DEPARTMENT OF
LINGUISTICS AND MODERN ENGLISH LANGUAGE
ALDERSON, J. C.
Assessing reading. pp. 398. Cambridge, Cambridge University Press, 2000.
Exploding myths: does the number of hours per week matter? Novelty, 7(1), 2000, 17-32.
Technology in testing: the present and the future.
Syst., 28, 2000, 593-603.
ALDERSON, J. C. and BACHMAN, L. F. series editors
Assessing languages for specific purposes. pp. 311. Cambridge, Cambridge University Press, 2000.
Assessing reading. pp. 398. Cambridge, Cambridge University Press, 2000.
Assessing vocabulary. pp. 279. Cambridge, Cambridge University Press, 2000.
ALDERSON, J. C. and BACHMAN, L. F. journal co-editors
Language testing, (four
issues per year), London, Edward Arnold, 2000.
ALDERSON, J. C., NAGY, E. and ÖVEGES, E. editors
English language education in
Hungary, Part II: examining Hungarian learners’ achievements in English.
pp. 416. Budapest, The British Council, 2000.
ALDERSON, J. C., PERCSICH, R. and SZABO, G.
Sequencing as an item type. Lang.
Test., 17(4), 2000, 423-47.
BAKER, J. P., HARDIE, A., McENERY, A. M. and SIEWIERSKA, A.
Proceedings of the 3rd
discourse anaphora and reference resolution colloquium. pp. 237. Unit for
Computer Research on the English Language Technical Papers Special Issue,
Lancaster University, 2000.
BAKER, J. P., LIE. M.†, McENERY, A. M. and SEBBA, M.
Building a corpus of spoken
sylheti. Lit. & Ling. Comput., 15(4), 2000, 419-31.
BARTON, D. P.
Local literacies and the Moser report. Literacy Today, 23, 2000, 19-20.
Pratique d’ecriture dans la vie quotidienne: une perspective ecologique: in Hautecoeur, J.-P. (ed.), ALPHA 2000: education ecologique dans la vie quotidienne, Quebec, Unesco Institute of Education, 2000, 177-92.
Researching literacy practices: in Barton, D. P., Hamilton, M. E. and Ivanic, R. E. (eds.), Situated literacies: reading and writing in context, London and New York, Routledge, 2000, 167-79.
Situating literacies. Rapal Bull., 43,
2000, 3-5.
BARTON, D. P. and HALL, A. editors
Letter writing as a social
practice. pp. 262. Amsterdam and New York, John Benjamins, 2000.
BARTON, D. P., HAMILTON, M. E. and IVANIC, R. E. editors
Situated literacies: reading
and writing in context. pp. 222. London and New York, Routledge. 2000.
BOTLEY, S. P.†, McENERY, A. M., and WILSON, A. editors
Multilingual corpora in teaching and research. pp. 230 Amsterdam, Rodopi, 2000.
BURNARD, L.† and McENERY, A. M. editors
Rethinking language pedagogy
from a corpus perspective. pp. 261. Hamburg, Peter Lang, 2000.
CLAPHAM, C. M.
Assessment for academic purposes: where next? System, 28(4), 2000, 511-21.
Assessment and testing. Ann. Rev. Appl. Ling., 20, 2000, 147-61.
Language assessment: in Byram, M. (ed.), Encyclopedia
of language teaching and learning, London, Routledge, 2000, 48-53.
CLAPHAM, C. M. and WALL, D. editors
Language testing update, 27
and 28, 2000.
CULPEPER, J.
An approach to characterisation:
the case of Katherina in Shakespeare’s ‘The Taming of the Shrew’. Lang.
& Lit., 9(4), 2000, 291-316.
CULPEPER, J. and KYTO, M.†
The conjunction and in early modern English: frequencies and uses in speech-related writing and other texts: in Bermúdez-Otero, R., Denison, D., Hogg, R. M. and McCully, C. B. (eds.), Generative theory and corpus studies: a dialogue from 10ICEHL, Berlin and New York, Mouton de Gruyter, 299-326.
Data in historical pragmatics: spoken interaction (re)cast as writing. J. Hist. Pragmatics, 1(2), 2000, 175-99.
Gender voices in the spoken interaction of the
past: a pilot study based on early modern English trial proceedings: in Kastovsky,
D. and Mettinger, A. (eds.), The history of English in a social context,
Berlin, Mouton de Gruyter, 2000, 53-89.
