Dr Christian Jones PhD
Senior Lecturer TESOL and Applied Linguistics English
- +44 (0)151 794 2724
- Work email Christian.Jones2@liverpool.ac.uk
Publications
2019
Literary dialogues as models of conversation in English Language Teaching (Journal article)
Jones, C., & Oakey, D. J. (2019). Literary dialogues as models of conversation in English Language Teaching. Journal of Second Language Teaching & Research, 7(1), 107-135.
2018
Practice in Second Language Learning (Book)
Jones, C. (2018). Practice in Second Language Learning. doi:10.1017/9781316443118
2017
Explicit instruction of spoken requests: An examination of pre-departure instruction and the study abroad environment (Journal article)
Halenko, N., & Jones, C. (2017). Explicit instruction of spoken requests: An examination of pre-departure instruction and the study abroad environment. SYSTEM, 68, 26-37. doi:10.1016/j.system.2017.06.011
Soap operas as models of authentic conversations: Implications for materials design (Chapter)
Jones, C. (2017). Soap operas as models of authentic conversations: Implications for materials design. In B. Tomlison, & A. Maley (Eds.), Authenticity in Materials Development for Language Learning (pp. 158-175). UK: Cambridge Scholars Publishing.
Successful spoken English: Findings from learner corpora (Book)
Jones, C., Byrne, S., & Halenko, N. (2017). Successful spoken English: Findings from learner corpora. doi:10.4324/9781315101712
The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge? (Journal article)
Jones, C., & Waller, D. (2017). The Effect of Input Enhancement on Vocabulary Learning: Is There An Impact upon Receptive And Productive Knowledge?. TESOL International Journal, 12(1), 48-62. Retrieved from https://www.tesol-international-journal.com/340/volume-12-issue-1-2017/
2016
Teaching spoken stance markers: A comparison of receptive and productive practice (Journal article)
Jones, C. (2016). Teaching spoken stance markers: A comparison of receptive and productive practice. The European Journal of Applied Linguistics and TEFL, 5(2), 83-100.
2015
A response to Paweł Scheffler (Journal article)
Jones, C. (2015). A response to Paweł Scheffler. ELT Journal, 69(4), 440-441. doi:10.1093/elt/ccv038
Corpus Linguistics for Grammar: A Guide for Research (Book)
Jones, C., & Waller, D. (2015). Corpus Linguistics for Grammar: A Guide for Research. UK: Routledge.
In defence of teaching and acquiring formulaic sequences (Journal article)
Jones, C. (2015). In defence of teaching and acquiring formulaic sequences. ELT Journal, 69(3), 319-322. doi:10.1093/elt/ccv013
Spoken lexical chunks used by successful learners at B2 level: forms and functions (Journal article)
Jones, C., Waller, D., & Golebiewska, P. (2015). Spoken lexical chunks used by successful learners at B2 level:forms and functions. CALR Linguistics Journal.
Teaching Spoken English at Junior High School: A Comparison of TPR and PPP (Journal article)
Jones, C., Lees, M., Donohue, N., & Smith, K. (2015). Teaching Spoken English at Junior High School: A Comparison of TPR and PPP. The Language Teacher, 69(1), 3-9.
Using a pedagogic corpus to develop language awareness (Journal article)
Jones, C., & Waller, D. (2015). Using a pedagogic corpus to develop language awareness. Humanising Language Teaching, 17(4).
2014
Leave It Out! The Use of Soap Operas as Models of Spoken Discourse in the ELT Classroom (Journal article)
Jones, C., & Horak, T. (2014). Leave It Out! The Use of Soap Operas as Models of SpokenDiscourse in the ELT Classroom. The Journal of Language Teaching and Learning, 4(1), 1-14.
Teaching spoken discourse markers explicitly: A comparison of III and PPP (Journal article)
Jones, C., & Carter, R. (2014). Teaching spoken discourse markers explicitly: A comparison of III and PPP. International Journal of English Studies, 14(1). doi:10.6018/ijes/14/1/161001
The Teaching and Learning of Lexical Chunks: A Comparison of Observe Hypothesise Experiment and Presentation Practice Production (Journal article)
Golebiewksa, P., & Jones, C. (2014). The Teaching and Learning of Lexical Chunks: A Comparison of Observe Hypothesise Experiment and Presentation Practice Production. Journal of Linguistics and Language Teaching, 5(1), 99-115.
What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context. (Journal article)
Jones, C., & Halenko, N. (2014). What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context.. Journal of Applied Language Studies, 8(2), 23-41.
2013
Defining Successful Spoken Language at B2 Level: Findings From a Corpus of Learner Test Data. (Journal article)
Jones, C., Waller, D., & Golebwieska, P. (2013). Defining Successful Spoken Language at B2 Level: Findings From a Corpus of Learner Test Data.. European Journal of Applied Linguistics and TEFL, 2(2), 29-45.
2012
Literature and Language Awareness: Using Literature to Achieve CEFR Outcomes. (Journal article)
Jones, C., & Carter, R. (2012). Literature and Language Awareness: Using Literature to Achieve CEFR Outcomes.. Journal of Second Language Teaching and Research, 1(1), 69-82.
2011
If only it were true: the problem with the four conditionals (Journal article)
Jones, C., & Waller, D. (2011). If only it were true: the problem with the four conditionals. ELT Journal, 65(1), 24-32. doi:10.1093/elt/ccp101
Interpreting the Common European Framework of Reference for Languages (CEFR): applying the global to the local. (Chapter)
Jones, C., Orme, M., & Waller, D. (2011). Interpreting the Common European Framework of Reference for Languages (CEFR): applying the global to the local.. In Improving student learning: global theories and local practices: institutional, disciplinary and cultural variations (pp. 215-223). The Oxford Centre for staff and learning development.
Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? (Journal article)
Halenko, N., & Jones, C. (2011). Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective?. System, 39(2), 240-250. doi:10.1016/j.system.2011.05.003