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Oxford Handbook of Corpus Phonology

Edited by Jacques Durand, Ulrike Gut, and Gjert Kristoffersen

Offers the first detailed examination of corpus phonology and serves as a practical guide for researchers interested in compiling or using phonological corpora


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The Languages of the Jews: A Sociolinguistic History

By Bernard Spolsky

A vivid commentary on Jewish survival and Jewish speech communities that will be enjoyed by the general reader, and is essential reading for students and researchers interested in the study of Middle Eastern languages, Jewish studies, and sociolinguistics.


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Indo-European Linguistics

New Open Access journal on Indo-European Linguistics is now available!


Academic Paper


Title: Review of Doctoral Research in Second-language Teaching and Learning in England (2006)
Author: Emma Marsden
Institution: University of York
Author: Suzanne Graham
Institution: University of Reading
Linguistic Field: Discipline of Linguistics
Abstract: Using the British ‘Index to Theses’, we found forty-seven Ph.D.s relating to second and foreign language learning and/or teaching defended in English universities in 2006. Objective criteria led us to fourteen theses which had investigated teaching and learning. Over half of these adopted a process–product research design with the aim of finding causal relationships between teaching and learning. Six theses focused on individual differences (motivation, strategies, attitudes), with three adopting an ‘effectiveness-of-intervention’ approach and three following more descriptive, exploratory designs. The designs of the ‘effectiveness-of-intervention’ studies varied greatly, ranging from naturalistic evaluations to highly controlled randomised control experiments. They covered a range of pedagogical concerns, including the use of computers, error correction, language portfolios, learner strategies and communicative-style activities. In addition to our own comments on the quality of the studies and reports, we present considerable methodological detail to enable the reader to evaluate the validity of the findings and claims made in each study. We argue that Ph.D. theses need to demonstrate fully that the implications drawn from the study are supported by the data collection and analyses described, which was not always the case in the theses reviewed. Finally, we make suggestions for future areas of investigation by postgraduate researchers.

CUP at LINGUIST

This article appears in Language Teaching Vol. 42, Issue 3, which you can read on Cambridge's site or on LINGUIST .



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