Helen Woodfield
Biographic Data
| ID | 1045340 |
|---|---|
| NAME | Helen Woodfield |
| GIVEN NAMES | Helen |
| FAMILY NAME | Woodfield |
| SIGNATURE | WOODFIELD H |
| AFFILIATIONS | University of Bristol |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 47 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Non-native EFL teachers’ email production and perceptions of e-(im)politeness
The present study investigates the nature of email requests to faculty produced by non-native speaker (NNS) teachers of English as a foreign language (EFL), the importance attached by these teachers to linguistic forms designed to achieve email politeness and status-congruence, and the extent to which perceptions and evaluations by the NNS teachers and native-speaker (NS) lecturers might differ with regard to these emails. The study found that th…
A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners
Although language experts have long advocated the use of Extensive Reading (ER) to enhance vocabulary acquisition, the widespread use of the more traditional Intensive Reading (IR) approach prevails in English as Foreign Language (EFL) settings. Many experimental studies have attempted to demonstrate the benefits of using ER over IR in classroom contexts; however, none have demonstrated significant differences in learning gains. This quasi-experi…
Chinese females׳ date refusals in reality TV shows: Expressing involvement or independence
Compliments in Taiwan and Mainland Chinese: The influence of region and compliment topic
What lies beneath: Verbal report in interlanguage requests in English
The present study investigates the role of concurrent and retrospective verbal report in exploring the cognitive processes of six pairs of advanced ESL learners engaged on a written discourse completion task eliciting status-unequal requests in English. Qualitative analysis of the concurrent data indicate that (i) social contextual aspects of the discourse situation influenced pragmalinguistic and sociolinguistic choices in the planning phase and…
I just need more time’: A study of native and non-native students' requests to faculty for an extension
This paper examines the status-unequal requests of 89 advanced mixed-L1 learners and 87 British English native speakers elicited by a written discourse completion task. Significant differences were observed in all three dimensions analysed: internal and external modification, and perspective. The data demonstrate learners' overuse of zero marking in internal modification and overuse of preparators in supportive moves. External modification patter…
Chinese females׳ date refusals in reality TV shows: Expressing involvement or independence
I just need more time’: A study of native and non-native students' requests to faculty for an extension
This paper examines the status-unequal requests of 89 advanced mixed-L1 learners and 87 British English native speakers elicited by a written discourse completion task. Significant differences were observed in all three dimensions analysed: internal and external modification, and perspective. The data demonstrate learners' overuse of zero marking in internal modification and overuse of preparators in supportive moves. External modification patter…
Compliments in Taiwan and Mainland Chinese: The influence of region and compliment topic
Non-native EFL teachers’ email production and perceptions of e-(im)politeness
The present study investigates the nature of email requests to faculty produced by non-native speaker (NNS) teachers of English as a foreign language (EFL), the importance attached by these teachers to linguistic forms designed to achieve email politeness and status-congruence, and the extent to which perceptions and evaluations by the NNS teachers and native-speaker (NS) lecturers might differ with regard to these emails. The study found that th…
What lies beneath: Verbal report in interlanguage requests in English
The present study investigates the role of concurrent and retrospective verbal report in exploring the cognitive processes of six pairs of advanced ESL learners engaged on a written discourse completion task eliciting status-unequal requests in English. Qualitative analysis of the concurrent data indicate that (i) social contextual aspects of the discourse situation influenced pragmalinguistic and sociolinguistic choices in the planning phase and…
What lies beneath: Verbal report in interlanguage requests in English
The present study investigates the role of concurrent and retrospective verbal report in exploring the cognitive processes of six pairs of advanced ESL learners engaged on a written discourse completion task eliciting status-unequal requests in English. Qualitative analysis of the concurrent data indicate that (i) social contextual aspects of the discourse situation influenced pragmalinguistic and sociolinguistic choices in the planning phase and…
I just need more time’: A study of native and non-native students' requests to faculty for an extension
This paper examines the status-unequal requests of 89 advanced mixed-L1 learners and 87 British English native speakers elicited by a written discourse completion task. Significant differences were observed in all three dimensions analysed: internal and external modification, and perspective. The data demonstrate learners' overuse of zero marking in internal modification and overuse of preparators in supportive moves. External modification patter…
Compliments in Taiwan and Mainland Chinese: The influence of region and compliment topic
Chinese females׳ date refusals in reality TV shows: Expressing involvement or independence
A comparison of the effects of extensive and intensive reading approaches on the vocabulary development of Korean secondary EFL learners
Although language experts have long advocated the use of Extensive Reading (ER) to enhance vocabulary acquisition, the widespread use of the more traditional Intensive Reading (IR) approach prevails in English as Foreign Language (EFL) settings. Many experimental studies have attempted to demonstrate the benefits of using ER over IR in classroom contexts; however, none have demonstrated significant differences in learning gains. This quasi-experi…
Non-native EFL teachers’ email production and perceptions of e-(im)politeness
The present study investigates the nature of email requests to faculty produced by non-native speaker (NNS) teachers of English as a foreign language (EFL), the importance attached by these teachers to linguistic forms designed to achieve email politeness and status-congruence, and the extent to which perceptions and evaluations by the NNS teachers and native-speaker (NS) lecturers might differ with regard to these emails. The study found that th…
Linguistics (6 works) · Psychology (6 works) · Language, Discourse, Communication Strategies (5 works) · Discourse Analysis in Language Studies (4 works) · Social Psychology (4 works) · Social Psychology (4 works) · Pragmatics (3 works) · Artificial Intelligence (2 works) · China (2 works) · Cognitive psychology (2 works)