An investigation into formal and functional characteristics of qualifications in legislative writing and its application to English for academic legal purposes.

The present investigation is based on a linguistic analysis of the 'Housing Act 1980' and attempts to examine the role of qualifications in the structuring of the legislative statement. The introductory chapter isolates legislative writing as a "sub-variety “of legal language and provides an overview of the controversies surrounding the way it is written and the problems it poses to its readers. Chapter two emphasizes the limitations of the available work on the description of language-varieties for the analysis of legislative writing and outlines the approach adopted for the present analysis. This chapter also gives some idea of the information-structuring of legislative provisions and establishes qualification as a key element in their textualisation. The next three chapters offer a detailed account of the ten major qualification-types identified in the corpus, concentrating on the surface form they take, the features of legislative statements they textualize and the syntactic positions to which they are generally assigned in the statement of legislative provisions. The emerging hypotheses in these chapters have often been verified through a specialist reaction from a Parliamentary Counsel, largely responsible for the writing of the ‘Housing Act 1980’• The findings suggest useful correlations between a number of qualificational initiators and the various aspects of the legislative statement. They also reveal that many of these qualifications typically occur in those clause-medial syntactic positions which are sparingly used in other specialist discourse, thus creating syntactic discontinuity in the legislative sentence. Such syntactic discontinuities, on the evidence from psycholinguistic experiments reported in chapter six, create special problems in the processing and comprehension of legislative statements. The final chapter converts the main linguistic findings into a series of pedagogical generalizations, offers indications of how this may be applied in EALP situations and concludes with other considerations of possible applications.

A systems approach to students' motivation and academic achievement

This research followed earlier work (reported in a thesis presented in 1970) on factors associated with the academic performance of a sample of technical college students, which recommended the further study of students' motivation. The technical college then became part of a polytechnic, but the courses chosen for the continuation of the research were all of a specifically vocational character. The approach was influenced by Angyal (1941) in seeking to relate symbolic processes to broader behaviour patterns within a systems framework. Forms of semantic differential were developed to obtain the students' responses to words representing various activities and various people both within and outside the academic environment. Also, a "!growth motivation questionnaire" was produced using ideas from self-actualisation, job satisfaction and expectancy theory and examination marks were recorded. From pre-coded responses to the growth motivation questionnaire, scores on a 'study satisfaction' factor were calculated, and subsamples of students were taken at the extremes of this scale. Wriitten responses from the same questionnaire and semantic differential factor scores showed contrasting patterns between the two subsamples. Interpretation of these patterns suggested a diversity of approach to academic work among the students which calls for greater flexibility in the educational system serving them.

Designing a model for a corpus-driven dictionary of academic English

University students encounter difficulties with academic English because of its vocabulary, phraseology, and variability, and also because academic English differs in many respects from general English, the language which they have experienced before starting their university studies. Although students have been provided with many dictionaries that contain some helpful information on words used in academic English, these dictionaries remain focused on the uses of words in general English. There is therefore a gap in the dictionary market for a dictionary for university students, and this thesis provides a proposal for such a dictionary (called the Dictionary of Academic English; DOAE) in the form of a model which depicts how the dictionary should be designed, compiled, and offered to students. The model draws on state-of-the-art techniques in lexicography, dictionary-use research, and corpus linguistics. The model demanded the creation of a completely new corpus of academic language (Corpus of Academic Journal Articles; CAJA). The main advantages of the corpus are its large size (83.5 million words) and balance. Having access to a large corpus of academic language was essential for a corpus-driven approach to data analysis. A good corpus balance in terms of domains enabled a detailed domain-labelling of senses, patterns, collocates, etc. in the dictionary database, which was then used to tailor the output according to the needs of different types of student. The model proposes an online dictionary that is designed as an online dictionary from the outset. The proposed dictionary is revolutionary in the way it addresses the needs of different types of student. It presents students with a dynamic dictionary whose contents can be customised according to the user's native language, subject of study, variant spelling preferences, and/or visual preferences (e.g. black and white).

