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. (n.d.). ‘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.
