• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Durrant, Philip (43)
    • Abdollahzadeh, Esmaeel (2)
    • Doherty, Alice (2)
    • Lawson, Hazel (2)
    • Rich, Sarah (2)
    • Schmitt, Norbert (2)
    • Al Khalidi, Iman Jabbar Abbas Saleh (1)
    • Allan, Alexandra (1)
    • Alsaleh, AAA (1)
    • Ashraf, Sabina (1)
    •   more
  • 
    Year
  • 
    Medium:
    
    • Online (34)
    • Print (11)
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

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 Page: 1 2 3 Hits 1 – 20 of 45 1 An Investigation into Vocabulary Learning, Vocabulary Learning Strategies and Mind Mapping Use among Saudi Tertiary EFL Students Alsaleh, AAA. - : University of Exeter, 2022. : Education, 2022 BASE Show details 2 Understanding development and proficiency in writing : quantitative corpus linguistic approaches Durrant, Philip; McCallum, Lee; Brenchley, Mark. - Cambridge, United Kingdom : Cambridge University Press, 2021 BLLDB UB Frankfurt Linguistik Show details 3 Examining Student-completed Teacher Evaluation and Stakeholder Perception in a Korean EFL University Context Kim, J. - : University of Exeter, 2021. : College of Social Sciences (Graduate School of Education), 2021 BASE Show details 4 Development of vocabulary sophistication across genres in English children’s writing [<Journal>] Durrant, Philip [Verfasser]; Brenchley, Mark [Verfasser] DNB Subject Category Language Show details 5 Understanding the Situation of Learner Autonomy within the Context of Higher Education in Kurdistan-Iraq Hamad, Karmand Abdulla. - : University of Exeter, 2018. : Graduate School of Education, 2018 BASE Show details 6 Lexical bundles and disciplinary variation in university students' writing: mapping the territories Durrant, Philip In: Applied linguistics. - Oxford : Oxford Univ. Press 38 (2017) 2, 165-193 BLLDB Show details 7 An Investigation into the Use of Word Lists in University Foundation Programs in the United Arab Emirates Burkett, Theodore Howard. - : University of Exeter, 2017. : Graduate School of Education, 2017 BASE Show details 8 Issues in the Implementation of CLIL in Pre-Vocational Education in The Netherlands van Dongen, Hendrik Adriaan. - : University of Exeter, 2017. : Graduate School of Education, 2017 BASE Show details 9 Participating in a shared cognitive space: An exploration of working collaboratively and longer-term performance of a complex grammatical structure Scotland, James. - : University of Exeter, 2017. : The University of Exeter Graduate School of Education, 2017 BASE Show details 10 The Influence of Features of Collocations on the Collocational Knowledge and Development of Kurdish High School Students: A Longitudinal Study Ramadhan, Jamal Mohammad. - : University of Exeter, 2017. : College of Social Sciences & International Studies, 2017 BASE Show details 11 The Education of Bilingual Teachers: Preparation of Thai Pre-service Teachers of English to Teach in Thai-English Bilingual Schools Phongploenpis, Sasiporn. - : University of Exeter, 2016. : College of Social Sciences and International Studies, 2016 BASE Show details 12 An inquiry into TESOL teachers’ perspectives on professional development in the workplace at a university in Saudi Arabia Assalahi, Hussein Musa Ahmed. - : University of Exeter, 2016. : School of Education, 2016 BASE Show details 13 Identity Matters: Stories of Non-native English-speaking Teachers’ Experiences under the Shadow of Native Speakerism. Ashraf, Sabina. - : University of Exeter, 2016. : Graduate School of Education, 2016 BASE Show details 14 A Dynamic Assessment of Interactional Competence in Japanese Learners of EFL: The Act of Requesting Nicholas, Allan Leslie John. - : University of Exeter, 2016. : Graduate School of Education, 2016 BASE Show details 15 Investigating the Process of EAP Course Design by Teachers at a Tertiary Level, English Department, a Private College in Oman from the Perspectives of Teachers and Students Al Khalidi, Iman Jabbar Abbas Saleh. - : University of Exeter, 2016. : College of Social Sciences and International Studies, 2016 BASE Show details 16 To what extent is the Academic Vocabulary List relevant to university student writing? Durrant, Philip. - : Elsevier, 2016 BASE Show details 17 The vocabulary learning behavior of Romanian high school students in a digital context Cojocnean, Diana Maria. - : University of Exeter, 2015. : College of Social Sciences and International Studies, Graduate School of Education, 2015 BASE Show details 18 International Teaching Faculty and a Monocultural Student Population: An Interpretive Analysis of Tertiary Teachers’ and Students’ Perceptions in the United Arab Emirates Moore, Patrick Joseph. - : University of Exeter, 2015. : Department of Education, 2015 BASE Show details 19 Using PTE Academic to predict achievement and measure proficiency gains in an intensive EAP foundation programme Durrant, Philip; Walker, Carolyn Rosemary; Michel, Rebecca. - : Pearson, 2015 BASE Show details 20 The Developing Relationship between Spoken and Written Syntax in an English Secondary School Brenchley, Mark David Tristan. - : University of Exeter, 2015. : Graduate School of Education, 2015 Abstract: The present study undertook to address two questions: (1) are there any age-relatable relationships between the spoken and written syntax of adolescent students within a mainstream secondary school? (2) are there any relationships associated with the educational attainment of these students? To this end, the study analysed 180 pairs of spoken and written non-narrative texts, eliciting each such pair from students attending a mainstream English secondary school. This bespoke corpus was further designed so as to be balanced across three year groups (Year Seven, Year Eight, Year Nine) and two National Curriculum attainment levels (Level 4, Level 5). Syntactic packaging was chosen as the study’s analytical focus; defined here as comprising how clauses are combined via coordination and subordination. To help ensure a more in-depth analysis, an extended set of measures was employed, ranging from the general (e.g. the number of clauses per t-unit) to the more specific (e.g. the number of non-finite adverbial clauses per t-unit and per clause). So analysed, the study found that adolescent students at the present age and attainment levels can and do differentiate their spoken and written syntax, at least for these texts and these measures. It also found this differentiation to be something that varied according to the particular kind of packaging. Thus, for example, the spoken texts exhibited greater numbers of t-units per t-unit complex, together with a greater prominence of finite adverbial and post-verbal complement clauses. Thus, also, the written texts exhibited a greater overall prominence of non-finite clauses. And, thus, both modalities exhibited similar proportions of relative clauses. Finally, this differentiation was found to be developmentally static, with participants handling their spoken and written syntax for these measures in much the same way, regardless of their age or attainment level. Overall, these findings are interpreted in terms of the participants tapping into the differential production conditions of the two modalities but without necessarily fully exploiting these conditions. Furthermore, when placed in the context of the wider evidence base, the findings point to two general conclusions. Firstly, they indicate students at the present age and attainment levels to be at a stage where their syntactic output is in line with that of more mature discourse. Secondly, they indicate modality to be an aspect of student syntax that is characterised by a potentially high degree of sensitivity to the wider discourse context. ; Economic and Social Research Council (ESRC) Keyword: Development; Education; Grammar; Speech; Syntax; Writing URL: http://hdl.handle.net/10871/19913 BASE Hide details Page: 1 2 3

Mobile view All Catalogues UB Frankfurt Linguistik 1 IDS Mannheim 0 OLC Linguistik 8 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 1 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 8 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 34 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0