Samples of essays and dissertations from MA students

[Dongkwang Shin]

MA TEFL/TESL dissertations

• *Examining a Male Teacher's Attention in a Mixed-sex EFL Japanese High School Classroom Based on the Sinclair-Coulthard Model: Mohammad Umar Farooq
• *A Review of the Lexical Content and Its Treatment in Ministry-Approved Level-One EFL Textbooks Usend in Japanese Public Lower-Secondary Schools: Michael Bowles
• Order from Chaos: Using Tasks in an EFL Classroom: Mike Reda
• *Discourse Approach to Turn-taking from the Perspective of Tone Choice Between Speakers: Fuyuko Kato
• *Focusing on Lexis in English Classrooms in Japan: Analyses of Textbook Exercises and Proposals for Consciousness-raising Activities: Michiko Kasuya
• Bridging the cross-cultural gap with personal construct repertory grids: Gregory Stuart Hadley
• Fossilization: A chronic condition or is consciousness-raising the cure? Paul Butler-Tanaka
• Eval‎uation of the foreign language high school language programme in South Korea: Yvette Murdoch (Appendices)
• Team teaching: Who should really be in charge? A look at reverse versus traditional team teaching: Alan Macedo
• *Validation of the test of English conversation proficiency: Timothy Paul Moritoshi
• The application of exchange theory to internet relay chat: Jeffrey Mark Hatter
• *The TOEIC test and communicative competence: Do test score gains correlate with increased competence? A preliminary study: Cynthia R. Cunningham
• *A system for analyzing conversation textbooks: Takashi Miura (Abridged version, rewritten as an article for JALT journal)
• Developing an approach to the management of innovation through in-service teacher training: Christoph Suter
• *Above and below the clause: a microlinguistic investigation into the context of a television interview: Andrew Atkins
• A study of English intonation in high school textbooks in Japan: Koichi Kumaki
• *The treatment of key vocabulary learning strategies in current ELT coursebooks: James M. Ranalli
• *What is meant by communicativeness in EFL teaching?: Sean Banville
• *A contrastive analysis of argumentative discourse in English and German: Melanie Girdlestone
• *ENGLISH AND KOREAN SPEAKERS’ CATEGORIZATION OF SPATIAL ACTIONS: A TEST OF THE WHORF HYPOTHESIS David Doms
• *The influence of situation on languages of co-operation: how movie language coding influences audience co-operation in Japan: Theron Muller (note - this has now been published online in the Thesis section of the Asian EFL Journal, with a new Foreword.)
• *A comparison of the effects of two approaches towards pronunciation instruction involving two groups of beginning learners of English as a foreign language: Nilton Varela Hitotuzi
• Eval‎uating the use of L1 in the English language classroom: Richard Miles
• Using Learner Education to Increase Students' Expectancy of, and Motivation to Learn English H. Douglas Sewell
• *To What Degree are my Courses Relevant to my Students? A Case-study Using the Principles of Exploratory Practice Jane Rose
• *An Eval‎uation of Vocabulary Teaching in an Intensive Study Programme Phillip Bennett
• Learner Attitudes Toward Learner-Centered Education and English as a Foreign Language in the Korean University Classroom Zoltan Paul Jambor
• * Electronic Dictionaries, Printed Dictionaries and No Dictionaries: the Effects on Vocabulary Knowledge and Reading Comprehension Michael H. Flynn
• *How is a 'Good Teacher' defined in a Communicative, Learner-Centered ELT Classroom? Sandee Thompson
• * Implementing Global Village at the Kyoto British Council SchoolVarela Wynnpaul
• *Opening a Heavy Door: A Sociocultural Case Study of a Learner's L2 in a One-to-one Learning Environment, Michael Iwane-Salovaara
• * Models for EFL theory and methodology derived from an SIR based pilot study on Japanese cognitive development, Robert Murphy
• * Comparing Perception of Oral Fluency to Objective Measures in the EFL Classroom, D Ashley Stockdale
• * Integrating a Vocabulary Learning Strategies Program into a First-year Medical English Course, Philip Shigeo Brown
• * The Involvement Load Hypothesis Applied to High School Learners in Japan: Measuring the Effects of 'Eval‎uation', Matthew Walsh
• * Controlling for Polysemy in Word Association Tests: a Study Exploring the Mental Lexicon of Japanese EFL Learners, Dax Thomas
• * Collocation and textual cohesion: A comparative corpus study between a genre of Written Sports Reports and a large reference corpus, Brett Laybutt
• * From the Classroom to the Bar-room: Expressions of Disagreement by Japanese Speakers of English, Andrew J Lawson
• * Changing Association: the Effect of Direct Vocabulary Instruction on the Word associations of Japanese College Students, Christopher Patrick Wharton
• * A Study of Cognitive strategy Use by Successful and Unsuccessful Learners in Switzerland Deborah Grossmann
• * How far do ELT coursebooks realise key principles of Communicative Language teaching (CLT) and enable effective teaching-learning? Jonathan Crewe
• Is Humor a Useful Tool to Motivate and Help Young Korean Learners to Remember? Terrence O'Donnell Faulkner
• Lexical Development and Word Association: Can Japanese L2 language development be observed through the results of word association tests? Timmy LeRoy Edwards
• * Exploring Film as EFL Coursebook Supplements and Motivational Stimulus: a German Secondary School Study Isabella Seeger
• Investigating the F-move in teacher talk: a South Korean study on teachers' beliefs and classroom practices Sarah Lindsay Jones
• Incidental Learning of Vocabulary Through Subtitled Authentic Videos Paul Raine
• An Analysis of the Subjective Needs of Japanese High School Learners Alex Small
• *The Effects of TOEIC Education in South Korean Universities Stephan Thomson
• The Use of Blogs and Teacher Electronic Response to Enhance the Revision Stage of EFL Students' Writing Processes Elsa Fernanda Gonzalez
• * A Semiotic Analysis of the Iconic Representation of Women in the Middle Eastern Media Sarah Ahmed Adham

