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481. Skorczynska Sznajder, H. (2010). A corpus-based evaluation of metaphors in a business English textbook, English for Specific Purposes, Volume 29, Issue 1, pp.30-42, doi 10.1016/j.esp.2009.05.003.
Location:
Spain
Type of subjects/data: textbooks
No. of subjects/data: 15
Instruments: Corpus, Concordancer
Method of analysis: metaphors were identified and analysed in terms of:
- frequecies of textbook and corpus sample metaphors
- metaphor collocational patterns
- metaphorical synonyms
Other aspects: - corpus of business periodical and journal article
- WordSmith Tools concordancer
Research design:
Corpus-based research
Level of detail: Medium

Keywords:
Business English, metaphors


482. Xie, X. (2010). Why are students quiet? Looking at the Chinese context and beyond, ELT Journal, 64(1): 10-20, doi:10.1093/elt/ccp060
Location:
China
Type of subjects/data: teachers, students
No. of subjects/data: 2, 60
Instruments: Observation, Audio-recordings, Video recordings, Stimulated recall
Method of analysis: - pedagogical and interactional features presented in the data were identified and coded
- themes and patterns of classroom interaction were identified
Other aspects: - the computer analysis program, Nvivo, was used for coding and categorisation
Research design:
Case study
Level of detail: Low

Keywords:
teacher-student interaction, reticence, classroom interaction


483. Skinner, B. & Madden, M.C. (2010). Help seeking in English language learning, ELT Journal, 64(1): 21-31, doi:10.1093/elt/ccp019
Location:
Ireland
Type of subjects/data: students, migrant workers (learners in informal learning environment)
No. of subjects/data: 13, 12
Instruments: Task/ activity, Observation
Method of analysis: instances of help seeking and help avoidance in formal and informal learning contexts were conducted and campared
Other aspects:
Research design:
Action research
Level of detail: High

Keywords:
help seeking, help avoidance, learning environment


484. Jarvis, H. & Szymczyk, M. (2010). Student views on learning grammar with web- and book-based materials, ELT Journal, 64(1): 32-44, doi:10.1093/elt/ccp006
Location:
United Kingdom
Type of subjects/data: students
No. of subjects/data: 38
Instruments: Task/ activity, Questionnaire, Interview
Method of analysis: - responses to the questionnaires were tallied and analysed
- views on web-based materials and book-based materials were compared (supported by interview data)
Other aspects:
Research design:
Survey research
Level of detail: Low

Keywords:
material, preference, learning grammar, resource centre, self-study


485. Lam, R. & Lee, I. (2010). Balancing the dual functions of portfolio assessment, ELT Journal, 64(1): 54-64, doi:10.1093/elt/ccp024
Location:
Hong Kong
Type of subjects/data: students, teachers
No. of subjects/data: 31, 4
Instruments: Questionnaire, Interview
Method of analysis: - questionnaire data were coded and analysed: frequency, percentage, mean
- responses to the open-ended questions were categorised and summarised
- interview data were transcribed in terms of summative and formative functions of portfolio assessment
Other aspects:
Research design:
Survey research
Level of detail: Medium

Keywords:
portfolio assessment, formative assessment, summative asessment, writing


486. Sayer, P. (2010). Using the linguistic landscape as a pedagogical resource ELT Journal, 64(2): 143-154, doi:10.1093/elt/ccp051
Location:
Mexico
Type of subjects/data: photo of signs, billboards, posters, and banners in English
No. of subjects/data: 250
Instruments:
Method of analysis: - six different social meanings of English on the sign were identified
Other aspects:
Research design:
Discourse research
Level of detail: Low

Keywords:
signs, social meaning


487. Boston, J.S. (2010). Pre-task syntactic priming and focused task design ELT Journal, 64(2): 165-174, doi:10.1093/elt/ccp033
Location:
Japan
Type of subjects/data: students
No. of subjects/data: 72
Instruments: Task/ activity, Audio-recordings
Method of analysis: students' turns using the passive voice and active voice were counted
Other aspects:
Research design:
Quasi-experimental research
Level of detail: Low

Keywords:
focused task, task design, pre-task activities, syntactic priming


488. Peacock, M. (2010). Attribution and learning English as a foreign language, ELT Journal, 64(2): 184-193, doi:10.1093/elt/ccp031
Location:
Hong Kong
Type of subjects/data: students
No. of subjects/data: 505
Instruments: Interview, Questionnaire
Method of analysis: - percentages of agreement and disagreement were calculated
- t-tests were used to test the difference between scores from two groups: by gender, academic disciplines, and proficiency
Other aspects:
Research design:
Survey research
Level of detail: Low

Keywords:
attributions, success and failure, psychology


489. Lieske, C. (2010). Bumping into someone: Japanese studentsí perceptions and observations, ELT Journal, 64(2): 194-204, doi:10.1093/elt/ccp023
Location:
Japan
Type of subjects/data: students
No. of subjects/data: 19
Instruments: Questionnaire, Observation
Method of analysis: - frequencies and percentages for questionnaire responses were calculated
- Japanese utterances were translated into English
- apologies were coded and counted
Other aspects:
Research design:
Discourse research
Level of detail: Low

Keywords:
L1 and L2 apologies, speech act, sociopragmatic, pragmalinguistic


490. Sonbul, S. & Schmitt, N. (2010). Direct teaching of vocabulary after reading: is it worth the effort?, ELT Journal, 64(3): 253-260, doi:10.1093/elt/ccp059
Location:
Saudi Arabia
Type of subjects/data: students
No. of subjects/data: 40
Instruments: Text/ text book, Test
Method of analysis: - form recall, meaning recall, and meaning recognition were assessed using three tests: completion, L1 translation, and multiple choice
- tests were scored: mean, sd, percentage
Other aspects: - assessing students' background knowledge of the target vocabulary
- test scoring criteria
- type of vocabulary knowledge
Research design:
Quasi-experimental research
Level of detail: Medium

Keywords:
vocabulary learning, reading, incidental learning, vocabulary knowledge


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