|Title||Funding Amount||Funding Source||Duration|
|1,865,000||Office of the Chief Information Officer, CityU||2008-10|
|2,464,220||English Language Enhanced Fund from the University Grants Committee||2007-10|
|563,000||CityU Teaching Development Grant||2006-09|
|Joint HCLS and USYD project on "Mapping learner pathways to improved English language writing performance" (2008-2010)|
The goals of this project focus on curriculum and pedagogy. As far as
curriculum is concerned we aimed to outline the systems of genre central
to undergraduate teaching and learning in the disciplines of biology and
linguistics at CityU, to consider the stages of each genre and outline
the key linguistic (and multi-modal) features of their realisation, and
to propose a learner pathway leading students from the first year program
through to their capstone thesis.
Figure 1: Secondary school science genre systems
Our work on learner pathway was also inspired by this tradition. An outline for genres of history is provided in Figure 2 below:
Figure 2: Secondary school history genres learner pathway>
Our work on teaching literacy was similarly inspired by a long tradition of work in functional linguistics on language learning and the development of a teaching/learning cycle for teaching reading and writing across sectors of schooling. One canonical model of this pedagogy, involving deconstruction, joint construction and independent construction stages is presented in Figure 3 below.
Figure 3: Teaching/learning cycle for teaching genre
Our main challenge in this project was to develop LCC tutor/student interaction so that students were given models of writing and sometimes an opportunity to write with their tutor before tackling an assignment on their own (thus emphasising 'prevention' rather than 'cure'). We also faced the challenge of moving the deconstruction and joint construction stages of the teaching/learning cycle from a face-to-face to an on-line environment, and to adapt them, were necessary, to a tertiary EAP literacy context. In addition the LCC comment bank needed to be extended to accommodate the text-based focus of these interventions, and reading activities had to be developed in relation to the challenges of English academic discourse for the CityU student cohort. Our work on both curriculum and pedagogy was conceived as an action research project, involving coordination with CityU biology and linguistics teaching staff and ongoing in-service of Sydney-based tutors in relation to assignment specific genre-structure and feedback cycles. Alongside Dr. Sally Humphrey and Dr. Shoshana Dreyfus the project involved Dr. Ahmar Mahboob and Professor J. R. Martin as team leaders, and related research by three PhD candidates (Szenses and Yilmas, USYD, and Pun, co-tutelle CityU/USYD).
|Evaluation of the Language Companion Course (LCC) Project (2007-2010) [previously known as 'CityUWill': City University's Web-based Interactive Language Learning Project']|
The Halliday Centre for Intelligent Applications of Language Studies has
been coordinated an evaluation of the LCC project since Semester A 2007/08.
The evaluation is aimed at determining how successful the LCC is in
improving students' writing ability in English by investigating language
tutors' comments and student progress and performance.
|Modeling Meaning in the e-learning Context (2006-2009)|
Biggs and Collis (1982) describe learning outcomes in terms of verbs
ranging from the 'unistructural' - identify, name, state - to the
'extended abstract' - create, formulate, generate, hypothesize, reflect,
theorize. Each of these intended-outcomes-as-verbs represents a way
of speaking (i.e. way of meaning) which if successfully acquired by
learners must be evident in their linguistic repertoire. Investigations
of how these outcomes-as-verbs manifest themselves linguistically have
already been extensively reported on in the systemic-functional
literature, particularly in the work of Halliday and Martin (1993). Our
aim here is to look at the role played by collaborative learning in
a Blackboard(Bb)-mediated environment when it comes to, first of all,
expanding and developing the learner's linguistic repertoire (i.e. its
formative role), and second, providing a repository of performance data
as the basis for continual assessment of the learner's achievement of
those outcomes (i.e. its evaluative role).