MA Translation Studies - Essays - CELS

2011

• * Translation Types and Repetition: A Finnish Version of Psalm 49 Eval‎uated, Sirkku Carey

2009

• * Strategies for Translating Idioms and Culturally-Bound Expressions Within the Human Development Genre, Noor Balfaqeeh

2007

• * Acknowledging and establishing the hierarchy of expertise in translator-reviser scenarios as an aid to the process of revising translations, Spencer Allman

2005

• *Upgrading Film Subtitling to the Level of Literary Translation, Alexandra Palmer

2004

• Norms in the Chinese translations of Adam Smith's 'The Wealth of Nations' (1776), Lung Jan Chan

2003

• A study on the narrator's voice in the chinese translation of A Room of One's Own, Law Tsz Sang

2002

• The Use of Translation as a Teaching Technique within the Context of Learning English as a Foreign Language in Greece by Elena Arkadi.
• A Theological Approach to Equivalence: Comparing Judeo-Christian Belief with Shinto/Buddhist Thought by Dianne Cook.
• The Translation of Culture-Specific Items: An Analysis of Helen Fielding’s ‘Bridget Jones’s Diary’ and its Greek Translation by Dimitra Panagioutou.
• Analysis of Agatha Christie’s The ABC Murders and its Greek Translation by Eleni Panagioutou
• Medical Interpreting: Serving the Needs of Linguistic Minority Groups in the City of Birmingham by Alexandra Roupakia.
• Translating Behaviour in the Late Qing Period: A Case Study of Lin Shu and His Translation of Robinson Crusoe by Chan Iut Va

2001

• Investigating the Issue of Translation Policy in a Multicultural Urban Setting: Birmingham by Dominika Brzezina.
• The Subtitling of Film and the Strategies used in the Translation of Humour: An Eval‎uative Overview by Anastasia Doulakaki.
• Comparison and Contrast of Two Greek Translations of Tennesse Williams' A Streetcar Named Desire by Fotini Sagmatapoulou.
• *Anthologies of Modern Greek Poetry Translated into English (1974-2000): What the Introductions Say by Anna Tsapoga.
• Winnie the Pooh's Most Grand Adventure and Its Multi-media Translations into Greek by Sotiroula Yiasemi.
• Translating Culture-Specific References: A Study on Lu HSun's "The True Story of Ah Q" and Its English Translation by Siu Mui Yim

2000

• Assessing Acceptability of a Translated Linguistics Book, by Ida Dewi.
• The Representation of Gender in Shakespeare's King Lear. A Critical Analysis of the English Text and Three Greek Translations, by Dimitra Kouskoubekou.
• *Media and Translation: The Influence of Cultural Views on the Translation of Newsweek into Japanese, by Chie Otani.
• Translation and Media: A Comparative Analysis of Cosmopolitan and its Greek Translation, by George Papaioannou.
• Translation Issues and Cultural Diversity in English - Greek Specialist Magazines, by Chrysanthi Pelekou.
• A History of Early Translation into Japanese: How the Translations Made in the Meiji Era Contributed to the Modernization of Japan, by Atsuko Takano.

1999

• Translation Strategies for Dealing with Cultural Issues in Two Kimiiru Bible Versions and the Theological Implications of the Translation, by John Ataya.
• Translating Humour. A Comparative Analysis between English and Greek, by Emmanouela Fanouraki.
• The Translation of Metaphors in The Catcher in the Rye by J.D. Salinger by Alexandra Geka.
• The Art of Translating Poetry - A Focus on Processes, by Kiriaki Mela
• A Discussion on the Translation of Slang and Taboo Words in Quentin Tarantino's Pulp Fiction, by Ioannis Melissopoulos.
• An Analysis of Cohesive Patterns in an English text and its Japanese Translation, by Miki Nakamura.
• Textual Issues in Translation. An Analysis of the Opening Section of a German Annual Report and its English Translation, by Konrad Schafer.
• News on the World Wide Web and Translation, by Man Yee Tai.

1998

• Theme and Topic Translation: From English into Chinese, by Feng-Mei Chao.
• Intertextuality in Two of Cavafy's Poems and Their Translation into English, by Antigoni Kantrantzi.
• Transferring Dialect: An Analysis of Irvine Welsh's Trainspotting and its Greek Translation, by Eirini Koufaki.
• Information Selection and Cohesion: A Case Study of Thai Translations of English International News Broadcast on Channel 5 TV News, by Usana Larbprasertporn.
• European Parliamentary Debates: Interpersonal Choices and Translation, by Giovanna G. Marcelli.
• Gender and Translation. How Women are Represented in Language, by Yoshiko Shimizu.
• Translating Salina into English: Loss and Compensation, by Intan Safinaz Zainuddin.
• Across Culture - Taking the Translation of Food, Modes of Address and Animals as Examples in the Chinese version of Alice's Adventures in Wonderland, by Fu-Chi Chen.

1997

• Training Interpreters: An Eval‎uation of USM Interpreting Courses, by Leelany Ayob.
• Wordplay in English and Italian. Written Adverts and the Implications for Translation, by Maria Antonietta Armao.
• Transferring Drama: A Study of Two Translations of Harold Pinter's Old Times into Greek, by Evangelia Chaidemenou.
• Cohesion: A Translation Perspective, by Adamantia Karali.
• The Role of the Court Interpreter, by Evan Nga-Shan Ng
• Transitivity and the Translation Process: An Examination of the Shifts that Occur in Translation from Italian to English, by Lorraine Quinn-Adriano.

