Richard Badger
Biographic Data
| ID | 5998475 |
|---|---|
| NAME | Richard Badger |
| GIVEN NAMES | Richard |
| FAMILY NAME | Badger |
| SIGNATURE | BADGER R |
| AFFILIATIONS | University of Leeds |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 16 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 3 |
Cross-linguistic influence on the use of L2 collocations: The case of Vietnamese learners
Using collocation is a key part of second language ability (Granger, Sylviane. 2018. Formulaic sequences in learner corpora: Collocations and lexical bundles. In Anna Siyanova-Chanturia & Ana Pellicer-Sanchez (eds.), Understanding formulaic language: A second language acquisition perspective , 228–247. New York: Routledge; Nattinger, James R. & Jeamette S. DeCarrico. 1992. Lexical phrases and language teaching . Oxford: Oxford University Press; N…
Introducing tablet computers to a rural primary school: An Activity Theory case study
From Input to Intake: Researching Learner Cognition
The distinction between input, what the teachers say to their learners, and intake, what the learners hear, has been recognised in research into second language acquisition at least since Corder (1967). The distinction is important because language development does not result from the input to which learners are exposed but what the learners take in. If a teacher in a class focussing on the past simple says “Harry and Megan cooked a curry last we…
The Social Cognition of Medical Knowledge: With Special Reference to Childhood Epilepsy
This article arose out of an engagement in medical communication courses at a Gulf university. It deploys a theoretical framework derived from a (critical) sociocognitive approach to discourse analysis in order to investigate three aspects of medical discourse relating to childhood epilepsy: the cognitive processes that are entailed in relating different types of medical knowledge to their communicative context; the types of medical knowledge tha…
Purposeful change? Changing the teaching of reading in a regional university in Pakistan
A comparative study of peer and teacher feedback in a Chinese EFL writing class
Authenticity, Culture and Language Learning
In philosophy, authenticity has been used with two meanings: one entails the notion of correspondence; the other entails the notion of genesis (Cooper, 1983: 15). As in certain branches of philosophy, language teaching has perhaps clung too long to the first of these notions of authenticity at the expense of the other. This paper reviews four key conceptualisations of authenticity which have emerged in the field of applied linguistics: text authe…
Investigating agonism in linguistics
Changing values: What use are theories of language learning and teaching
Note perfect: An investigation of how students view taking notes in lectures
Some aspects of repair in native and non-native speaker conversations in English
The ability to carry out repairs is a key skill in spoken discourse for non-native speakers of English and has been widely studied. However, VAN HEST et al. (1997) have suggested that investigations into repair in L2 need to be more theoretically driven and less concerned with individual differences. Drawing on information from a pilot study of twenty-three conversations, lasting 185 minutes between six native and six non-native speakers, this pa…
Authenticity, Culture and Language Learning
In philosophy, authenticity has been used with two meanings: one entails the notion of correspondence; the other entails the notion of genesis (Cooper, 1983: 15). As in certain branches of philosophy, language teaching has perhaps clung too long to the first of these notions of authenticity at the expense of the other. This paper reviews four key conceptualisations of authenticity which have emerged in the field of applied linguistics: text authe…
Changing values: What use are theories of language learning and teaching
Note perfect: An investigation of how students view taking notes in lectures
From Input to Intake: Researching Learner Cognition
The distinction between input, what the teachers say to their learners, and intake, what the learners hear, has been recognised in research into second language acquisition at least since Corder (1967). The distinction is important because language development does not result from the input to which learners are exposed but what the learners take in. If a teacher in a class focussing on the past simple says “Harry and Megan cooked a curry last we…
Investigating agonism in linguistics
Some aspects of repair in native and non-native speaker conversations in English
The ability to carry out repairs is a key skill in spoken discourse for non-native speakers of English and has been widely studied. However, VAN HEST et al. (1997) have suggested that investigations into repair in L2 need to be more theoretically driven and less concerned with individual differences. Drawing on information from a pilot study of twenty-three conversations, lasting 185 minutes between six native and six non-native speakers, this pa…
Changing values: What use are theories of language learning and teaching
Note perfect: An investigation of how students view taking notes in lectures
Investigating agonism in linguistics
A comparative study of peer and teacher feedback in a Chinese EFL writing class
Authenticity, Culture and Language Learning
In philosophy, authenticity has been used with two meanings: one entails the notion of correspondence; the other entails the notion of genesis (Cooper, 1983: 15). As in certain branches of philosophy, language teaching has perhaps clung too long to the first of these notions of authenticity at the expense of the other. This paper reviews four key conceptualisations of authenticity which have emerged in the field of applied linguistics: text authe…
Purposeful change? Changing the teaching of reading in a regional university in Pakistan
The Social Cognition of Medical Knowledge: With Special Reference to Childhood Epilepsy
This article arose out of an engagement in medical communication courses at a Gulf university. It deploys a theoretical framework derived from a (critical) sociocognitive approach to discourse analysis in order to investigate three aspects of medical discourse relating to childhood epilepsy: the cognitive processes that are entailed in relating different types of medical knowledge to their communicative context; the types of medical knowledge tha…
From Input to Intake: Researching Learner Cognition
The distinction between input, what the teachers say to their learners, and intake, what the learners hear, has been recognised in research into second language acquisition at least since Corder (1967). The distinction is important because language development does not result from the input to which learners are exposed but what the learners take in. If a teacher in a class focussing on the past simple says “Harry and Megan cooked a curry last we…
Introducing tablet computers to a rural primary school: An Activity Theory case study
Cross-linguistic influence on the use of L2 collocations: The case of Vietnamese learners
Using collocation is a key part of second language ability (Granger, Sylviane. 2018. Formulaic sequences in learner corpora: Collocations and lexical bundles. In Anna Siyanova-Chanturia & Ana Pellicer-Sanchez (eds.), Understanding formulaic language: A second language acquisition perspective , 228–247. New York: Routledge; Nattinger, James R. & Jeamette S. DeCarrico. 1992. Lexical phrases and language teaching . Oxford: Oxford University Press; N…
Psychology (11 works) · Computer Science (9 works) · Sociology (8 works) · EFL/ESL Teaching and Learning (6 works) · Pedagogy (6 works) · Linguistics (5 works) · Mathematics education (5 works) · Political science (5 works) · Second Language Learning and Teaching (5 works) · Epistemology (4 works)