The discourse of academic seminars:structures and strategies of interaction

Seminar discussion is an important mode of instruction in Higher Education. However, the discourse of discussion in academic seminars has been little investigated. Until now, there has existed only a limited amount of empirically based language description which could be used to inform those working in the field of English for Academic Purposes. The present study investigates discussion in seminars on a MBA programme and offers frameworks to account for central aspects of the verbal interaction: exchange patterns; acts and moves initiating exchanges and strategies. Three subgenres of seminar discussion are examined: the discussion following the presentation by an outside speaker; the discussion following the presentation by students and non-presentation tutorial discussion. Exchanges are found to be basically two-part structures of initiation and response. Some extended patterns are brought to light and it is argued that the major impetus prolonging exchanges in discussion is a third-part move registering dissatisfaction with the initial responses given. Exchanges are observed to be driven by moves functioning as elicitations although acts at initiation both ask for information and ideas and propose them. Initiation may be complex and involves a mixture of the acts. Textual signalling and attitudinal strategies used in seminars are explicated. The latter are accounted for in terms of the face concerns of the speakers. The features are examined across the three subgenres. Some quantitative variations were observed. These variations are discussed in the light of situational variables such as levels of participant status and knowledge. Theoretical implications are drawn and applications for syllabus and methodology in English for Academic Purposes are suggested.

The academic conference evolves: the fMRI experience

The fMRI Experience began as a postgraduate organised conference, to enable novice access to expertise in a developing and technically complex area, and for mutual support. This article investigates the seventh annual iteration of this emergent conference and evaluates its educational value. Key features are free attendance supported by sponsorship, a clear focus on student needs and a strong social programme and participation ethos to facilitate interaction. Predominantly qualitative data suggests that the event is of value to postgraduate participants and is also successful in attracting the participation of internationally leading researchers. The implications and value of the event for postgraduate education and for developing new fields of enquiry are discussed.

Placement year academic benefit revisited:effects of demographics, prior achievement and degree programme

Investigations of whether students taking undergraduate work placements show greater academic improvement than those who do not have shown inconsistent results. In most studies, sample sizes have been relatively small and few studies have taken into account pre-existing student differences.Here data from over 6000 students at one university over six cohorts and a range of programmes are analysed. Consistent academic benefit from placement experience, regardless of ethnicity, gender, socioeconomic background and subject is shown. However the impact of demographic factors on both achievement and on the probability of taking a placement suggests that future research should take these factors into account. The role of placements in promoting employability is contextualised as a secondary benefit to the primary goal of educating the mind in the Newman (1852) tradition. Possible causes of, and further research into, the improved academic performance identified are discussed.

Research cultures and the pragmatic functions of humor in academic research presentations:A corpus-assisted analysis

Based on a corpus of English, German, and Polish spoken academic discourse, this article analyzes the distribution and function of humor in academic research presentations. The corpus is the result of a European research cooperation project consisting of 300,000 tokens of spoken academic language, focusing on the genres research presentation, student presentation, and oral examination. The article investigates difference between the German and English research cultures as expressed in the genre of specialist research presentations, and the role of humor as a pragmatic device in their respective contexts. The data is analyzed according to the paradigms of corpus-assisted discourse studies (CADS). The findings show that humor is used in research presentations as an expression of discourse reflexivity. They also reveal a considerable difference in the quantitative distribution of humor in research presentations depending on the educational, linguistic, and cultural background of the presenters, thus confirming the notion of different research cultures. Such research cultures nurture distinct attitudes to genres of academic language: whereas in one of the cultures identified researchers conform with the constraints and structures of the genre, those working in another attempt to subvert them, for example by the application of humor. © 2012 Elsevier B.V.