CULPEPER, J. and SEMINO, E.
Constructing witches and spells:
speech acts and activity types in early modern England. J. Hist. Pragmatics,
1(1), 2000, 97-116.
EPPLER, E., CRAWSHAW, R. H. and CLAPHAM, C. M.
The inter-culture project corpus:
data, classification, access and the development of intercultural competence:
in McEnery, T. and Burnard, L. (eds.), Rethinking language pedagogy from a
corpus perspective, Hamburg, Peter Lang, 2000, 155-64.
FAIRCLOUGH, N. L.
Dialogue in the public sphere: in Sarangi, S. and Coulthard, M. (eds.), Discourse and social life, London, Longman, 2000, 170-84.
Discourse, social theory and social research: the discourse of welfare reform. J. Socioling., 4(2), 2000 163-95.
Language and neo-liberalism: editorial. Discourse & Soc., 11(2), 2000, 147-8.
El lenguage en el nuevo capitalismo: in Pardo, M. L. and Noblía, M. V. (eds.),. Globalización y nuevas tecnologías, Buenos Aires, Biblos, 2000.
Multi-literacies and language: orders of discourse and intertextuality: in Cope, B. and Kalantzis, M. (eds.), Multi-literacies: literacy learning and the design of social futures, London, Routledge, 2000, 162-81.
New labour, new language. pp. 178. London, Routledge, 2000.
Represenciones del cambio en discurso neoliberal. Cuad.
Relac. Laborales, 16, 2000, 13-36.
GRICE, M.†, LEECH, G., WEISSER, M. and WILSON, A.
Representation and annotation of
dialogue: in Gibbon, D., Mertins, I. and Moore, R. K. (eds.), Handbook of
multimodal and spoken dialogue systems: resources, terminology and product
evaluation, Boston, Kluwer, 2000, 1-101.
HAMILTON, M. E. and BARTON, D. P.
The international adult literacy survey:
what does it really measure? Int. Rev. Educ., 46(5), 2000,
377-89.
IVANIC, R. E.
Negotiation, collaboration,
process, content, participants’ experience in a process syllabus for ELT
professionals: in Breen, M. and Littlejohn, A. (eds.), Classroom
decision-making: negotiation and process syllabuses in practice, Cambridge,
Cambridge University Press, 2000, 233-47.
IVANIC, R. E., CLARK, R. and RIMMERSHAW, R.
What am I supposed to make of
this? The messages conveyed to students by tutors’ written comments: in Lea, M.
and Stierer, B. (eds.), Student writing in higher education: new contexts,
Buckingham, Open University Press, 2000, 47-65.
JOHNSON, K.
What task designers do. Lang.
Teach. Res., 4(3), 2000, 301-21.
JOHNSON, S.
The cultural politics of the 1998
reform of German orthography. German Life & Lett., 53(1),
2000, 106-25.
KATAMBA, F. X.
British contributions to
morphology: in von Geert Booij, H., Lehmann, C., Mugdan, J., Kesselheim, G. M.
von W., and Skopeteas, S. (eds.), Morphology/morphologie: a handbook on
inflection and word formation/ein Handbuch zur Flexion und Wortbildung,
Berlin: Mouton de Gruyter. 2000, 429-34.
LEECH, G.
Corpus linguistics and the British national corpus. Engl. Corpus Stud., 7, 2000, 1-20.
Grammars of spoken English: new outcomes of corpus-oriented research. Lang. Learn., 50(3), 2000, 675-724.
Same grammar or different grammar? Contrasting approaches to the grammar of spoken discourse: in Sarangi, S. and Coulthard, M. (eds.), Discourse in social life, London, Longman, 2000, 48-65.
What kind of English should we teach? – a corpus
linguistics perspective. Selected Res. Papers Appl. Ling., 2,
2000, 3-15.
LEWANDOWSKA-TOMASZCZYK, B.†, LENKO-SZYMANSKA, A.† and McENERY, A. M.
Lexical problem areas in the
PELCRA learner corpus of English: in Lewandowska-Tomaszczyk, B. and
Melia, P. J. (eds), Practical applications of language corpora, Hamburg,
Peter Lang, 2000, 303-12.
McENERY, A. M. and BAKER, J. P.
