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Voice Quality

By John H. Esling, Scott R. Moisik, Allison Benner, Lise Crevier-Buchman

Voice Quality "The first description of voice quality production in forty years, this book provides a new framework for its study: The Laryngeal Articulator Model. Informed by instrumental examinations of the laryngeal articulatory mechanism, it revises our understanding of articulatory postures to explain the actions, vibrations and resonances generated in the epilarynx and pharynx."


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Let's Talk

By David Crystal

Let's Talk "Explores the factors that motivate so many different kinds of talk and reveals the rules we use unconsciously, even in the most routine exchanges of everyday conversation."



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Dissertation Information


Title: The Development of a Materials Training Framework for English for Academic Purposes Add Dissertation
Author: Shameem Rafik Khan Update Dissertation
Email: click here to access email
Institution: Stanford University, School of Education
Completed in: 1997
Linguistic Subfield(s): Applied Linguistics;
Subject Language(s): English
Director(s): Martin Cortazzi

Abstract: There seem to be a significant gap in research on how teachers develop English for Academic Purposes (EAP)teaching learning materials and the various types of problems they encounter when developing these materials. This is regardless of whether the teaching is for English for General Purposes or English for Academic Purposes(EAP).

This Study explores how training in EAP Materials development might be improved, and sets out:

(1) to develop a task-based materials Framework and then
(2) to explore its effectiveness with trainees in the context of a Malaysian university (Universiti Pertanian Malaysia[UPM]).

In devising the framework, guidance was sought from task and content -based approaches to language teaching, genre theory, Bloom's Taxonomy of educational objectives, a needs survey and various other sources. The framework was trialled with Malaysian teachers studying at various British universities and further revised.

To evaluate and explore the effectiveness of the framework ann intact group or within-subjects design and workshop procedures were used. A materials design course already exists at UPM and hence the method taught could be compared with the use of the framework. The attitudes of the teachers, their perceptions of the framework, and the materials produced, were compared and analysed using a variety of qualitative and quantitative methods. These included questionnaires before and after the experience, a 'Materials Evaluation Checklist' and a collaborative progress log which the teachers kept.

The results show an improvementin the materials produced, and in the attitudes, beliefs and perceptions of the teachers, when the framework is used.

The work has implications for future teacher education programmes in materials design for Malaysia, where the focus is on English for Academic Purposes.