22.3577, FYI: Cambridge/Language Teaching Brumfit Award 2010

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LINGUIST List: Vol-22-3577. Tue Sep 13 2011. ISSN: 1068 - 4875.

Subject: 22.3577, FYI: Cambridge/Language Teaching Brumfit Award 2010

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1)
Date: 13-Sep-2011
From: Melissa Good [mgood at cambridge.org]
Subject: Cambridge/Language Teaching Brumfit Award 2010
 

	
-------------------------Message 1 ---------------------------------- 
Date: Tue, 13 Sep 2011 13:39:24
From: Melissa Good [mgood at cambridge.org]
Subject: Cambridge/Language Teaching Brumfit Award 2010

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Christopher Brumfit Ph.D./Ed.D. Thesis Award 2010

Sponsored by Cambridge University Press and promoted by
Language Teaching

The Editor and Board of Language Teaching are pleased to announce 
that the recipient of the 2010 Christopher Brumfit thesis award is Dr 
Susan Mary Macqueen.

Dr Macqueen's Ph.D. thesis, entitled 'The emergence of patterns in 
second language writing', was selected by an external panel of judges 
based on its significance to the fields of second language acquisition, 
second or foreign language learning and teaching, and its originality, 
creativity and quality of presentation. Drawing upon a convergence of 
sociocultural theory and linguistic emergentism, it reports on a long-
term investigation of the development of four ESL users' written 
lexicogrammatical patterning. A qualitative methodology (Lexical Trail
Analysis) was developed in order to capture a dynamic and historical 
view of the ways in which the participants combined words.

The external referees remarked of the thesis that it represented 'a 
fascinating qualitative and longitudinal study of lexical development. 
The objective is to highlight the psychological, rather than the linguistic, 
aspects of lexical pattern acquisition, which is novel in its holistic
approach to the process as a complex and socially situated act. While 
the study has important implications for the field of lexical acquisition, it 
is equally relevant for the field at large, as it is able to bring together 
compatible theories (emergentism/ecological theories and sociocultural 
theory) while illustrating in great detail the profound complexity and 
interplay of the social and cognitive realms of second language 
acquisition'.

Dr Macqueen completed her dissertation at the University of 
Melbourne, Australia under the supervision of Professor Gillian 
Wigglesworth.

This year's runner-up was Dr Justina Ong. Dr Ong's Ph.D. thesis, 
'Effects of planning and revising on Chinese ESL learners' text quality', 
was presented at the National Institute of Education, Nanyang 
Technological University, Singapore, under the supervision of 
Professor Lawrence Jun Zhang. The study investigated the effects of 
planning (extended pre-task, pretask, free-writing, and control), sub-
planning (topic, ideas and macro-structure, topic and ideas, and topic 
given), and revising (draft and no draft available) conditions on 
fluency,lexical complexity, and text quality of 108 Chinese ESL 
learners' argumentative texts. It was singled out for praise as 'a 
refreshing advance into the study of writing tasks. It has classroom 
face-validity in terms of the various experimental conditions, it links to 
the L1 writing literature, it shows new thinking, and implicitly raises big 
questions about the two main task complexity models that have 
obsessed research in the last few years'. 



Linguistic Field(s): Applied Linguistics





 







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