Bronwen Patricia Dyson
Biographic Data
| ID | 6362129 |
|---|---|
| NAME | Bronwen Patricia Dyson |
| GIVEN NAMES | Bronwen Patricia |
| FAMILY NAME | Dyson |
| SIGNATURE | DYSON B P |
| AFFILIATIONS | The University of Sydney |
| ORCID | 0000-0002-7519-0369 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
A scholarly dialogue
Concerns about the role of technology and the quality of student writing in higher education are not new. Historically, writing scholars have been at the forefront of initiatives that scrutinise and integrate new technologies in higher education. This article contends that writing scholars are again uniquely equipped to assist students, teachers in all disciplines, and institutions of higher education in navigating the challenges created by the p…
Language development vs language support
Universities in anglophone countries responded to soaring numbers of non-traditional enrolments by expanding student support services. They have done so without being able to guarantee that international students will develop in their English language during a university degree (Humphreys, 2022, The need for English language development in Anglophone higher education settings: A case study from Australia. Journal of English for Academic Purposes,…
SLA as complex, dynamical and predictable
This article enters the debate about the complex and dynamical nature of second language acquisition (SLA) by discussing and commenting on Pallotti’s critique of Complex Dynamic Systems Theory (CDST). Pallotti’s critique brings to the fore the argument that, due to its anti-reductionist stance, CDST research fails to observe three fundamental research criteria, namely that research should (1) construct models, (2) make generalizations and falsifi…
Variation, individual differences and second language processing
Research on second language acquisition has located individual variation, without clarifying whether language processing prompts learners to differ systematically in the production of syntax and morphology. To address this issue, the study examined the hypothesis on variation in Processability Theory. This theory predicts that, within second language development, individual learners vary systematically in how they respond to developmental conflic…
Processability Theory and the role of morphology in English as a second language development
This article tests a prediction made by Processability Theory (Pienemann, 1998; 2005) that morphological acquisition is the driving force in English as a second language (ESL) development. It first outlines the model of psycholinguistic processing assumed by Processability Theory and shows how stages fall out from it. It then presents the hypothesis that morphological information propels development before sentence-level processing at stage 5 and…
Processability Theory and the role of morphology in English as a second language development
This article tests a prediction made by Processability Theory (Pienemann, 1998; 2005) that morphological acquisition is the driving force in English as a second language (ESL) development. It first outlines the model of psycholinguistic processing assumed by Processability Theory and shows how stages fall out from it. It then presents the hypothesis that morphological information propels development before sentence-level processing at stage 5 and…
SLA as complex, dynamical and predictable
This article enters the debate about the complex and dynamical nature of second language acquisition (SLA) by discussing and commenting on Pallotti’s critique of Complex Dynamic Systems Theory (CDST). Pallotti’s critique brings to the fore the argument that, due to its anti-reductionist stance, CDST research fails to observe three fundamental research criteria, namely that research should (1) construct models, (2) make generalizations and falsifi…
Processability Theory and the role of morphology in English as a second language development
This article tests a prediction made by Processability Theory (Pienemann, 1998; 2005) that morphological acquisition is the driving force in English as a second language (ESL) development. It first outlines the model of psycholinguistic processing assumed by Processability Theory and shows how stages fall out from it. It then presents the hypothesis that morphological information propels development before sentence-level processing at stage 5 and…
Variation, individual differences and second language processing
Research on second language acquisition has located individual variation, without clarifying whether language processing prompts learners to differ systematically in the production of syntax and morphology. To address this issue, the study examined the hypothesis on variation in Processability Theory. This theory predicts that, within second language development, individual learners vary systematically in how they respond to developmental conflic…
SLA as complex, dynamical and predictable
This article enters the debate about the complex and dynamical nature of second language acquisition (SLA) by discussing and commenting on Pallotti’s critique of Complex Dynamic Systems Theory (CDST). Pallotti’s critique brings to the fore the argument that, due to its anti-reductionist stance, CDST research fails to observe three fundamental research criteria, namely that research should (1) construct models, (2) make generalizations and falsifi…
A scholarly dialogue
Concerns about the role of technology and the quality of student writing in higher education are not new. Historically, writing scholars have been at the forefront of initiatives that scrutinise and integrate new technologies in higher education. This article contends that writing scholars are again uniquely equipped to assist students, teachers in all disciplines, and institutions of higher education in navigating the challenges created by the p…
Language development vs language support
Universities in anglophone countries responded to soaring numbers of non-traditional enrolments by expanding student support services. They have done so without being able to guarantee that international students will develop in their English language during a university degree (Humphreys, 2022, The need for English language development in Anglophone higher education settings: A case study from Australia. Journal of English for Academic Purposes,…
Computer Science (4 works) · Linguistics (4 works) · Psychology (4 works) · EFL/ESL Teaching and Learning (3 works) · Second Language Acquisition and Learning (3 works) · Sociology (3 works) · Artificial Intelligence (2 works) · Language Development and Disorders (2 works) · Pedagogy (2 works) · Political science (2 works)