practice in language teaching. Is there another way of looking at this problem? Suppose,... more
Teachers worry that their classroom practice doesn’t correspond to the latest theories. Applied linguists worry about conflicts between theory and practice in language teaching. Is there another way of looking at this problem? Suppose, like researchers in the life sciences, applied linguists started from the premise that practitioners know what works. Would they find that the collective wisdom of teachers has as much to give them as the wisdom of indigenous healers gives to medicine?
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ABSTRACT 1st Publ, 16th Print
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. It seeks to bridge the gap between the everyday practical concerns of ELT professionals and related... more
ELT Journal is a quarterly publication for all those involved in the field of teaching English as a second or foreign language. It seeks to bridge the gap between the everyday practical concerns of ELT professionals and related disciplines such as education, linguistics, psychology, ...
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ABSTRACT 1st Publ, 6th Print
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ABSTRACT 1st Publ, 6th Print
ABSTRACT Reimpresión 2000 Incluye índice