1996

• Loss and Compensation in Translation: An Analysis of a Japanese Text and Its Translations, by Tomoko Kudo.
• The Translations of Metaphors in Newspaper Articles (English <=> Greek), by Dimitra Sorovou.

1995

• The Translation of Address Forms from New Testament (Greek into Dobel) by John Hughes.
• A Study of Compensation: A Comparative Analysis of Two Spanish Translations of Ulysses, by Gema Echevarria.

MA Applied Linguistics

• * Corpus Tools and the Linguistic Study of Ideology: Searching for Fascism in Atlas Shrugged, Cadmus Kyrala
• * Representations of Meaning Within Textual Personas: An Analysis of 2008 US Presidential Campaign Speeches, Michael Post
• * English in Polish Advertising Hanna Maria Bulawka (MA in Special Applications of Linguistics)
• * Toward classroom-friendly models of motivation: A data-led investigation into student perceptions of motivating and demotivating classroom factors, and the relationship between student orientations and preferred classroom activities. Julian Pigott
• Discourse Functional Features of Nonvocal Behaviour in Multi-Party Discourse, Timothy Longworth.
• * The Connectionist Modelling of Language Acquisition, Geoff Cockayne
• * First and second language word association. A study of how native english speakers and ESL learners make mental links between words they have learnt, Sarah Barrow
• Ideologies and us versus them: A comparative study using systemic functional grammar of Irish and British editorials relating to the ending of the IRA's armed campaign Damien Healy

Classroom and spoken discourse and phonology

• *Analysis of a Casual Conversation Based On Francis and Hunston’s Model: Mohammad Umar Farooq
• A Discourse Approach to Intonation: Can it Work in Japan?: Gregory S. Hadley
• A comparison of turn-taking strategies in Korean and English conversation and the implications for teaching English in Korea: Yvette Murdoch
• *Two approaches to analysing classroom language: Marian Dawson
• *Contrasting classroom spoken discourse with casual conversation using Hymes's (1979) ethnomethodological framework: Paul Moritoshi
• *Say what you mean: Do you mean what you say?: Cindy Cunningham
• *Sinclair and Coulthard’s ‘IRF’ model in a one-to-one classroom: an analysis: Andrew Atkins
• Characteristics observed in Japanese students' classroom discourse by using Sinclair and Coulthard's 'IRF' model: Fumie Takakubo
• IRF in an EFL lesson at a Japanese high school: Alan Macedo
• *Discourse Intonation: To Teach or not to Teach?: James M Ranalli
• Teaching features of the stream of speech in Japanese classrooms: Michiko Kasuya
• *A review of the treatment of intonation in a popular English language coursebook: Wynnpaul Varela
• *Form and Function of Linguistic Items in Discourse: Analysis of a Spoken Text: William Penny
• *Classroom Discourse Versus Casual Conversation: Diane Brochu
• *The Application of Sinclair and Coulthard's IRF structure to a classroom setting: Andrew White
• *Analysing Spoken Discourse in the EFL classroom: Christoph Suter
• Form and Function: An Example of Spoken Discourse Analysis: Jeremy Scott Boston
• Form and function in spoken language: David Dawson
• *Analysing Spoken Discourse in the EFL classroom using Sinclair and Coulthard Model: Jane Rose
• *Analyzing a One-on-one Advanced Conversation Lesson using Sinclair and Coulthard’s IRF Model: Mary Umemoto
• * Francis and Hunston Analysis of interview between Dennis Miller and Pastor Rod Parsley Michael H. Flynn
• *Applying the Francis and Hunston Model to Debate-like Spoken Discourse Matthew Walsh
• *Innovating the Longman Preparation Series for the TOEIC Test: Advanced Course with Discourse Analysis Theron Muller (article published in The Asian ESP Journal Vol. 3 Issue 1)www.asian-esp-journal.com/April_2007_tm.php
• * Employing Hymes' 1972 Sociolinguistic Framework to Compare Classroom and Casual Conversation Discourse Types, Geoff Sinha
• *Applying the Francis-Hunston Model to a one-to-one EFL conversation, Michael Iwane-Salovaara
• Using Sinclair and Coulthard's Spoken Discourse Model, Joseph Siegel
• * Analysis of spoken discourse in a casual conversation and in an English EFL classroom activity, Toby Hinton
• * An ethnographic description and comparison of the distinguishing features of an ELF pair work presentation and a Skype chat highlighting the importance of conversation channels, John Angus
• Predicting Language Function: Looking Beyond Form, Naomi Kunitake
• * Applying the Francis and Hunston Model to a radio phone-in, Deborah Grossmann
• * An analysis of a casual conversation using the Francis and Hunston model, Lynsey Mori
• An application of the Sinclair and Coulthard (1975) method of discourse analysis, Paul Raine
• An Analysis of Classroom Discourse - The Usefulness of Sinclair and Coulthard's Rank Scale in a Language Classroom, Aja Dailey
• * Spoken grammar and a register approach-approximating to natural speech in the communicative language classroom, Isabella Seeger
• * Applying the Sinclair and Coulthard model of discourse analysis to a student-centered EFL classroom, Matthew Cockayne
• * Eval‎uation of the Usefulness of Hymes' Ethnographic Framework from a Teacher's Perspective, Alex Small
• * Analyzing Discourse in a Small-Group Language Classroom Using Sinclair and Coulthard's Birmingham Model Paul McAleese
• *Application of the Sinclair and Coulthard Discourse Model to a Korean University English Conversation Course Sarah Jones

Corpus linguistics essays

Essays marked with a * received a distinction.

