Publications (2015-2016)

The Centre encourages research and publishing to foster scholarly activity and professional development among its staff and to contribute to the world-wide dialogue on key issues in applied linguistics, academic literacy and language education. Centrally, research informs curricular development. The Director of the Centre was the founding co-editor of the Journal of English for Academic Purposes and is now co-editor of Applied Linguistics, a leading journal in our field. The Centre publishes the Asian Journal of Applied Linguistics, of which the Associate Director is the editor. Other researchers at the Centre also serve as editors or reviewers for international journals and publishers. Recent output includes articles in publications such as Language Learning, Journal of Second Language Writing and TESOL Quarterly. Centre teachers have also contributed to the organization of conferences and given plenary and keynote addresses. Such activities are supported by funding from a range of sources such as the Research Grants Council and Teaching Development Grants.

Centre staff published the following items from July 2015 to June 2016:

Chan, A.C.K.

  • (with Zhang, W., Zayts, O.A., Tang, M.H.Y. and Tam, W.K.) Directive-giving and grammatical forms: Mitigation devices in a medical laboratory setting, Chinese Language and Discourse. 2015, 6: 133-161.

Crosthwaite, P.R.

  • (with Bailey, D. and Meeker, A.) Assessing in-class participation for EFL: Considerations of effectiveness and fairness for different learning styles, Language Testing in Asia. 2015, 5(9).
  • Difficulties with computational coreference tracking: How to achieve ‘coherence in mind’ without a mind?, Linguistic Research. 2015, 32(2): 451-468.
  • Book Review: Corpus-based research in Applied Linguistics: Studies in Honor of Doug Biber, (V. Cortes and E. Csomay, Eds., 2015), International Journal of Corpus Linguistics.  2015, 20(4): 553–559.
  • A longitudinal multidimensional analysis of EAP writing: Determining EAP course effectiveness, Journal of English for Academic Purposes. 2016, 22: 166-178.
  • Definite article bridging relations in L2: A learner corpus study, Corpus Linguistics and Linguistic Theory. 2016.
  • What’s in an A? – Assessment for learning at CAES, HKU CETL Teaching and Learning Connections. 2016.
  • Book review: Multiple Affordances of Language Corpora for Data-driven Learning (Leńko-Szymańska, A. and Boulton, A., 2015). Amsterdam: John Benjamins, Linguistlist, 2016, 27.1078

Doyle, A.T.

  • Book review: Motivational dynamics in language learning (Z. Dörnyei, P. D. MacIntyre, and A. Henry, Eds., 2015), The Asian Journal of Applied Linguistics. 2015, 2(2): 156-157.

Gardner, D.P.

  • (with Yung, K.W.H.) Learner motivation in self-access language learning, Innovation in Language Learning and Teaching. 2015: 1-18.

Hyland, K.L.

  • Researching writing, In: B. Paltridge & A. Phakiti, Continuum companion to second language research methods (2nd edition). London, Bloomsbury, 2015, 335-348.
  • (with Jiang, F.) ‘The fact that’: Stance nouns in disciplinary writing, Discourse Studies. 2015, 17(5): 1-22.
  • Genre, Discipline and identity, Journal of English for Academic Purposes. 2015, 19: 32-43.
  • General and specific EAP, In: K. Hyland & P. Shaw, Routledge handbook of EAP. London, Routledge, 2016, 17-29.
  • General and specific EAP, In: S. Preece, Routledge Applied Linguistics: A compilation of cutting edge research. London, Routledge, 2016.
  • Teaching and researching writing (3rd edition). London, Routledge, 2016.
  • Writing with attitude: Conveying a stance in academic texts, In: E. Hinkel, Teaching grammar to speakers of other languages. New York, Routledge, 2016, 246-265.
  • Academic publishing and the myth of linguistic disadvantage, Journal of Second Language Writing. 2016, 31: 58-69.
  • Academic Writing: Critical readings Vol 1-3. London, Bloomsbury, 2016
  • Methods and methodologies in second language writing, System. 2016, 59: 116-125.
  • (with Luo, N.) Chinese academics writing for publication: English teachers as text mediators, Journal of Second Language Writing. 2016, 33: 43-55.
  • (with P. Shaw, Eds.) Routledge Handbook of English for Academic Purposes. London, Routledge, 2016.

Lau, K.K.