Minority language engineering: in
Lewandowska-Tomaszczyk, B. and Melia, P. J. (eds.), Practical applications
of language corpora, Hamburg, Peter Lang, 2000, 411-28.
McENERY, A. M., BAKER, P. and BURNARD, L.†
Corpus resources and minority
language engineering: in Gavrilidou, M., Carayannis, G., Markantontou, S.,
Piperidis, S. and Stainhauoer, G. (eds.), Proceedings of the 2nd
international conference on language resources and evaluation, Athens,
2000, 801-6.
McENERY, A. M., BAKER, J. P., GAIZAUSKAS, R.† and CUNNINGHAM, H.†
EMILLE: towards a corpus of South
Asian languages. Br. Comput. Soc. Machine Trans. Specialist Group, 11,
2000, 11.1-9.
McENERY, A. M., BAKER, J. P. and HARDIE, A.
Swearing and abuse in modern
British English: in Lewandowska-Tomaszczyk, B. and Melia, P. J. (eds.), Practical
applications of language corpora, Hamburg, Peter Lang, 2000, 37-48.
McENERY, A. M., BAKER, J. P. and HARDIE, J.
Assessing claims about language
use with corpus data – swearing and abuse: in Kirk, J. (ed.), Corpora galore,
Amsterdam, Rodopi, 2000, 45-55.
McENERY, A. M. and BOTLEY, S. P.†
Reference resolution: the state of
the art: in McEnery, A. M. and Botley, S. P. (eds.), Discourse anaphora and
resolution, Amsterdam, John Benjamins, 2000, 1-41.
McENERY, A. M. and BOTLEY, S. P.† editors
Discourse anaphora and
resolution: studies in corpus linguistics. pp. 257. Amsterdam, John
Benjamins, 2000.
McENERY, A. M. and OAKES, M. P.†
Authorship studies/textual
statistics: in Dale, R., Moisl, H. and Somers, H. (eds.), Handbook of
natural language processing, Dallas, Marcel Dekker Inc., 2000, 234-48.
McENERY, A. M. and OSTLER, N.†
A new agenda for corpus
linguistics – working with all of the world’s languages. Lit. & Ling.
Comput., 15(4), 2000, 401-18.
McENERY, A. M., PIAO, S. L.† and XU, X.†
Parallel alignment in English and
Chinese: in McEnery, A. M., Botley, S. P. and Wilson, A. (eds.), Multilingual
corpora: teaching and research, Amsterdam, Rodopi, 2000, 177-91.
McENERY, A. M. and WILSON, A. series editors
University centre for computer corpus research on language technical papers, UCREL, Lancaster, 2000.
Edinburgh textbooks in empirical linguistics,
Edinburgh, Edinburgh University Press, 2000.
McENERY, A. M., WILSON, A. and BAKER, J. P.
Language teaching: corpus based help for teaching grammar. J. Corpus Ling., 6, 2000, 65-77.
MYERS, G.
Analysis of conversation and talk: in Bauer, M. W. and Gaskell, G. (eds.), Qualitative researching with image text and sound: a practical handbook, London, Sage, 2000, 191-206.
Becoming a group: face and sociability in moderated discussions: in Sarangi, S. and Coulthard, M. (eds.), Discourse and social life, Harlow, Pearson, 2000, 121-37.
Entitlement and sincerity in broadcast interviews about Princess Diana. Media, Cult. & Soc., 22, 2000, 167-85.
Unspoken speech: hypothetical reported discourse
and the rhetoric of everyday talk. Text, 19, 2000, 571-90.
OAKES, M. P.† and McENERY, A. M.
The background to parallel corpus
alignment: in McEnery, A. M., Botley, S. P. and Wilson, A. (eds.), Multilingual
corpora: teaching and research, Amsterdam, Rodopi, 2000, 1-37.
ORMEROD, F. and IVANI?, R. E.
Texts in practices: interpreting the physical characteristics of texts: in Barton, D. P., Hamilton, M. E. and Ivani?, R. E. (eds.), Situated literacies: reading and writing in context, London, Routledge, 2000, 91-107.
SAMUDA, V., JOHNSON, K. and RIDGWAY, J.†
Language teaching task design guide: draft version: volume 1. pp. 96. Working papers on task design, Department of Linguistics and Modern English Language, University of Lancaster, 2000.
SEBBA, M.