• *ELT coursebooks in the age of corpus linguistics: constraints and possibilities James M. Ranalli
• In, On, and Paper: How do they behave together? Theron Muller
• * Corpus Linguistics and Ideology: A study of racist discourse in the Odinic Rite website Dax Thomas
• How might corpus information best be made useful to translators? Noor Balfaqeeh
• *Patterns of Manufacture: A Corpus Linguistic Analysis of The Methodology used to Disseminate Ideology Within A Presidential Speech for War, Michael Post
• *A brief corpus study of smart and intelligent, Michael Iwane-Salovaara
• How Corpus Linguistics and Critical Discourse Analysis Utilize Evidence and Intuition to Reveal how Texts Cohere to Discourse Ideology, Parker Rader
• * A Corpus Study on lots and plenty, D Ashley Stockdale
• Hard Difficult or Challenging? Uncovering Facts about Language through Corpus Study, Steven James Kurowski
• * A Corpus Study of 'Cup of [tea]' and 'Mug of [tea]', Brett Laybutt
• Exploiting corpora in German EFL contexts - textbook design, teacher training and discovery learning, Isabella Seeger
• * Calculating the extent of the idiom principle through corpus analysis of a short text, Benet Vincent
• The Gradeability of 'Delicious' in Native Speaker Corpora Paul Raine

ELT management and teacher training

Essays marked with a * received a distinction.

• *Design an in-service training day for the lexical approach in a context that you know well: David Evans
• *What problems face a new franchise language school operating in a different country to the ‘parent school’ and what can a trainer, acting as a change agent, do to counter these difficulties? David Evans
• What is the importance of ‘culture’ in implementing an innovation?: Marian Dawson
• *Company culture and ideological differences: An Analysis of ‘Split’ Within One University In Relation to Curriculum Goals Cindy Cunningham
• *Curriculum innovation on the basis of the European language portfolio: Christoph Suter
• *Write an eval‎uation of the approach adopted by Jones in his article... Andrew Atkins
• To fit or not to fit: School Management at CLS ‘X’: Jeremy Scott Boston
• *A proposal for a syllabus change within the English Oral Communication Department of a Japanese high school: Thomas Warren-Price
• My Changing Classroom: Theron Muller
• *An eval‎uation of the approach adopted by Jones, J. (1995) ‘Self-Access and Culture: Retreating From Autonomy.’ ELTJ 49/3: 228-34: Vick Lukwago Ssali
• Describe a curriculum change you would like to see introduced in your teaching context. Explain, with justification, how you would create the conditions for the change to be successful, including a consideration of cost-benefit analysis in your explanation. Jane Rose
• *Reflective Teaching, Reflective Learning Philip Shigeo Brown
• Curriculum change: From product to process in university listening classes, Joseph Siegel
• *Curriculum development at a secondary school in Lower Saxony, Germany, Isabella Seeger
• * Reflections of Change, Terry Faulkner
• * Eval‎uating One Japanese High School's System of Oral Communication Course Eval‎uation, Alex Small
• A Short Intensive Training Course for In-service Omani Teachers Badriya Al-Masroori

ESP and Business English

Essays marked with a * received a distinction.

• * English for International Negotiations, Marian Dawson

Functional grammar - essays - CELS

Essays marked with a * received a distinction

• *Apply the principles of systemic linguistic analysis explored in the course to a comparison of the style and communicative functionality of two short texts or text extracts of your own choice Tim Ennis
• *Apply the principles of systemic linguistic analysis explored in the course to a comparison of the style and communicative functionality of two short texts or text extracts David Roe
• Provide an account of the key lexico-grammatical differences between the two texts by applying appropriate aspects of the systemic framework explored in the course. What are the ultimate stylistic and communicative consequences of these differences? Andrew Rolnick
• * By means of a close grammatical analysis, compare and contrast the way [the] texts act to position their readers attitudinally Matthew Walsh
• Consider what translation problems or challenges the following text might contain with respect to textual, interpersonal and/or experiential (ideational meanings). Which of the three types of meanings would provide the most difficulties and why Noor Balfaqeeh
• *Systemic linguistic analysis of texts taken from The Sun and The Guardian online services, Robert Ashcroft
• Disruptive Innovation: A Systemic Analysis of Two Texts Detailing the Exhibition - Design and the Elastic Mind, Michael Post
• *Apply the principles of systemic linguistic analysis explored in the course to a comparison of the style and communicative functionality of two short texts or text extracts of your own choice, Bob Ashcroft
• * A systemic linguistic analysis of two inaugural poems, J Angus MacCaull
• * 'An innocent thug?', Alan McCarthy
• Smoothly-Textured Representations of the 2008 Olympic Games Realize Their Respective Similar and Different Contexts through Ideologically Spun Metafunctional Modes, Parker Rader
• * A Systemic Functional Analysis of three cooking recipes, Soti Vogli
• A Systemic Functional Linguistic Analysis of Two Newspaper Articles, Joanna Harrop
• * A Systemic Linguistic Analysis of Two Prime Ministerial Speeches, Paul Dickinson
• * The Language of Learning: Using Functional Grammar to compare and contrast three educational interactions, Andrew Moffat
• * A functional grammar analysis of the introduction to Jared Diamond's 'Guns, Germs and Steel' in two different modes, Benet Vincent
• * An analysis of two American news editorials written on the current (2009) military situation in Afghanistan Gary Linebarger

