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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 34 1 Plain Language or Anything But? Coxhead, Averil; Drayton, Jennifer F In: Journal of Aviation/Aerospace Education & Research (2022) BASE Show details 2 Measuring native-speaker vocabulary size Coxhead, Averil; Nation, I. S. P.. - Philadelphia : John Benjamins Publishing Company, 2021 BLLDB UB Frankfurt Linguistik Show details 3 Exploring EFL teachers' English language proficiency: Lessons from Indonesia ... Wulyani, AN; Elgort, Irina; Coxhead, Averil. - : Open Access Victoria University of Wellington | Te Herenga Waka, 2021 BASE Show details 4 The vocabulary of aviation radiotelephony communication in simulator emergencies and the contradictions in air traffic controller beliefs about language use Drayton, Jennifer. - : Victoria University of Wellington, 2021 BASE Show details 5 Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives ... Dang, Thi Ngoc Yen; Webb, Stuart; Coxhead, Averil. - : SAGE Journals, 2020 BASE Show details 6 Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives ... Dang, Thi Ngoc Yen; Webb, Stuart; Coxhead, Averil. - : SAGE Journals, 2020 BASE Show details 7 Supplementary_data_3rd_submission – Supplemental material for Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives ... Dang, Thi Ngoc Yen; Webb, Stuart; Coxhead, Averil. - : SAGE Journals, 2020 BASE Show details 8 Supplementary_data_3rd_submission – Supplemental material for Evaluating lists of high-frequency words: Teachers’ and learners’ perspectives ... Dang, Thi Ngoc Yen; Webb, Stuart; Coxhead, Averil. - : SAGE Journals, 2020 BASE Show details 9 Argument-based validation of a high-stakes Listening test in Vietnam Tran, Diep. - : Victoria University of Wellington, 2020 BASE Show details 10 Developing fluency with multi-word expressions Thomson, Haidee. - : Victoria University of Wellington, 2020 BASE Show details 11 Dot the pill down: Investigating the linguistic needs of foreign rugby players and lexicon of spoken rugby discourse Benson, Stuart. - : Victoria University of Wellington, 2020 BASE Show details 12 Using character-grams to automatically generate pseudowords and how to evaluate them König, Jemma Lynette; Calude, Andreea S.; Coxhead, Averil. - : Oxford University Press, 2019 BASE Show details 13 The effects of different learning conditions on the development of collocational knowledge in a second language Toomer, Mark. - : Victoria University of Wellington, 2019 BASE Show details 14 Promoting discovery learning of formulaic language with the aid of online resources: A classroom-based study with intermediate EFL learners Bui, Thi Bich Thuy. - : Victoria University of Wellington, 2019 BASE Show details 15 Investigating knowledge and use of technical vocabulary in Traditional Chinese Medicine Cailing, Lu. - : Victoria University of Wellington, 2018 BASE Show details 16 Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives Wulyani, Anik Nunuk. - : Victoria University of Wellington, 2017 BASE Show details 17 An experimental design perspective on the affordances of concordances: Exploring the affordances of concordances from a language learning perspective Ballance, Oliver. - : Victoria University of Wellington, 2017 BASE Show details 18 Investigating vocabulary in academic spoken English: Corpora, teachers, and learners Dang, Thi Ngoc Yen. - : Victoria University of Wellington, 2017 BASE Show details 19 Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University Mukai, Shota. - : Victoria University of Wellington, 2017 Abstract: In educational/academic contexts, participation in spoken interaction has been drawing attention as a potential source of problems for second language learners (Ferris & Tagg, 1996). Many scholars have acknowledged a need for students to participate actively in spoken communication in the higher education contexts (e.g. Mason, 1995) and also identified influential factors, including language proficiency (e.g. Xu, 1991) and socio-cultural incongruence (e.g. Lee, 2009), for the participation of non-native-speaker of English international students in their new educational practices through oral communication. While postgraduate students are assumed to have opportunities for educational interaction, the nature of activeness and collaboration in postgraduate educational practices as well as expected communicative competence need more attention. In the current study, peer interaction was conceptualized as a focal point that would help understand students’ active and collaborative learning in postgraduate education. The current study explored the processes of the creation and utilization of educational peer interaction which are afforded and constrained by contextual factors. An ethnographic approach, inspired by the development of Needs Analysis in the English for Academic Purposes research tradition and Ethnography of Communication (Gumperz & Hymes, 1972), was adopted. Specifically, insider perspectives of lecturers, local students, native-speaker and non-native-speaker international students, from three disciplines, namely, Applied Linguistics, Engineering, and Business School, were investigated through semi-structured interviews, triangulated with non-participant observations and Floor Analysis (Edelsky,1981) of audio-recorded interaction among students. Particular foci are on what types of peer interaction opportunities are created and utilized in postgraduate courses, what motivations are behind the creation and utilization of peer interaction opportunities for postgraduate learning, and how postgraduate students use communicative competence in peer interaction. Findings show that different types of peer interaction are situationally created by lecturers as well as students under the influences of multiple contextual factors, including learning objectives, pedagogical belief, and physical classroom settings. The findings also confirmed that students bring into postgraduate educational practices multi-faceted personal resources, including linguistic competence, social relations, domain knowledge, and previous educational experiences, which could accommodate or impede their participation in peer interaction. Also, students were found to utilize peer interaction opportunities to collaboratively develop their learning of the target academic knowledge while actively and interactively deploying a wide range of communicative functions, such as utterance completion, repetition, summary, validation, and information addition/edition. Pedagogical implications from this study can inform EAP practices, in the sense that EAP learner international students should be made aware of the interactive nature of learning in the target educational contexts, what factors could influence their interaction, and what sorts of communicative competence are needed in postgraduate environments where students are expected to actively and collaboratively engage in the development of their own learning. Keyword: English for Academic Purposes; International Education; Peer Interaction URL: http://hdl.handle.net/10063/6264 BASE Hide details 20 Assessing English as an International Language for Government Officials Meyer, Douglas. - : Victoria University of Wellington, 2017 BASE Show details Page: 1 2

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