The influence of learning styles, enrolment status and gender on academic performance of optometry undergraduates

Purpose: This cross-sectional study was designed to determine whether the academic performance of optometry undergraduates is influenced by enrolment status, learning style or gender. Methods: Three hundred and sixty undergraduates in all 3 years of the optometry degree course at Aston University during 2008–2009 were asked for their informed consent to participate in this study. Enrolment status was known from admissions records. An Index of Learning Styles (http://www4.nscu.edu/unity/lockers/users/f/felder/public/Learning-Styles.html) determined learning style preference with respect to four different learning style axes; active-reflective, sensing-intuitive, visual-verbal and sequential-global. The influence of these factors on academic performance was investigated. Results: Two hundred and seventy students agreed to take part (75% of the cohort). 63% of the sample was female. There were 213 home non-graduates (entrants from the UK or European Union without a bachelor’s degree or higher), 14 home graduates (entrants from the UK or European Union with a bachelor’s degree or higher), 28 international non-graduates (entrants from outside the UK or European Union without a bachelor’s degree or higher) and 15 international graduates (entrants from outside the UK or European Union with a bachelor’s degree or higher). The majority of students were balanced learners (between 48% and 64% across four learning style axes). Any preferences were towards active, sensing, visual and sequential learning styles. Of the factors investigated in this study, learning styles were influenced by gender; females expressed a disproportionate preference for the reflective and visual learning styles. Academic performance was influenced by enrolment status; international graduates (95% confidence limits: 64–72%) outperformed all other student groups (home non graduates, 60–62%; international non graduates, 55–63%) apart from home graduates (57–69%). Conclusion: Our research has shown that the majority of optometry students have balanced learning styles and, from the factors studied, academic performance is only influenced by enrolment status. Although learning style questionnaires offer suggestions on how to improve learning efficacy, our findings indicate that current teaching methods do not need to be altered to suit varying learning style preferences as balanced learning styles can easily adapt to any teaching style (Learning Styles and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London, UK: Learning and Skills Research Centre, 2004).

Balancing high expectations with academic quality:achieving equilibrium in education to promote student employability

A discussion of how to promote employability within the curriculum

Reflections on assessing academic quality in marketing, and the UK REF

Purpose – The purpose of this editorial is to comment on the paper by Saunders and Wong in this issue. In doing so, the paper reflects on the notion of academic quality within marketing research, along with the systems in place to evaluate and reward it. Design/methodology/approach – The paper takes a reflective, discursive approach. Findings – The author finds that, while Saunders and Wong make a number of pertinent observations, and come up with interesting solutions, the notion of academic quality espoused in their paper is based on a logically flawed set of arguments. Research limitations/implications – The paper is primarily a personal view, and thus does not rely on any empirical research. Practical implications – There are key implications for many parties involved in the creation and assessment of marketing knowledge. In particular, scholars would be well advised to consider notions of quality in relation to their own work, rather than rely unquestioningly on existing definitions. Policy makers and research managers (e.g. business school deans) also need to consider what quality in academic research really is, and how to appropriately direct and reward it. Originality/value – The paper provides another perspective on the well-established debate regarding quality, and thus it is hoped will stimulate further thinking.

A soft-computing-based method for the automatic discovery of fuzzy rules in databases:uses for academic research and management support in marketing

The study here highlights the potential that analytical methods based on Knowledge Discovery in Databases (KDD) methodologies have to aid both the resolution of unstructured marketing/business problems and the process of scholarly knowledge discovery. The authors present and discuss the application of KDD in these situations prior to the presentation of an analytical method based on fuzzy logic and evolutionary algorithms, developed to analyze marketing databases and uncover relationships among variables. A detailed implementation on a pre-existing data set illustrates the method. © 2012 Published by Elsevier Inc.

Tracking and updating academic research in selling and sales management:a decade later

This study examines the state of academic research in selling and sales management (S&SM) from the years 2003-7, ten years after the data collected by Moncrief, Marshall, and Watkins (2000). Sales articles are reviewed that appeared in 19 marketing journals and evidence is provided on the state of the S&SM discipline by comparing the number of authors, authorships, and publications versus a comparable five-year period a decade ago. Of interest are the universities that produce and employ faculty in S&SM and to identify those schools and geographic regions that are publishing the majority of articles. Publication distribution trends across journals are also examined. A dramatic increase in non-U.S. authors and authorships is noted versus the prior study. Overall, the findings indicate that, perhaps contrary to some popular misconceptions, the state of S&SM research is healthy, vibrant, and evolving.