Martin Ward and Jeanne Godfrey Welcome to Issue 11 of the Language Scholar. The Language Scholar is currently undergoing an exciting transformation as we further develop the journal to draw on the valuable expertise of the advisory board more intentionally. This issue is the final one with the present constitution...
Debora Catavello Centre for Academic Language and Development, University of Bristol ABSTRACT If teachers’ feedback practices are partly influenced by their institutions as well as their cultural and educational backgrounds (Hyland and Hyland, 2006a), then research on pre-sessional programmes is of particular interest since their increasingly international teaching staff generally...
The Lexis of Maths Lectures: The Creation of a Pedagogic Corpus and Wordlist from a Series of Maths Lectures Alister Drury Rachel Perkins Warren Sheard Language Centre, School of Languages, Cultures and Societies, University of Leeds ABSTRACT Researchers have investigated discipline-specific and academic vocabulary in multiple academic disciplines through...
Marc Jones Department of Global Innovation Studies, Faculty of Global and Regional Studies, Toyo University Chiara Bruzzano School of Education, University of Leeds ABSTRACT The authors conduct a duoethnographic exploration of listening pedagogy relating to authentic listening courses they taught in Italy and Japan respectively. Themes explored include how authenticity...
Matthew Ketteringham Language Centre, School of Languages, Cultures and Societies, University of Leeds ABSTRACT The purpose of this research was to carry out a needs analysis (NA) of the assessed writing genres on a second-year transnational education (TNE) undergraduate engineering programme. A case study approach was used to gain a...
Jeanne Godfrey Welcome to Issue 10 of the Language Scholar. I’d also like to say hello on behalf of the new members of the editorial team – myself as a new Co-Editor, our new Journal Manager Alba del Pozo García, and Roya Alimalayeri and James Moore, our two new Web...
Paula Villegas English Language Teaching Centre, The University of Sheffield ABSTRACT This article explores a social-constructivist conceptualisation of Flipped Learning (FL) and advocates using the four pillars of FL (FLN, 2014; see Appendix I) as a roadmap to successfully embrace FL in English for Academic Purposes (EAP) courses. Thus, an...
Bee Bond and Martin Ward Welcome to Issue 9 of the Language Scholar, the culmination of the work and collaboration of our editorial team and the first issue co-edited by our new joint chief editor, Martin Ward. In this issue we continue to publish works demonstrating the pursuit of pedagogical...
Hira Hanif, King’s Foundation, King’s College London ABSTRACT The significance of the IELTS test has recently increased in Saudi Arabia. An increasing number of students seek higher education in foreign universities abroad. These universities necessitate a high level of English language proficiency as an entry requirement. IELTS is widely used by these...
Reem Roghailan M. Alshammari Supervised by: Prof. Michael Ingleby, Dr. James Wilson and Prof. James Dickens Linguistics Department, School of Languages, Cultures and Societies, University of Leeds ABSTRACT This research paper is a comparative corpus-based study of the use of written lexical collocations amongst British native speakers and Arabic speaking...