Introduction to translation studies

Essays marked with a * received a distinction

• *Choose an original text and its translation. Discuss the strategies the translator has used to deal with collocations, fixed expressions, metaphors and idioms Tim Ennis
• *Choose a text, translate into your target language and consider the cultural implications for translation Ada Franzoni de Moldavsky
• *Choose an original text, translate into your target language and consider the cultural implications for translation Kate James
• *Choose an original text and its translation. Discuss the strategies the translator has used to deal with collocations, fixed expressions, metaphors and idioms Jacqueline Denise Schnese.
• Choose an original text and its translation. Discuss the strategies the translator used to deal with collocations, fixed expressions, metaphors and idioms. David Roe
• Choose a short text, translate it into your own language and, with reference to this experience, discuss the cultural implications for translation Virginia Werder
  

Language Teaching Methodology and Classroom Research

Essays market with a * received a distinction

• *Analyzing teacher's questioning strategies, feedback and learners' outcomes Mohammad Umar Farooq
• The Culture of Learning and the Good Teacher in Japan: An Analysis of Student Views Gregory S. Hadley
• *An Interaction Analysis: A teacher's questions, feedback, and students' production through classroom observation Fumiko Yamazaki
• Silence in classroom interaction Fuyuko Kato
• Classroom Interaction in a Korean University English Language Class: Yvette Murdoch
• *The power distance dimension and methodology: Magdalena Polak
• *In defense of 'PPP': Marian Dawson
• Teacher questioning, modification and feedback behaviours and their implications for learner production: an action research case study: Paul Moritoshi
• Writing Improvement in a 4th year EFL classes: Limits and Possibilities: Wolfgang Petter
• The Effects of Uncertainty Avoidance on Interaction in the Classroom: Andrew Atkins
• Consciousness-raising versus deductive approaches to language instruction: a study of learner preferences: James M. Ranalli
• Problems in teaching English to Japanese students revealed by using a tally sheet and a short ethnographic-style commentary: Fumie Takakubo
• *Student Difficulties Writing in English: Suggested Strategies to help, and their Potential Beneficial ‘side-effects’: William Penny
• Uncertainty Avoidance and its Influence within the EFL Classroom Theron Muller
• Exploring Teachers' Questions and Feedback: Christoph Suter
• *Questioning and Feedback in the Interactive Classroom: Exploring Strategies Christiane Oberli
• Process writing David Dawson
• *Action research investigating the amount of teacher talk in my classroom: Thomas Warren-Price
• *Turn-taking strategies used by native English and Japanese speakers: a limited, comparative study including tentative pedagogical implications for teaching English to Japanese students: Philip Shigeo Brown
• Uncertainty Avoidance and Classroom Interaction: Implications for Language Teaching Mary Umemoto
• Uncertainty Avoidance in Japan: Andrew Rolnick
• * Type Token Ratios in One Teacher's Classroom Talk: An Investigation of Lexical Complexity Dax Thomas
• *The Cultural Influence of 'Power Distance' in Language Learning Johnny Mendoza Govea
• Power Distance in the EFL/ESL classroom Sharon Ishizaki
• Classroom Interaction Affected by Power Distance Michiko Kasuya
• Learner Training in the Context of a Private Conversation School, Erin Peter Kourelis
• The diary as a window to my classroom, Ryan Moulton
• * The Effects of Uncertainty Avoidance in EFL Learning Situations, Andrew Lawson
• *The Process Approach to Student Writing, Anabela Reis Alves
• * Uncertainty Avoidance in a Japanese High School, Julian Pigott
• *Teaching from the Orchestra: Cultural Values and Dimensions of Power Within Role Relations of an EFL Classroom, Michael Post
• * Feedback: A Self-Observation Analysis, D Ashley Stockdale
• * Observations of Second Language Teaching Strategies and Uncertainty Avoidance in a South Korean ESL University Classroom, Steven James Kurowski
• Process Approach to Writing, Deborah Grossmann
• * Implementing task-based language teaching in a Japanese EFL context, Paul Dickinson
• * Eval‎uating the appropriateness of adopting a CLT approach in an English conversation classroom in Japan, Paul Raine
• * Reactive Tokens at Turning Points, Joel Baker
• Implementing Task-Based Language Teaching in Korean, Aja Dailey
• *Teaching grammar with authentic material - advantages and disadvantages of a deductive and a consciousness-raising approach, Isabella Seeger
• * Using a process approach to help student writing based on extracts of their work, Benet Vincent
• * An Analysis of Questioning and Feedback Strategies Using the IRF Framework, Joshua Durey
• Examining Teacher Talk in a Japanese Senior High School Oral Communication Class, Alex Small
• * Increasing students' L2 usage: an analysis of teacher talk time and student talk time Matthew J. Davies
  
• The Process Approach Baljinder Gosal
• Teacher Talking Time: Analyzing my own classroom Paulo Pita
• * Exploring TBLT in a Japanese EFL/ESP Context Daniel Hougham
• * Professional Development Through Individual Diary Writing Sarah Jones
• The Importance of Speech and other Techniques that Work Staci-Ann Ali

