Graham Low
Biographic Data
| ID | 6155277 |
|---|---|
| NAME | Graham Low |
| GIVEN NAMES | Graham |
| FAMILY NAME | Low |
| SIGNATURE | LOW G |
| AFFILIATIONS | University of York |
| VERIFIED | No |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1982 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 4 |
Developing Courses in English for Specific Purposes – By H. Basturkmen
To what extent are postgraduate students from China prepared for academic writing needed on UK master's courses
This paper investigates the extent to which Chinese students are prepared for academic writing in higher education in the UK, by seeking evidence from a group of 40 Chinese students at a UK university. A mixed-methods approach combining both questionnaires and interviews was adopted to generate data. The main conclusion was that the training that Chinese students received in China may not have prepared them well for academic writing at an advance…
Metaphor and the Social World: Introduction to the first issue
Preview this article: Metaphor and the Social World: Introduction to the first issue, Page 1 of 1 /docserver/preview/fulltext/msw.1.1.01cam-1.gif
Metaphor and the Social World: Introduction to the second issue
A taxonomy for measuring the success of open source software projects
Open Source Software (OSS) has been widely adopted by organizations as well as individual users and has changed the way software is developed, deployed and perceived. Research into OSS success is critical since it provides project leaders with insights into how to manage an OSS project in order to succeed. However, there is no universally agreed definition of “success” and researchers employ different dimensions (e.g., project activity and projec…
Critical thinking and Chinese university students: A review of the evidence
Despite extensive discussion on critical thinking (CT) by Chinese students, there are still debates over the question of why Chinese higher education students, when studying abroad, lack (or rather do not demonstrate) CT skills. The main objective of this paper is to explore how far it can be established from the published research literature whether the key factor affecting Chinese university students' CT with respect to academic study in Englis…
From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles
Metaphor Use in Three UK University Lectures
It has been claimed in recent years that, on the one hand, metaphor occurs in UK university lectures in ways that are likely to confuse ESL learners (Littlemore 2001, 2003) and on the other hand that US lecturers use it in highly structured ways, particularly involving linked clusters, to help organize the lecture and indicate the opinions of the speaker (Corts and Pollio 1999; Corts and Meyers 2002). Both sets of claims are potentially useful to…
Metaphoric Competence, Second Language Learning, and Communicative Language Ability
Recent developments in cognitive linguistics have highlighted the importance as well as the ubiquity of metaphor in language. Despite this, the ability of second language learners to use metaphors is often still not seen as a core ability. In this paper, we take a model of communicative competence that has been widely influential in both language teaching and language testing, namely Bachman (1990), and argue, giving a range of examples of langua…
The effect of grammar teaching on writing development
This article reports on the results of two international systematic research reviews which focus on different aspects of teaching grammar to improve the quality and accuracy of 5–16‐year‐olds' writing in English. The results show that there is little evidence to indicate that the teaching of formal grammar is effective; and that teaching sentence‐combining has a more positive effect. In both cases, however, despite over a hundred years of researc…
Validating Metaphoric Models in Applied Linguistics
Metaphoric modeling has, over the last 20 years, become a powerful tool in applied linguistics. Although research quality assessment criteria are starting to be applied to educational research, via meta-analyses and systematic reviews, there are as yet few agreed methodological or reporting criteria in the area of metaphoric models. This article examines a sample of 5 published metaphoric models of literacy or language teaching/learning, to deriv…
Researching and Applying Metaphor
Research into metaphor has become one of the fastest-growing and important areas of language research over the past twenty years, and metaphor is now recognized as central to language and language use. The implications of these findings are only just beginning to be felt in applied linguistics and this is designed to convey the excitement of metaphor study to a wider applied linguistic audience of researchers, trainers, programme developers and p…
What respondents do with questionnaires: Accounting for incongruity and fluidity
Much remains to be learned about how respondents go about answering written questionnaires. The present study focused on Likert-type questionnaires with agree or approve rating scales, and used the data from a small Think Aloud (TA) study involving nine university students to explore reactions to items involving incongruity. An earlier paper (Low 1996a) had suggested that the phenomenon of transforming items by moving or reduplicating words might…
Metaphor
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Intensifiers and Hedges in Questionnaire Items and the Lexical Invisibility Hypothesis1
The wording of questionnaires has suddenly become a fashionable research topic again, with the claim by Gaskell, Wright, and O'Muircheartaigh (1993) that respondents do not notice-and thus do not respond to—high—degree, or ‘extreme’, intensifiers in the majority of survey questions This phenomenon is labelled The Lexical Invisibility Hypothesis One of the major roles of intensifiers and their ’inverse‘, attenuating devices, or hedges, is to allow…
On Teaching Metaphor
Journal Article On Teaching Metaphor Get access GRAHAM D. LOW GRAHAM D. LOW University of York Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 9, Issue 2, June 1988, Pages 125–147, https://doi.org/10.1093/applin/9.2.125 Published: 01 June 1988 Article history Received: 01 December 1986 Published: 01 June 1988
From Text to Test
The direct testing of academic writing in a second language
From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles
Metaphor
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
To what extent are postgraduate students from China prepared for academic writing needed on UK master's courses
This paper investigates the extent to which Chinese students are prepared for academic writing in higher education in the UK, by seeking evidence from a group of 40 Chinese students at a UK university. A mixed-methods approach combining both questionnaires and interviews was adopted to generate data. The main conclusion was that the training that Chinese students received in China may not have prepared them well for academic writing at an advance…
