Lynn Grant
Biographic Data
| ID | 3812554 |
|---|---|
| NAME | Lynn Grant |
| GIVEN NAMES | Lynn |
| FAMILY NAME | Grant |
| SIGNATURE | GRANT L |
| AFFILIATIONS | Auckland University of Technology |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
A mixed-method inquiry into Arabic-speaking students’ experiences with English academic writing at the undergraduate level
The challenges facing non-native English-speaking students (NNESSs) in adapting to the conventions of academic writing at the tertiary level in English-medium institutions have been widely canvassed in scholarly research. Nonetheless, there does not appear to be a great deal of research that investigates the experiences of Arabic-speaking students with English academic writing across the disciplines at undergraduate level. This mixed-method study…
Distinctive mobile learning
In recent years, the emerging trend of mobile learning (hereinafter “m-learning”) has obtained increasing attention from educators and higher popularity among students worldwide. Partly due to its short history, there seems to be a lack of comprehensive and in-depth understanding on the distinctiveness of m-learning. It is maintained in this paper that m-learning should be described and researched in three intertwined aspects: the mobility of dev…
Responses to English compliments on language ability
Employing a cross-generational perspective, this study attempts to deepen our understanding of the politeness strategies Saudi females use when responding to compliments in English from an English speaker. The study investigated how Saudi females from two generations respond to compliments in an educational setting in the Kingdom of Saudi Arabia (KSA). Participants included sixty-two female undergraduate students and sixty-four female lecturers f…
Form and meaning in collocations
This paper outlines the potential features of Chinese–English translated business texts by investigating collocation use as a linguistic feature to test the two translation universals (TUs) of simplification and explicitation in two comparable corpora. We employed two linguistic indicators – namely, collocability and delexicalization – to generalize the distinctive features of collocation distribution patterns in a corpus of Chinese–English trans…
Code-switching in Vietnamese university EFL teachers’ classroom instruction
This study examines the under-explored phenomenon in Vietnamese tertiary settings of code-switching practised by EFL (English as a foreign language) teachers in classroom instruction, as well as their awareness of this practice. Among the foreign languages taught and learned in Vietnamese universities, English is the most popular. The research design involved data-driven analysis of 12 teachers’ code-switching behaviour in the EFL classroom from …
What teachers say about addressing culture in their EFL teaching practices
This paper examines Vietnamese EFL teachers’ beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities were still limited. Priority was given to teaching language knowledge and skills, while culture played …
Culturally motivated lexis in New Zealand English
This study uses corpus and media data to investigate cultural scripts in both spoken and written New Zealand English (NZE). The distinctiveness of words can be said to lie on a continuum, with some words being used exclusively in New Zealand and others used elsewhere but used more frequently in New Zealand. One aspect that makes New Zealand English distinct from the English of other former British colonies is the number of loan words borrowed fro…
A corpus comparison of the use of I don't know by British and New Zealand speakers
In a manner of speaking
How many idioms are there in English
The word idiom and its derivatives idiomatic, idiomatically and idiomaticity are used with a wide range of meanings. Idiomatic English is used to refer to fluent language use that sounds like that of a native speaker. Items loosely classed as idioms include colloquial expressions, collocations, acceptable but unusual expressions, and opaque multi-word units. If linguists are pressed to define what an idiom is, they usually say that an idiom is a …
Frequency of ‘core idioms’ in the British National Corpus (BNC)
This article looks at how a comprehensive list of one category of idioms, that of ‘core idioms’, was established. When the criteria to define a core idiom were strictly applied to a dictionary of idioms, the result was that the large number of ‘idioms’ was reduced to a small number of ‘core idioms’. The original list from the first source dictionary was added to by applying the same criteria to other idiom dictionaries, and other sources of idiom…
Criteria for Re-defining Idioms
Journal Article Criteria for Re‐defining Idioms: Are we Barking up the Wrong Tree? Get access Lynn Grant, Lynn Grant Search for other works by this author on: Oxford Academic Google Scholar Laurie Bauer Laurie Bauer Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 25, Issue 1, March 2004, Pages 38–61, https://doi.org/10.1093/applin/25.1.38 Published: 01 March 2004
A Corpus-Based Investigation of Idiomatic Multiword Units
Idioms - a type of multiword unit (MWU) - are defined as being non-compositional and in general cannot be understood by adding together the meanings of the individual words that comprise the MWU. Because of this, they present a particular challenge to students who speak English as a second- or foreign-language (ESL/EFL). As a teacher of second-language (L2) learners, it is just that challenge which has motivated this study. Specifically, there we…
What teachers say about addressing culture in their EFL teaching practices
This paper examines Vietnamese EFL teachers’ beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities were still limited. Priority was given to teaching language knowledge and skills, while culture played …
A corpus comparison of the use of I don't know by British and New Zealand speakers
Form and meaning in collocations
This paper outlines the potential features of Chinese–English translated business texts by investigating collocation use as a linguistic feature to test the two translation universals (TUs) of simplification and explicitation in two comparable corpora. We employed two linguistic indicators – namely, collocability and delexicalization – to generalize the distinctive features of collocation distribution patterns in a corpus of Chinese–English trans…
Culturally motivated lexis in New Zealand English
This study uses corpus and media data to investigate cultural scripts in both spoken and written New Zealand English (NZE). The distinctiveness of words can be said to lie on a continuum, with some words being used exclusively in New Zealand and others used elsewhere but used more frequently in New Zealand. One aspect that makes New Zealand English distinct from the English of other former British colonies is the number of loan words borrowed fro…