Orthography and ideology: issues in Sranan spelling. Ling., 38(5), 2000, 925-48.
Orthography as literacy: how Manx was ‘reduced to writing’: in Ostler, N. and Rudes, B. (eds.), Proceedings of the 4th foundation for endangered languages conference: endangered languages and literacy, University of North Carolina, September 2000, 63-70.
Writing switching in British Creole: in Jones, K.
and Martin-Jones, M. (eds.), Multilingual literacies: reading and writing
different worlds, Amsterdam, John Benjamins, 2000, 171-87.
SEBBA, M., BARNETT, R.†, CODO, E.†, EPPLER, E.†, FORCADELL,
M.†, GARDNER-CHLOROS, P.†, van HOUT, R.†, MOYER, M.†,
TORRAS, M. C.†, TURELL, M. T.†, STARREN, M.† and WENSING, S.†
The LIPPS group (language interaction in plurilingual and plurilectal speakers): the LIDES coding manual: a document for preparing and analysing language interaction data. Int. J. Biling., 4(2), 2000, 131-270.
SEMINO, E.
Schema and script theory: in
Byram, M. (ed.), Routledge encyclopaedia of language teaching and learning,
London, Routledge, 2000, 525-27.
SHORT, M. H., SEMINO, E. and CULPEPER, J.
Language and context(s): Jane Gardam’s ‘Bilgewater’: in Bex, T., Burke, M. and Stockwell, P. (eds.), Contextualised stylistics: in honour of Peter Verdonk, Amsterdam-Atlanta, Rodopi, 2000, 131-51.
SIEWIERSKA, A.
On the origin of the order of agreement and tense markers: in Smith, J. C. and Bentley, D. (eds.), Historical linguistics 1995 vol. 1: general issues and non-Germanic languages, Amsterdam, John Benjamins, 2000, 377-92.
W. B. McGregor (1997), ‘Semiotic grammar’. Functions
Lang., 7(1), 2000, 168-72.
SINGH, S.†, McENERY, A. M. and BAKER, J. P.
Building a parallel corpus of
English/Punjabi: in Veronis, J. (ed.), Parallel text processing,
Dordrecht, Kluwer, 2000, 335-47.
SMITH, N. I. and McENERY, A. M.
Inducing part-of-speech tagged
lexicons from large corpora: in Mitkov, R. and Nikolov, N. (eds.), Recent
advances in natural language processing 2, Amsterdam, John Benjamins, 2000,
21-30.
SUNDERLAND, J.
Baby entertainer, bumbling assistant and line manager: discourses of fatherhood in parentcraft texts. Discourse & Soc., 11(2), 2000, 249-74.
Gender and language and gender and language learning: in Byram, M. (ed.), Routledge encyclopaedia of language teaching and learning, London, Routledge, 2000, 228-32.
New understandings of gender and language classroom research: texts, teacher talk and student talk. Lang. Teach. Res., 4(2), 2000, 149-73.
Research into gender in language education: lingering problems and new directions. Lang. Teacher, 27(7), 2000, 8-10.
State of the art review article: gender, language
and language education. Lang. Teacher, 33(4)(October), 2000,
203-23.
SUNDERLAND, J. and DUANN, R.-F.
Gender and genre bibliography.
Centre for Language in Social life, working paper 113, Lancaster University,
2000.
SUNDERLAND, J., RAHIM, F. A.*, COWLEY, M.*, LEONTZAKOU, C.* and SHATTUCK, J.*
From bias ‘in the text’ to
‘teacher talk around the text’: an exploration of teacher discourse and
gendered foreign language textbook texts. Ling. & Educ., 11(3),
2000, 251-86.
SUNDERLAND, J. and KITETU, C.†
Gendered discourses in the
classroom: the importance of cultural diversity: in Yamashiro, A. (ed.), Temple
university of Japan working papers in applied linguistics 17, Japan, Temple
University, 2000, 26-40.
TUSTING, K., IVANIC, R. E. and WILSON, A.
New literacy studies at the
interchange: in Barton, D. P., Hamilton, M. E. and Ivanic, R. E. (eds.), Situated
literacies: reading and writing in context, London, Routledge, 2000, 210-8.
WILSON, A.
Conceptual glossary and index to the Vulgate translation of the Gospel according to John. pp. 398. Alpha-Omega Series, CCXI, Hildesheim, Olms-Weidmann, 2000.