School of Languages and Linguistics - Research Publications

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Author: Elder, Catherine × Author: McNamara, Timothy × Start date: 2000 ×

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Now showing 1 - 7 of 7
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    Pattern and particularity in a pedagogical genre: The case of an individual teacher
    Morton, J ; Elder, C ; McNamara, T ; Duché, V ; Do, T ; Rizzi, A (Librairie Garnier, 2015)
    The pedagogical focus of many genre studies in the field of applied linguistics has produced a wealth of materials designed to raise students’ awareness of the purposes, rhetorical structures, linguistic features, and contexts associated with particular educational genres. The desire to pin down the key characteristics of these genres has also resulted in a conceptualization of genres as rather more stable and constraining/normative than is the case in other disciplines such as literary studies and linguistic anthropology. In this chapter, we report on a rhetorical genre-based analysis of a spoken classroom event in the discipline of architecture - an event that was identified in the current study as both recurrent and patterned. As in many genre studies in the field of applied linguistics, we sought to characterize of the genre for teaching and learning purposes. Less usual was the case study approach adopted here, focusing on one teacher and his use of this classroom genre. A case study approach allowed us to explore the pattern and variability in the teacher’s improvisational pedagogical style. More generally, we want to argue that a study of particularity (in this case of one teacher’s use of a classroom genre) has the potential to contribute to a broader understanding of genre and generic boundaries. The chapter concludes by discussing the pedagogical implications of individual variation as well as underlining the need for a concept of genre in applied linguistics that allows a space to consider the tension between stability and creativity in language use.
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    Claire Kramsch: Language as Symbolic Power
    Davidson, L ; Elder, C ; Fan, J ; Frost, K ; Kelly, B ; McNamara, T ; Morton, J ; Price, S ; Storch, N ; Thompson, C ; Yao, X ; Diskin-Holdaway, C (Oxford University Press (OUP), 2022-06)
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    Perspectives from physiotherapy supervisors on student-patient communication
    Woodward-Kron, R ; van Die, D ; Webb, G ; Pill, J ; Elder, C ; McNamara, T ; Manias, E ; McColl, G (INT JOURNAL MEDICAL EDUCATION-IJML, 2012)
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    Health Professionals' Views of Communication: Implications for Assessing Performance on a Health-Specific English Language Test
    Elder, C ; Pill, J ; Woodward-Kron, R ; McNamara, T ; Manias, E ; Webb, G ; McColl, G (WILEY, 2012-06)
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    Developing and validating language proficiency standards for non-native English speaking health professionals
    Elder, C ; McNamara, T ; Woodward-Kron, R ; Manias, E ; McColl, G ; Webb, G ; Pill, J ; O'Hagan, S (ALTAANZ-ASSOC LANGUAGE TESTING & ASSESSMENT AUSTRALIA, 2013)
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    Towards improved healthcare communication: Development and validation of language proficiency standards for non-native English speaking health professionals
    Elder, CA ; Mcnamara, TF ; Woodward-Kron, R ; Manias, E ; Mccoll, GJ ; Webb, GR ; Pill, J ; O'Hagan, SR (University of Melbourne, 2013)
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    Estimating the difficulty of oral proficiency tasks: What does the test-taker have to offer?
    Elder, C ; Iwashita, N ; McNamara, T (SAGE Publications, 2002-01-01)
    This study investigates the impact of performance conditions on perceptions of task difficulty in a test of spoken language, in light of the cognitive complexity framework proposed by Skehan (1998). Candidates performed a series of narrative tasks whose characteristics, and the conditions under which they were performed, were manipulated, and the impact of these on task performance was analysed. Test-takers recorded their perceptions of the relative difficulty of each task and their attitudes to them. Results offered little support for Skehan’s framework in the context of oral proficiency assessment, and also raise doubts about post hoc estimates of task difficulty by test-takers.