John Eldridge
From 1994 until 2015, I worked at the Eastern Mediterranean University, at the School of Foreign Languages, International Office as a teacher, teacher trainer and programme manager of the Warwick University WMG MSc programme in Supply Chain and Logistics Management, and Engineering Business Management that is run on Eastern Mediterranean University campus. At the same time, I designed, set up, and took part in the teaching of short residential courses for both learners and teachers, based largely on a CLIL methodology. Promotional work periodically took me abroad, and I also contributed to the accreditation policy of the School of Foreign Languages.
My current post as Rector's Advisor at Final International University in Kyrenia, North Cyprus involves such diverse issues as accreditation, quality assurance, internationalisation, English language teaching and more.
There has not been too much time to follow up academic work recently. But as part of the Lexitronics working group, we try and follow up our work into corpus-informed approaches to language teaching as far as possible, and keep up with technological innovation as much as we are able.
My current post as Rector's Advisor at Final International University in Kyrenia, North Cyprus involves such diverse issues as accreditation, quality assurance, internationalisation, English language teaching and more.
There has not been too much time to follow up academic work recently. But as part of the Lexitronics working group, we try and follow up our work into corpus-informed approaches to language teaching as far as possible, and keep up with technological innovation as much as we are able.
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their message across in the challenging process of thesis writing, in-depth research was conducted to determine the main difficulty obstructing students. What was of significance was that although the students were of different nationalities, from different academic disciplines, of different academic and social backgrounds, and at different stages of writing their thesis, they displayed similar problems in academic writing. When in-depth corpus analysis revealed that the main problem hindering post-graduate students from producing accurate and appropriate text was their insufficient knowledge of lexico-grammatical patterns, further corpus analysis into a target corpus was carried out, and a bank of moves and submoves based on lexico-grammatical patterns was generated. This bank is based on the four main
moves (Introduction / Methodology / Results / Discussion- IMRD) and the corresponding sub-moves in thesis writing, and now serves as an indispensable resource for post-graduate students, and researchers, in producing academic work that is accurate, appropriate, and therefore acceptable in the global academic community.
commonalities that might be of significance to academic writing instructors. We will conclude by discussing the pedagogical implications of the results.
Isaac Asimov
In this short article, we will provide some ideas as to how corpus-work can be introduced into teacher education programmes...
approaches that struggle to keep pace with the needs and demands of each new generation. Today, we are accustomed not only to multimedia graphics and streaming video but also the userdefined and interactive world of blogs, wikis, YouTube,
and most recently Second Life. We are approaching the threshold of ‘normalization’ (Davies, 2007) in which the speed of adoption of the new into the normal is measured in weeks or even days. Like the mobile phone, e-learning is becoming part and parcel of the everyday, humdrum life of a student. Teachers unable to move their pedagogy into this medium will soon appear as antiquated as those who clung to their Gestetner machines in defiance of the photocopier, and their pigeon-holes in defiance of e-mail......
their message across in the challenging process of thesis writing, in-depth research was conducted to determine the main difficulty obstructing students. What was of significance was that although the students were of different nationalities, from different academic disciplines, of different academic and social backgrounds, and at different stages of writing their thesis, they displayed similar problems in academic writing. When in-depth corpus analysis revealed that the main problem hindering post-graduate students from producing accurate and appropriate text was their insufficient knowledge of lexico-grammatical patterns, further corpus analysis into a target corpus was carried out, and a bank of moves and submoves based on lexico-grammatical patterns was generated. This bank is based on the four main
moves (Introduction / Methodology / Results / Discussion- IMRD) and the corresponding sub-moves in thesis writing, and now serves as an indispensable resource for post-graduate students, and researchers, in producing academic work that is accurate, appropriate, and therefore acceptable in the global academic community.
commonalities that might be of significance to academic writing instructors. We will conclude by discussing the pedagogical implications of the results.
Isaac Asimov
In this short article, we will provide some ideas as to how corpus-work can be introduced into teacher education programmes...
approaches that struggle to keep pace with the needs and demands of each new generation. Today, we are accustomed not only to multimedia graphics and streaming video but also the userdefined and interactive world of blogs, wikis, YouTube,
and most recently Second Life. We are approaching the threshold of ‘normalization’ (Davies, 2007) in which the speed of adoption of the new into the normal is measured in weeks or even days. Like the mobile phone, e-learning is becoming part and parcel of the everyday, humdrum life of a student. Teachers unable to move their pedagogy into this medium will soon appear as antiquated as those who clung to their Gestetner machines in defiance of the photocopier, and their pigeon-holes in defiance of e-mail......
This hands-on workshop will start with a brief overview of quality principles and processes. Participants will then be invited to participate in a group activity in which they will consider the delivery of quality policies from the point of view of both the provider, and the recipient. The second and final group activity will be to design and present a ‘Quality Policy Poster’ for English Language Provision in your own institutions.