  • Reflection in practice: Practical considerations in the development of English for academic/specific purposes materials in Hong Kong, In: L. T. Wong, & A. Dubey-Jhaveri, English language education in global world: Practices, issues and challenges. New York, Nova Science Publishers, 2015, 217-226.
  • ‘The most important thing is to learn the way to learn’: Evaluating the effectiveness of independent learning by perceptual changes, Assessment & Evaluation in Higher Education. 2015, 1-16.
  • (with Cousineau, J. and Lin, C.Y.) The use of modifiers in English-medium lectures by native speakers of Mandarin Chinese: A study of student perceptions, Journal of English for Academic Purposes. 2016, 21: 110-120.

Lee, F.K.C.

  • More than language advising: Rapport in writing consultations, Language and Education. 2015, 29: 430-452.
  • (with Yeung, A.S. and Ip, N.M.) Computer technology and language learning: Do language style, gender and age matter?, Computer Assisted Language Learning. 2016, 29(5): 1033-1049.
  • Understanding refusal style and pragmatic competence of teenage Cantonese English learners in refusals: An exploratory study, Intercultural Pragmatics. 2016, 13: 257-282.

Luo, N.

  • Book review: Supporting research writing: Roles and challenges in multilingual settings (V. Matarese, Ed, 2013), Journal of Second Language Writing. 2015, 6.
  • (with Zhou, Z., Qiao, Z., Li, H., Zhang, X., Xue, F. and Yang, R.) Different dosages of intravenous immunoglobulin (IVIg) in treating immune thrombocytopenia with long-term follow-up of three years: Results of a prospective study including 167 cases, Autoimmunity. 2015, 49.
  •  (with Hyland, K.L.) Chinese academics writing for publication: English teachers as text mediators, Journal of Second Language Writing. 2016, 33: 43-55.
  • Book review: Guide to research projects for engineering students: planning, writing and presenting (Leong, E. C., Heah, C. L. H. and Ong, K. K. W., 2016), English for Specific Purposes. 2016, 43: 71-72.

Ng, C.Y.L.

  • Book Review: Willingness to communicate in the Chinese EFL university classroom (J. Peng, 2014), The Asian Journal of Applied Linguistics. 2016, 3: 127-128.

Raquel, M.R.

  • (with Urmston, A.U. and Aryadoust, V.A.) Can diagnosing university students’ English proficiency facilitate language development?, In: J. Read, Post-admission language assessment of university students. Switzerland, Springer International Publishing, 2016, 87-109.

Yeldham, M.A.

  • (with Liao, C.Y.W.) Taiwanese high school EFL teachers’ perceptions of their listening instruction, The Asian Journal of Applied Linguistics. 2015, 2: 92-101
  • The influence of formulaic language on L2 listener decoding in extended discourse, Innovation in Language Learning and Teaching. 2015: 1-15.
  • Examining the usefulness to learners of processes taught in L2 English listening courses, IRAL: International Review of Applied Linguistics in Language Teaching. 2016, 54(1): 43-72.
  • (with Chen, R.T.H.) Investigating mediation styles of second language listener verbal reports, Applied Linguistics Review. 2016, 7(2): 203-233.
  • The decoding of word classes by L2 English listeners, English Teaching and Learning. 2016, 40(1): 49-78.

Yung, K.W.H.

  • Learning English in the shadows: Understanding Chinese learners’ experiences of private tutoring, TESOL Quarterly. 2015, 49(4): 707-732.
  • Ethical dilemmas in shadow education research: Lessons from a qualitative study of learners’ experiences in lecture-type tutoring in Hong Kong, In: M. Bray, O. Kwo & B. Jokić, Researching private supplementary tutoring: Methodological lessons from diverse cultures. Hong Kong, Comparative Education Research Centre, and Dordrecht, Springer, 2015, 97-115.
  • (with Gardner, D.) Learner motivation in self-access language learning, Innovation in Language Learning and Teaching. 2015: 1-18.
  • Book review: Asia’s high performing education systems: The case of Hong Kong (C. Marsh and J. C.K. Lee, Eds., 2015), Comparative Education Review. 2015, 59(3): 570-572.
  • Identity formation in a multicultural university residential hall: An ethnographic narrative inquiry of a local–non-local ‘hybrid’, Language and Intercultural Communication. 2016, 1-16.