Centre for Applied Language Research

Members

CALR has both staff and research student members. Click on the individual names to find personal profiles.

Director

Professor Rosamond Mitchell

Staff members

 

PGR student members

  • Hassna M. Alfayez - hma1g10@soton.ac.uk

     The Effects of Study Abroad Experience on Second Language Learning

  • Ahmed A. Al Khateeb - aaak1e08@soton.ac.uk 

    Wiki-Mediated Collaborative Writing: Looking at developing Writing Effectiveness in EFL 1st Year College Students.

    This research investigates the effectiveness of wiki-mediated collaborative writing on the development of learners’ writing in EFL writing. in addition,  to scrutinise whether wiki-mediated collaborative writing could support the process of writing practice and whether that helps the learners to reduce the complexity of writing. This analysis of the data will be show how the process writing on wiki-based collaboration has progressed among the participants, by comparing the written products of collaborative writing for the enhancement of individual writing.  

  •  Jiaoyue Chen -  jc6e10@soton.ac.uk

    The study of formulaic language in Chinese L2 learners Writing

  • Okon Effiong - moe2g09@soton.ac.uk


    Factors influencing foreign language classroom anxiety in the Japanese EFL context.
    Personal url: http://www.kantanenglish.com

  • Caroline Hyde-Simon - cvs1b06@soton.ac.uk

    'Predicting Relative Difficulty in the Acquisition of 'New' and 'Similar' Phonemes in Second Language Phonology: A case Study of L2 Zurich German Phonology.'

    I am investigating the acquisition of a second language sound system when the L1 in question is phonologically similar (Standard German) to the L2 (Zurich German), and comparing this with an L1 which is phonologically further away (English).

  • Barbara Ingram - ebi@soton.ac.uk

    Foreign Language Reading Development: Exploring the psycholinguistic sub-processes which underpin the vocabulary acquisition and text decoding skills of learners of French from Years 7 to 10 in  England.

     

  • Hanadi Khadawardi - hak1g10@soton.ac.uk


    Improving Saudi University Students’ L2 Reading Skills with the Integration of Technology.

    The study will investigate Saudi university students' interaction and attitude toward internet academic reading materials, such as encyclopedia and journal articles. That is, the study will examine how Saudi university students locate relevant academic reading material on the web and how they measure its quality and adequacy. The study also aims to investigate the impact of technology on Saudi students' reading strategies for comprehending academic material and the application of the valid reading theories.

  • Maritza Maribel Martínez Sánchez - mmms2g11@soton.ac.uk

    L1 and L2 linguistic transfer in the learning of a L3

  •  Fiona Matter  - fm1206@soton.ac.uk

    The impact of translation systems on the future career prospects of professional translators and modern language students in secondary and higher education.

  • Serpil Meri - sm17g10@soton.ac.uk.

    Learner autonomy and computer-assisted language learning.

  • Katie Merriken - k.merriken@soton.ac.uk

    Impact of Beliefs and Perceptions on Content Language Integrated Learning (CLIL) Implementation: Comparing Two Contexts

  • Armando Pérez Morfín - apm2g10@soton.ac.uk

    The role of translation while learning vocabulary in a foreign or second language.

  • Alison Porter - amp1g09@soton.ac.uk

    Combining sound and print:  an integrated approach to the development of L2 literacy in younger learners.  The monitoring of the effects of a bespoke teaching  intervention in two UK primary schools and the exploration of aspects of second language (French) literacy development.

     

  • Annis Shepherd  - als306@soton.ac.uk

    Formal approaches to syntactic variation and its links to the interface levels.

  • Hee-Jeong Song  - hs1006@soton.ac.uk.

    The second language acquisition of pronominal binding by learners of Korean and English.

CALR

CALR

Centre for Applied Language Research