Lexis

Essays marked with a * received a distinction

• *The Relationships between Word-Association and Learners’ Lexical Development: Mohammad Umar Farooq
• Collocational difficulties experienced by Japanese high school students: Alan Macedo
• *Word Association and Second Language Learners’ Responses Brenda Wright
• *Discuss the ways in which neologisms and other compounds and complex English words provide problems for you as a translator. Choosing one or two texts from an English newspaper, or journal, explore the strategies you would use to deal with such words, and say how successful you think you can be. George Damaskinidis
• * A Small-scale Exploration into the Relationship between Word-Association and Learners' Lexical Development Philip Shigeo Brown
• * Second Language Word Associations: How Japanese Make Mental links Between English Words They Have Learned Dax Thomas
• *Exploring the Relationship between Word-Association and Learners' Lexical Development Jason Peppard
• * Collocation and the Learner of English Matthew Walsh
• *Enhancement of Metaphor Awareness in the Classroom Sachiko Hamamoto
• What We Can Learn From the Word Association of L2 Learners Mary Umemoto
• Teaching Collocation in Japanese Classrooms Michiko Kasuya
• * Word Association Responses, Lexical Development and the Relationship within the Mental Lexicon of Second Language Learners Michael Post
• * The relationship between Word-Association and Learners' Lexical Development, Andrew Lawson
• The Relationship between Word-association and Learners’ Lexical Development, Julian Pigott
• Word Associations of Japanese English Learners, D Ashley Stockdale
• * Collocation in a football report, Brett Laybutt
• * Raising awareness of collocation in the Japanese EFL classroom, Paul Dickinson
• * Spinning a Web of Words: demonstrating the principles of collocation with Harry Potter, Andrew Moffat
• Exploring Mental Word Association in L2, Aja Dailey
• * Identifying and teaching collocations from a short text, Benet Vincent
• Core and Non-Cores in Advertising, Joel Baker
• * Metaphorical Systems in Two Newspaper Articles, Sirkku Carey

Second language acquisition and pedagogic grammar

Essays marked with a * received a distinction

• *Contrastive and Error Analysis Based Teaching Strategies: Mohammad Umar Farooq
• *The power of strategic competence and the need for a focus on form: Mark Koprowski
• *A Review of ‘PPP’ David Evans
• Using Authentic Texts in the Language Classroom: Yvette Murdoch
• The role of grammar-focused books in the EL classroom: Fuyuko Kato
• The role of translation in the EFL / ESL classroom: Walter Kasmer
• To what extent is a grammar-translation approach based on consciousness-raising: Paul Moritoshi
• Translation in the classroom: Cindy Cunningham
• *‘Pedagogic Grammar’ and ‘Second Language Acquisition’: Andrew Atkins
• *What do you understand by the term consciousness-raising? To what extent is a grammar-translation approach based on consciousness-raising? Paul Butler-Tanaka
• What do you understand by the term consciousness-raising? To what extent is a grammar-translation approach based on consciousness-raising? Alan Macedo
• *An Analysis of Student Error Patterns in Written English: Suggested Teaching Procedures to help: William Penny
• * Language Development and Learning—What happens in the Classroom? Theron Muller
• Discussing and Applying Grammatical Consciousness-Raising: Christoph Suter
• First language acquisition and second language learning contrasted David Dawson
• *A student-focused, classroom-based research project with the aim of discovering to what extent my students can become better language learners: Thomas Warren-Price
• * Elements of learner training and learning strategies in a Japanese eikaiwa (private language school): Philip Shigeo Brown
• The Good Language Learner H. Douglas Sewell
• *Grammar-Oriented Course Books: Their Role in the Classroom Alexandra Palmer
• * The Good Language Learner Sandee Thompson
• * Consciousness-Raising (C-R): Its Background and Application Matthew Walsh
• A Possible Role for Grammar Books in the Classroom Michiko Kasuya
• A teacher's diary as a valid tool for researching student motivation, Erin Peter Kourelis
• *A Look Under the Hood - A Study of SLA Beliefs and the Underlying Theories, Ryan Moulton
• *The Good Language Learner, Anabela Reis Alves
• *Transcending the Symphony - An Analysis of the Cognitive and Affective Differences That Influence First and Second Language Acquisition, Michael Post
• What are the most important differences between learning a first language and learning language in the classroom?, Toby Hinton
• * Good Language Learning through Cycles of Reflection, Naomi Kunitake
• * Is there is such a thing as a ‘good language learner’? To what extent is it possible for people to become ‘better’ language learners?, David Griffiths
• The Role of L1 in the L2 Classroom, D Ashley Stockdale
• * Use of the Mother Tongue in the English Language Classroom, Chris Wharton
• * An investigation of beliefs about how a second or foreign language is acquired, Paul Raine
• Key Motivational Factors and How Teachers Can Encourage Motivation in their Students, Aja Dailey
• Aware learners and flexible teachers - improving second language learning processes, Isabella Seeger
• * A definition of Consciousness-raising in language pedagogy with sample C-R materials, Benet Vincent
• Investigating beliefs about SLA in a private Japanese language school, Matthew Cockayne
• Motivating Korean Elementary Students, Terry Faulkner
• * Good Language Learner Traits, Stefan Thomson
• * The Role of Grammar-centered Textbooks in Japanese Senior High School English Classes, Alex Small
• Managing Student Motivation through Teaching Performance, Colin Walker
• * Teacher and Student SLA Beliefs at a South Korean University Sarah Jones
• *Critical Linguistic Analysis Problematizes SLA's Notion of the 'Good Language Learner' in South Korea Parker Rader

Sociolinguistics

Essays marked with a * received a distinction.