The effect of grammar teaching on writing development
This article reports on the results of two international systematic research reviews which focus on different aspects of teaching grammar to improve the quality and accuracy of 5–16‐year‐olds' writing in English. The results show that there is little evidence to indicate that the teaching of formal grammar is effective; and that teaching sentence‐combining has a more positive effect. In both cases, however, despite over a hundred years of researc…
The direct testing of academic writing in a second language
The direct testing of academic writing in a second language
From Text to Test
On Teaching Metaphor
Journal Article On Teaching Metaphor Get access GRAHAM D. LOW GRAHAM D. LOW University of York Search for other works by this author on: Oxford Academic Google Scholar Applied Linguistics, Volume 9, Issue 2, June 1988, Pages 125–147, https://doi.org/10.1093/applin/9.2.125 Published: 01 June 1988 Article history Received: 01 December 1986 Published: 01 June 1988
Intensifiers and Hedges in Questionnaire Items and the Lexical Invisibility Hypothesis1
The wording of questionnaires has suddenly become a fashionable research topic again, with the claim by Gaskell, Wright, and O'Muircheartaigh (1993) that respondents do not notice-and thus do not respond to—high—degree, or ‘extreme’, intensifiers in the majority of survey questions This phenomenon is labelled The Lexical Invisibility Hypothesis One of the major roles of intensifiers and their ’inverse‘, attenuating devices, or hedges, is to allow…
Researching and Applying Metaphor
Research into metaphor has become one of the fastest-growing and important areas of language research over the past twenty years, and metaphor is now recognized as central to language and language use. The implications of these findings are only just beginning to be felt in applied linguistics and this is designed to convey the excitement of metaphor study to a wider applied linguistic audience of researchers, trainers, programme developers and p…
What respondents do with questionnaires: Accounting for incongruity and fluidity
Much remains to be learned about how respondents go about answering written questionnaires. The present study focused on Likert-type questionnaires with agree or approve rating scales, and used the data from a small Think Aloud (TA) study involving nine university students to explore reactions to items involving incongruity. An earlier paper (Low 1996a) had suggested that the phenomenon of transforming items by moving or reduplicating words might…
Metaphor
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Validating Metaphoric Models in Applied Linguistics
Metaphoric modeling has, over the last 20 years, become a powerful tool in applied linguistics. Although research quality assessment criteria are starting to be applied to educational research, via meta-analyses and systematic reviews, there are as yet few agreed methodological or reporting criteria in the area of metaphoric models. This article examines a sample of 5 published metaphoric models of literacy or language teaching/learning, to deriv…
Metaphoric Competence, Second Language Learning, and Communicative Language Ability
Recent developments in cognitive linguistics have highlighted the importance as well as the ubiquity of metaphor in language. Despite this, the ability of second language learners to use metaphors is often still not seen as a core ability. In this paper, we take a model of communicative competence that has been widely influential in both language teaching and language testing, namely Bachman (1990), and argue, giving a range of examples of langua…
The effect of grammar teaching on writing development
This article reports on the results of two international systematic research reviews which focus on different aspects of teaching grammar to improve the quality and accuracy of 5–16‐year‐olds' writing in English. The results show that there is little evidence to indicate that the teaching of formal grammar is effective; and that teaching sentence‐combining has a more positive effect. In both cases, however, despite over a hundred years of researc…
Metaphor Use in Three UK University Lectures
It has been claimed in recent years that, on the one hand, metaphor occurs in UK university lectures in ways that are likely to confuse ESL learners (Littlemore 2001, 2003) and on the other hand that US lecturers use it in highly structured ways, particularly involving linked clusters, to help organize the lecture and indicate the opinions of the speaker (Corts and Pollio 1999; Corts and Meyers 2002). Both sets of claims are potentially useful to…
Metaphor and the Social World: Introduction to the first issue
Preview this article: Metaphor and the Social World: Introduction to the first issue, Page 1 of 1 /docserver/preview/fulltext/msw.1.1.01cam-1.gif
Metaphor and the Social World: Introduction to the second issue
A taxonomy for measuring the success of open source software projects
Open Source Software (OSS) has been widely adopted by organizations as well as individual users and has changed the way software is developed, deployed and perceived. Research into OSS success is critical since it provides project leaders with insights into how to manage an OSS project in order to succeed. However, there is no universally agreed definition of “success” and researchers employ different dimensions (e.g., project activity and projec…
Critical thinking and Chinese university students: A review of the evidence
Despite extensive discussion on critical thinking (CT) by Chinese students, there are still debates over the question of why Chinese higher education students, when studying abroad, lack (or rather do not demonstrate) CT skills. The main objective of this paper is to explore how far it can be established from the published research literature whether the key factor affecting Chinese university students' CT with respect to academic study in Englis…
From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles
Developing Courses in English for Specific Purposes – By H. Basturkmen
To what extent are postgraduate students from China prepared for academic writing needed on UK master's courses
This paper investigates the extent to which Chinese students are prepared for academic writing in higher education in the UK, by seeking evidence from a group of 40 Chinese students at a UK university. A mixed-methods approach combining both questionnaires and interviews was adopted to generate data. The main conclusion was that the training that Chinese students received in China may not have prepared them well for academic writing at an advance…
Linguistics (14 works) · Psychology (13 works) · Computer Science (12 works) · Language, Metaphor, and Cognition (10 works) · Philosophy (9 works) · EFL/ESL Teaching and Learning (7 works) · Metaphor (7 works) · Sociology (7 works) · Mathematics education (6 works) · Pedagogy (6 works)