2023
Jones, C., Oakey, D., & O'Halloran, K. L. (2023). “I will say the picture of the background is not related to the words”: using corpus linguistics and focus groups to reveal how speakers of English as an additional language perceive the effectiveness of the phraseology and imagery in UK public health tweets during COVID-19. Applied Corpus Linguistics, 3(2), 100053. doi:10.1016/j.acorp.2023.100053DOI: 10.1016/j.acorp.2023.100053
Jones, C. (2023). Literary dialogues as models of conversation: Evaluating potential. In Rehumanizing the Language Curriculum (pp. 139-157).
Jones, C. (2023). Corpus Linguistics and Grammar Teaching. In Demystifying Corpus Linguistics for English Language Teaching (pp. 119-137). Springer International Publishing. doi:10.1007/978-3-031-11220-1_7DOI: 10.1007/978-3-031-11220-1_7
2022
Oakey, D., Jones, C., & O’Halloran, K. L. (2022). Phraseology and imagery in UK public health agency COVID-19 tweets. In Discourses, Modes, Media and Meaning in an Era of Pandemic (pp. 89-114). Routledge. doi:10.4324/9781003168195-8DOI: 10.4324/9781003168195-8
Jones, C., & Waller, D. (2022). If we could just suggest: a response to Graham Burton. ELT JOURNAL, 76(3), 348-352. doi:10.1093/elt/ccab095DOI: 10.1093/elt/ccab095
Almalki, Z., & Jones, C. (2022). ‘Why did you do that?’ The effects of instruction on recognition and production of informal second party complaints. The Language Learning Journal, 1-17. doi:10.1080/09571736.2022.2088442DOI: 10.1080/09571736.2022.2088442
Jones, C. (2022). Authenticity in language teaching materials. In The Routledge Handbook of Materials Development for Language Teaching (pp. 65-77). Routledge. doi:10.4324/b22783-7DOI: 10.4324/b22783-7
Jones, C. (2022). What are the basics of analysing a corpus?. In The Routledge Handbook of Corpus Linguistics (pp. 126-139). Routledge. doi:10.4324/9780367076399-10DOI: 10.4324/9780367076399-10
2021
Waller, D., Jones, C., & Webster, J. (n.d.). Assessing deaf students’ development of English literacy in a peer-to-peer learning programme,. In J. Webster, & U. Zeshan (Eds.), READ WRITE EASY: Research, practice and innovation in deaf multiliteracies,. Lancaster: Ishara Press.
Conversation Strategies and Communicative Competence (Book)
Jones, C. (2021). Conversation Strategies and Communicative Competence. Candlin & MYnard ePublishing Limited. doi:10.47908/19DOI: 10.47908/19
2020
The Peppa Pig television series as input in pre-primary EFL instruction: A corpus-based study (Journal article)
Scheffler, P., Jones, C., & Domińska, A. (2020). The Peppa Pig television series as input in pre-primary EFL instruction: A corpus-based study. International Journal of Applied Linguistics. doi:10.1111/ijal.12298DOI: 10.1111/ijal.12298
2019
Conclusion: Implications for Pedagogy and Research (Chapter)
Jones, C. (2019). Conclusion: Implications for Pedagogy and Research. In LITERATURE, SPOKEN LANGUAGE AND SPEAKING SKILLS IN SECOND LANGUAGE LEARNING (pp. 229-239). Retrieved from https://www.webofscience.com/
Introduction (Chapter)
Jones, C. (2019). Introduction. In Literature, Spoken Language and Speaking Skills in Second Language Learning (pp. 1-6). Cambridge University Press. doi:10.1017/9781108641692.002DOI: 10.1017/9781108641692.002
Literature, TV Drama and Spoken Language Awareness (Chapter)
Jones, C., & Cleary, J. (2019). Literature, TV Drama and Spoken Language Awareness. In LITERATURE, SPOKEN LANGUAGE AND SPEAKING SKILLS IN SECOND LANGUAGE LEARNING (pp. 66-95). Retrieved from https://www.webofscience.com/
The Realism of Conversation in Literature (Chapter)
Byrne, S., & Jones, C. (2019). The Realism of Conversation in Literature. In LITERATURE, SPOKEN LANGUAGE AND SPEAKING SKILLS IN SECOND LANGUAGE LEARNING (pp. 9-37). Retrieved from https://www.webofscience.com/
Literature, Spoken Language and Speaking Skills in Second Language Learning (Book)
Jones, C. (Ed.) (2019). Literature, Spoken Language and Speaking Skills in Second Language Learning. Cambridge: Cambridge University Press. doi:10.1017/9781108641692DOI: 10.1017/9781108641692
Halenko, N., Jones, C., Davies, L., & Davies, J. (2019). Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests. Intercultural Communication Education, 2(2), 71-87. doi:10.29140/ice.v2n2.162DOI: 10.29140/ice.v2n2.162
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. Retrieved from http://pops.uclan.ac.uk/index.php/jsltr/article/view/583
2018
Practice in Second Language Learning (Book)
Jones, C. (Ed.) (2018). Practice in Second Language Learning. Cambridge University Press. doi:10.1017/9781316443118DOI: 10.1017/9781316443118
Conclusion (Chapter)
Jones, C. (n.d.). Conclusion. In Practice in Second Language Learning (pp. 254-264). Cambridge University Press. doi:10.1017/9781316443118.012DOI: 10.1017/9781316443118.012
The Teaching and Learning of Lexical Chunks: A Comparison of Receptive and Productive Practice (Chapter)
Golebiewska, P., & Jones, C. (n.d.). The Teaching and Learning of Lexical Chunks: A Comparison of Receptive and Productive Practice. In Practice in Second Language Learning (pp. 109-127). Cambridge University Press. doi:10.1017/9781316443118.007DOI: 10.1017/9781316443118.007
2017
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. Retrieved from https://www.cambridgescholars.com/
Successful spoken English: Findings from learner corpora (Book)
Jones, C., Byrne, S., & Halenko, N. (2017). Successful spoken English: Findings from learner corpora. Oxon: Rouledge. doi:10.4324/9781315101712DOI: 10.4324/9781315101712
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.2017.06.011DOI: 10.1016/j.system.2017.06.011
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/volume-12-issue-1-2017/
2016
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
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.
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/ccv038DOI: 10.1093/elt/ccv038
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/ccv013DOI: 10.1093/elt/ccv013
Corpus Linguistics for Grammar: A Guide for Research (Book)
Jones, C., & Waller, D. (2015). Corpus Linguistics for Grammar: A Guide for Research. UK: Routledge.
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, 39(01), 3-6. doi:10.37546/JALTTLT39.1-1DOI: 10.37546/JALTTLT39.1-1
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
Jones, C., & Carter, R. (2014). Teaching spoken discourse markers explicitly: A comparison of III and PPP. International Journal of English Studies, 14(1), 37-54. doi:10.6018/ijes/14/1/161001DOI: 10.6018/ijes/14/1/161001
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. Retrieved from http://www.jltl.com.tr/index.php/jltl/article/view/115
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.
Jones, C., & Halenko, N. (2014). What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context.. Apples : Journal of Applied Language Studies, 8(2), 23-41. Retrieved from http://apples.jyu.fi/article/abstract/326
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
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.2011.05.003DOI: 10.1016/j.system.2011.05.003
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/ccp101DOI: 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.