• *Examining Sexism in an EFL textbook: Mohammad Umar Farooq
• Representations of Men and Women in an EFL coursebook: Fuyuko Kato
• Neoconfucianism, 'Kokusaika' and Japanese ELT: Gregory S.Hadley
• Preventing Reduction in English Classrooms in Japan: Roles of Teachers and the Language Policy: Michiko Kasuya
• * Perspectives on the role of English as an International Language: Paul Moritoshi
• Linguistic representations of the sexes in an English textbook for Japanese student nurses: Fumie Takakubo
• Variety of accent and English language teaching: Alan Macedo
• *Women's usage of specific linguistic functions in the context of casual conversation: Andrew White
• Linguistic Imperialism: The Role of English as an International Language: William Penny
• English as an International Language Diane Brochu
• Gender representation in 'American Headway 2' David Dawson
• *Roles and Impact of English As a Global Language David Doms

• *Gender and Language: Challenging the Stereotypes Brenda Wright
• *Gender textbook Eval‎uation: Liliana M. Dominguez
• English as a Global Language and its role in Japan Andrew Rolnick
• Teaching Implications of Students' Attitudes to Differing English Accents H. Douglas Sewell
• * Gender, Language and Solidarity: An analysis of a short conversation between friends Dax Thomas
• * 'American Headway 4' and Gender Representation Sandee Thompson
• * English as an International Language. Japan: Accents in the Curriculum Matthew Walsh
• Questioning Behavior and Power - Implications for the Representation of Men and Women in True Colors 2 Mary Umemoto
• *Language and Gender: a Case Study Fernando Oliviera
• Choose an EFL textbook and discuss the ways in which it represents men and women. Your discussion should focus upon linguistic representations, but it may also include consideration of non-linguistic features (e.g. visual representations of the sexes), Alan McCarthy
• In the Ear of the Beholder and Beyond: Some attitudes Korean university students hold towards a variety of English accents, Sherry Seymour
• *The Role of English as an International Language: Neutral, Imperialist or Democratic? , Andrew Lawson
• * English language policy in Japan, Edward Sarich
• Choose an EFL textbook and discuss the ways in which it represents men and women. Your discussion should focus upon linguistic representations, but it may also include consideration of non-linguistic features, Alan McCarthy
• In the Ear of the Beholder and Beyond: Some attitudes Korean university students hold towards a variety of English accents, Sherry Seymour
• Design and carry out a small-scale survey of your students’ and / or colleagues’ attitudes to accents used by English speakers from different countries, regions or backgrounds. Discuss the implications for the teaching of English in your context, Toby Hinton
• *An Investigation into Differences between Women's and Men's Speech, James Broadbridge
• *Gender Representation in an EFL Textbook, D Ashley Stockdale
• * Gender Representation in New Success at First Certificate, Soti Vogli
• * Adult Japanese Learners' Ranking of Six English Accents, Chris Wharton
• Difficulties Implementing CLT in South Korea: Mismatch between the language policy and what is taking place in the classroom, Aja Dailey
• *Perceptions of Gender Difference: analysis of an EFL textbook Stefan Thomson
• The Role of English in the World and in Japan: Neutral, Imperialist or Democratic? Paul Raine
• *Is English as an International Language Neutral, Imperialist or Democratic? Neil Bullock

Sociotranslation

Essays marked with a * received a distinction

• Translation strategies for dealing with postcolonial aspects of an excerpt from 'Portrait of the Artist as a Young Man': David Roe
• *Fragment from Joyce's Portrait of an Artist as a Young Man vs. its Russian Translation: Critical Analysis of the Translator's Strategies: Alexandra Palmer
• Translation: Re-writing or Manipulation?, Noor Balfaqeeh
• Discovering Evidence of Norms in Translated Non-Literary Texts, Sirkku Carey

Syllabus and materials

Essays marked with a * received a distinction.

• *Stern (1992) outlines proposals for a ‘cultural syllabus’ to be incorporated into second/foreign language education. What, in your view, should be the main aims of a ‘cultural syllabus’ in EFL/ESL programmes and how might these be best achieved? David Evans
• Eval‎uation of the coursebooks used in the Chungbuk Provincial Board of Education Secondary School Teachers’ Training Sessions: Yvette Murdoch
• *Type A and Type B syllabuses: Marian Dawson
• A Coursbook Eval‎uation: Wolfgang Petter
• An eval‎uation of the coursebook used for Oral Communication One at a privately funded senior high school in Japan: Andrew Atkins
• *An Eval‎uation of 'New Headway Upper-Intermediate' James M. Ranalli
• *Improving the bulk standard Japanese junior high school English syllabus: a case study: Paul Moritoshi
• Adapting Tasks to Textbooks and Beginning Learners Theron Muller
• A Trial of Tasked-based Materials in an L2 Classroom: Implementation and Outcomes William Penny
• *Describing and eval‎uating a syllabus in a context of compulsory secondary schooling: Christoph Suter
• *How Suitable are EGP Textbooks for ESP Classes: An Analysis of 'Passport' and 'Passport Plus': Jeremy Scott Boston

• *An eval‎uation of 'American Headway 2' David Dawson
• Syllabus Types in a Korean Context H. Douglas Sewell

• *Increasing student adoption of vocabulary learning strategies: Thomas Warren-Price
• *Eval‎uation of a ELT Coursebook Based on Criteria Designed by McDonough and Shaw, Andrew White
• * An Eval‎uation of a Proportional Syllabus, Geoff Sinha
• *Syllabus Design and Methodology - A Coursebook Eval‎uation, James Broadbridge
• Analysis of three units of three different course books, Deborah Grossmann
• * Eval‎uation of Cutting Edge 4, Lynsey Mori
• A discussion of the notional-functional syllabus, Paul Raine
• Tasks for task-accustomed learners, Isabella Seeger
• * A Retrospective Eval‎uation of an ELT Coursebook for a Korean University Conversation Course Sarah Jones

Young learners

Essays marked with a * received a distinction

• Achievement tests for young learners, Helen Carter
• Eval‎uating and adapting materials for young learners, Paul Dickinson
• *Adapting Teaching to Suit Young LearnersTerry Faulkner
• * Are the characteristics of a 'good ' language learner identifiable?:An examination of the 'good' language learner assumption in a young learner EFL classroom Matthew J. Davies
• * Teaching Young Learners: Adapting the Classroom for YELLS Stefan Thomson
• * Teaching Young Learners in Korea: Adapting the Syllabus and Materials to Meet Their Needs Jamie Jackson

Essays marked with a * received a distinction.

