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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 18 of 18 1 Attitudes towards regional British accents in EFL teaching: Student and teacher perspectives Baratta, Alex; Halenko, Nicola. - : Elsevier, 2022 BASE Show details 2 Email Pragmatics and Second Language Learners Economidou-Kogetsidis, Maria; Savic, Milica; Halenko, Nicola. - : John Benjamins, 2021 BASE Show details 3 Experts and novices: Examining academic email requests to faculty and developmental change during study abroad Halenko, Nicola; Winder, Lisa. - : John Benjamins, 2021 BASE Show details 4 Teaching Pragmatics and Instructed Second Language Learning: Study Abroad and Technology-Enhanced Teaching Halenko, Nicola. - : Bloomsbury, 2021 BASE Show details 5 Embedding ICT to teach and assess the pragmatic targets of refusals and disagreements in spoken English Halenko, Nicola; Flores-Salgado, Elizabeth. - : British Council, 2020 BASE Show details 6 Longitudinal benefits of pre-departure pragmatics instruction for study abroad: Chinese as a second/foreign language Wang, Jiayi; Halenko, Nicola. - : Equinox, 2019 BASE Show details 7 Second language pragmatics Halenko, Nicola; Wang, Jiayi. - : Equinox, 2019 BASE Show details 8 Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests Jones, Christian; Davies, Laura; Davies, Joseph. - : Castledown, 2019 BASE Show details 9 Second language pragmatics Wang, Jiayi; Halenko, Nicola. - : Equinox, 2019 BASE Show details 10 Longitudinal benefits of pre-departure pragmatics instruction for study abroad: Chinese as a second/foreign language Wang, Jiayi; Halenko, Nicola. - : Equinox Publishing, 2019 BASE Show details 11 Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests Davies, Joseph; Davies, Laura; Halenko, Nicola. - 2019 BASE Show details 12 Using computer-assisted language learning (CALL) tools to enhance output practice Halenko, Nicola. - : Cambridge University Press, 2018 BASE Show details 13 Evaluating the explicit pragmatic instruction of requests and apologies in a study abroad setting:the case of ESL Chinese learners at a UK Higher Education institution Halenko, Nicola. - : Lancaster University, 2017 BASE Show details 14 Explicit instruction of spoken requests: an examination of pre-departure instruction and the study abroad environment Halenko, Nicola; Jones, Christian. - : Elsevier, 2017 BASE Show details 15 Successful spoken English: Findings from learner corpora Jones, Christian; Byrne, Shelley; Halenko, Nicola. - : Routledge, 2017 BASE Show details 16 What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context Jones, Christian; Halenko, Nicola. - : Centre for Applied Language Studies, University of Jyväskylä, 2014 BASE Show details 17 What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context. Halenko, Nicola; Jones, Christian. - : University of Jyväskylä, 2014 BASE Show details 18 Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? Halenko, Nicola; Jones, Christian. - : Elsevier, 2011 Abstract: The aim of this study is to evaluate the impact of explicit interventional treatment on developing pragmatic awareness and production of spoken requests in an EAP context (taken here to mean those studying/using English for academic purposes in the UK) with Chinese learners of English at a British higher education institution. The study employed an experimental design over a 12 week period with 26 students assigned to either an explicitly instructed group or a control group receiving no instruction. Performance was measured based on a pre, immediate and delayed post test structure using Discourse Completion Tasks (DCTs). The findings firstly revealed that explicit instruction facilitated development of pragmatically appropriate request language, although this was not noticeably maintained after a six week period. Secondly, despite the potential advantage that the second language environment affords to pragmatic development, this was not necessarily instrumental in enhancing competence. Finally, study abroad (ESL) (taken here to mean those studying English in an English speaking country as opposed to EFL learners studying English in their home country) learners found pragmatic instruction valuable, which suggests practitioners should consider incorporating this at the pre departure stage in order for learners to be more adequately prepared for communicating in similar EAP contexts. Keyword: Chinese studies; English literature URL: http://clok.uclan.ac.uk/4984/ http://clok.uclan.ac.uk/4984/13/1-s2.0-S0346251X11000558-main.pdf__tid%3Dfe4f0b56994bfbbebb3964e383cdf578%26acdnat%3D1344848864_a661c46a8b92787e6c566b4fc35f5d7b https://doi.org/10.1016/j.system.2011.05.003 BASE Hide details

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