How content lecturers help students with language: An observational study of language-related episodes in interaction in first year accounting classrooms

By Helen Basturkmen, Nick Shackleford. 2015

87 citations recorded by the source corpus.

Subfields: Accounting, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a84933bba50c92558152877566b3033a45a2ee35

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Accounting

1. M. Camacho‐Miñano
2. Li Jiang
3. Stephen May
4. Lawrence Jun Zhang
5. Emma Dafouz

In Language and Linguistics

1. M. Camacho‐Miñano
2. Li Jiang
3. Stephen May
4. Lawrence Jun Zhang
5. Emma Dafouz
6. Lin Sophie Teng
7. R. Erlam
8. Aijiao Wu

In Literature and Literary Theory

1. M. Camacho‐Miñano
2. Li Jiang
3. Stephen May
4. Lawrence Jun Zhang
5. Emma Dafouz
6. R. Erlam
7. Aijiao Wu
8. Christine Goh

Citations in the corpus

• Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting (2016, background): “…in accounting should “learn a new language”: the language of accounting, which encompasses not only vocabulary for special purposes but also four categories of language, namely, grammar, lexis, discourse and accounting register (Basturkmen & Shackleford, 2015, p. 91; Fortune & Thorp, 2001).”
• Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs* (2019, methodology): “On the contrary, in an investigation of EMI by New Zealand teachers with a multilingual student cohort, Basturkmen and Shackleford (2015) found that there is frequent attention to grammar, vocabulary, discourse, and register, which were initiated either by teachers or by students, and FonF episodes…”