Frequency of ‘core idioms’ in the British National Corpus (BNC)
This article looks at how a comprehensive list of one category of idioms, that of ‘core idioms’, was established. When the criteria to define a core idiom were strictly applied to a dictionary of idioms, the result was that the large number of ‘idioms’ was reduced to a small number of ‘core idioms’. The original list from the first source dictionary was added to by applying the same criteria to other idiom dictionaries, and other sources of idiom…
A Corpus-Based Investigation of Idiomatic Multiword Units
Idioms - a type of multiword unit (MWU) - are defined as being non-compositional and in general cannot be understood by adding together the meanings of the individual words that comprise the MWU. Because of this, they present a particular challenge to students who speak English as a second- or foreign-language (ESL/EFL). As a teacher of second-language (L2) learners, it is just that challenge which has motivated this study. Specifically, there we…
A Corpus-Based Investigation of Idiomatic Multiword Units
Idioms - a type of multiword unit (MWU) - are defined as being non-compositional and in general cannot be understood by adding together the meanings of the individual words that comprise the MWU. Because of this, they present a particular challenge to students who speak English as a second- or foreign-language (ESL/EFL). As a teacher of second-language (L2) learners, it is just that challenge which has motivated this study. Specifically, there we…
Criteria for Re-defining Idioms
Journal Article Criteria for Re‐defining Idioms: Are we Barking up the Wrong Tree? Get access Lynn Grant, Lynn Grant Search for other works by this author on: Oxford Academic Google Scholar Laurie Bauer Laurie Bauer Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 25, Issue 1, March 2004, Pages 38–61, https://doi.org/10.1093/applin/25.1.38 Published: 01 March 2004
Frequency of ‘core idioms’ in the British National Corpus (BNC)
This article looks at how a comprehensive list of one category of idioms, that of ‘core idioms’, was established. When the criteria to define a core idiom were strictly applied to a dictionary of idioms, the result was that the large number of ‘idioms’ was reduced to a small number of ‘core idioms’. The original list from the first source dictionary was added to by applying the same criteria to other idiom dictionaries, and other sources of idiom…
How many idioms are there in English
The word idiom and its derivatives idiomatic, idiomatically and idiomaticity are used with a wide range of meanings. Idiomatic English is used to refer to fluent language use that sounds like that of a native speaker. Items loosely classed as idioms include colloquial expressions, collocations, acceptable but unusual expressions, and opaque multi-word units. If linguists are pressed to define what an idiom is, they usually say that an idiom is a …
In a manner of speaking
A corpus comparison of the use of I don't know by British and New Zealand speakers
Culturally motivated lexis in New Zealand English
This study uses corpus and media data to investigate cultural scripts in both spoken and written New Zealand English (NZE). The distinctiveness of words can be said to lie on a continuum, with some words being used exclusively in New Zealand and others used elsewhere but used more frequently in New Zealand. One aspect that makes New Zealand English distinct from the English of other former British colonies is the number of loan words borrowed fro…
What teachers say about addressing culture in their EFL teaching practices
This paper examines Vietnamese EFL teachers’ beliefs about the role of culture in language teaching. It also considers how they address culture in their teaching practices in a Vietnamese university. Ethnographic data collected from semi-structured interviews indicated that opportunities for culture to find its way into EFL classroom activities were still limited. Priority was given to teaching language knowledge and skills, while culture played …
Code-switching in Vietnamese university EFL teachers’ classroom instruction
This study examines the under-explored phenomenon in Vietnamese tertiary settings of code-switching practised by EFL (English as a foreign language) teachers in classroom instruction, as well as their awareness of this practice. Among the foreign languages taught and learned in Vietnamese universities, English is the most popular. The research design involved data-driven analysis of 12 teachers’ code-switching behaviour in the EFL classroom from …
Form and meaning in collocations
This paper outlines the potential features of Chinese–English translated business texts by investigating collocation use as a linguistic feature to test the two translation universals (TUs) of simplification and explicitation in two comparable corpora. We employed two linguistic indicators – namely, collocability and delexicalization – to generalize the distinctive features of collocation distribution patterns in a corpus of Chinese–English trans…
Distinctive mobile learning
In recent years, the emerging trend of mobile learning (hereinafter “m-learning”) has obtained increasing attention from educators and higher popularity among students worldwide. Partly due to its short history, there seems to be a lack of comprehensive and in-depth understanding on the distinctiveness of m-learning. It is maintained in this paper that m-learning should be described and researched in three intertwined aspects: the mobility of dev…
Responses to English compliments on language ability
Employing a cross-generational perspective, this study attempts to deepen our understanding of the politeness strategies Saudi females use when responding to compliments in English from an English speaker. The study investigated how Saudi females from two generations respond to compliments in an educational setting in the Kingdom of Saudi Arabia (KSA). Participants included sixty-two female undergraduate students and sixty-four female lecturers f…
A mixed-method inquiry into Arabic-speaking students’ experiences with English academic writing at the undergraduate level
The challenges facing non-native English-speaking students (NNESSs) in adapting to the conventions of academic writing at the tertiary level in English-medium institutions have been widely canvassed in scholarly research. Nonetheless, there does not appear to be a great deal of research that investigates the experiences of Arabic-speaking students with English academic writing across the disciplines at undergraduate level. This mixed-method study…
Linguistics (12 works) · Psychology (11 works) · Computer Science (10 works) · Lexicography and Language Studies (6 works) · Philosophy (6 works) · Artificial Intelligence (5 works) · Mathematics education (5 works) · Natural language processing (5 works) · Pedagogy (4 works) · Philosophy (4 works)