• Analysis of the IELTS Test, Toby Hinton
• SEMAC and Exact Scoring Correlations in Cloze Tests, Michael Flynn
• Designing a Reading Comprehension Test, Jane Rose
• The TOEIC: Reliability and Validity Within the Korean Context, H Douglas Sewell
• The Validity and Reliability of the Cambridge First Certificate in English, Deborah Grossman
• Testing the TOEIC: Practicality, Reliability and Validity in the Test of English for International Communication Andrew Lawson
• * The Test of English for International Communication: necessity, proficiency levels, test score utilisation and accuracy Paul Moritoshi

Translation and discourse

Essays marked with a * received a distinction.

• *Discuss the concepts of Intertextuality and/or Interdiscursivity and consider the adjustments a translator has to make in order to convey similar implicatures in a translated version. Choose your own examples: by Tim Ennis
• *Choose one or more cohesive devices (lexical, grammatical or textual) in a source and a translated text, preferably in a sypecific type of discourse. Note, for example, how participants and entities are referred to or how lexical items are repeated in these texts. Compare the patterns in the two languages and discuss how the translator coped with the differences : by Jacqueline Denise Schnese
• *Patterns of cohesive devices in translated texts: David Roe
• *Using the Critical Discourse Analysis framework presented in Unit 7 analyse a source text of your choice and its translation (these texts should be around 1,000 words in length), and discuss any ideological differences revealed in your analysis George Damaskinidis

Translation research methods

Essays marked with a * received a distinction.

• *The bilateral English-Spanish-English translation of the conjunctions 'y', 'o', 'and' and 'or' functioning as final -item connectors: David Roe
• * Translation of the text Principled Communication from English to Arabic, Noor Balfaqeeh

Written discourse

Essays marked with a * received a distinction.

• *Analyzing and raising students’ awareness of textual patterns in authentic texts: Mohammad Umar Farooq
• Written Text Analysis: Gregory S. Hadley
• *Show an analysis of the whole text in terms of the main underlying text pattern. Identify the signals that indicate this pattern David Evans
• Critical discourse analysis: A letter to expatriate from the Rt. Hon. Sir Norman Fowler MP: Andrew Atkins
• *Teaching English Textual Patterns to Japanese Students: Michiko Kasuya
• *A analysis of a Korean student’s written English text: Yvette Murdoch
• A text analysis of 'Taking Failure by the Throat': Marian Dawson
• Problems in processing text produced by a student: Alan Macedo
• Applying written discourse analysis in a Japanese EFL class: Cindy Cunningham
• Referential discourse structures and the creation of text: an analysis of student writing samples: William Penny
• How to get away with things with words: An Examination of Written Texts: Jeremy Scott Boston
• A Text analysis of a newspaper article about Konglish taken from ‘The Korea Herald' David Doms
• *Increasing comprehension and production of cohesion through conjunction: Thomas Warren-Price
• *An Eval‎uation of American Headway 3 Mary Umemoto
• Choose an authentic text in English. Analyze the text in terms of problem-solution, general specific or claim-counterclaim patterns. Briefly discuss the challenges and opportunities that such text patterns present for teachers of English as a foreign language. Andrew Rolnick
• *The Use of Critical Discourse Analysis with Korean Adult Learners, Terry Faulkner
• Do Students Need Critical Discourse Awareness? H. Douglas Sewell
• *Paraphrasing: An Introductory Unit In Paraphrasing in Academic Discourse Deborah Novakova
• *The Value of Enhancing Students’ Critical Awareness of Discourse Philip Shigeo Brown
• *Science or Slaughter? Two Opposing Views on Japanese Whaling: a Critical Discourse Analysis Jason Peppard
• The Findings of Written Discourse Analysis and how they are Articulated in Learning English for Academic Purposes Sandee Thompson
• *Two Views, Two Discourses: A Critical Analysis of how Ideology is Interpreted and Reinforced through Opinion Articles Michael Chang
• On Analysing a Problem-Solution Text Pattern Fernando Oliveira
• How to Raise Awareness of Textual Patterns Using an Authentic Text Seiko Matsubara
• * The Politicisation of Death, Methods of Embedding Ideology within the News: A Critical Discourse Analysis of Two News Articles Michael Post
• *Genre analysis of the 'simple joke' (with TESL/TEFL applications), Robert Murphy
• *Encouraging Problem-Solution Patterning and Co-Textual Referencing in L2 Written Discourse, Steven James Kurowski

• *Japanese Revisionists and the 'Comfort Women' Issue: A Comparison of Two Texts, Michael Cooper
• * 'One-on-One With Obama': An Analysis, Andrew Lawson
• * Genre Analysis of a Job Rejection Letter, Garcia Chambers
• Ideological Variations in the Representation of Hugo Chavez as a Democratic Leader in Two Different Cultures: A Critical Discourse Analysis, Parker Rader
• A Chinese Student's Text Analysis, Soti Vogli
• * Pedagogic applications of the Problem-solution pattern, Benet Vincent
• * Differing Opinions: A Critical Discourse Analysis of Two Articles Stefan Thomson
• * Trends in EBP: A Comparison of Market Leader's Writing Tasks to Fndings in Written Discourse Joshua Durey
• Sexual Bias in Institutionalised Forms of Discourse Baljinder Gosal
• From Surface to Wider Context: Two Text Types Analysed, Sirkku Carey
• * Trends in EBP: a Comparison of 'Market Leader''s Writing Tasks to Findings in Written Discourse Joshua Drury
• An Analysis of Two Newspaper Aricles in the Aftermath of the 2011 Japanese Tsunami Bruce Hope