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Relevant bibliographies by topics / English Studies

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Journal articles
Dissertations / Theses
Books
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Conference papers
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Academic literature on the topic 'English Studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 June 2025

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Journal articles on the topic "English Studies"

1

Nowell Smith, David, and Nonia Williams. "Decolonizing English Studies: Editorial." English: Journal of the English Association 70, no. 270 (2021): 211–17. http://dx.doi.org/10.1093/english/efab024.

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Brown, Duncan. "‘BUT HOW IS THAT ENGLISH?’ ENGLISH/ENGLISH STUDIES/LITERARY STUDIES IN SOUTH AFRICA." English Studies in Africa 51, no. 1 (2008): 145–53. http://dx.doi.org/10.1080/00138390809485269.

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Slevin, James F. "Connecting English Studies." College English 48, no. 6 (1986): 543. http://dx.doi.org/10.2307/376708.

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Willoughby, Jay. "English Literary Studies." American Journal of Islam and Society 31, no. 2 (2014): 157–59. http://dx.doi.org/10.35632/ajis.v31i2.1054.

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On January 15, 2014, Md. Mahmudul Hasan, assistant professor in the Departmentof English Language and Literature at the International Islamic UniversityMalaysia, addressed an audience at the IIIT headquarters in Herndon,VA. He spoke on how Muslims have tended to associate English studies withwestern value systems, secularism, and anti-Islamic practices.He opened his talk with some background information. He was educatedat a madrassa and then chose to study western (English) literature, much tohis father’s disappointment – he firmly believed that his son, whom he hadalways envisaged as an Islamic scholar, would come out of the university asa secularist, an atheist, or an agnostic. Although this may not be the case today,at his father’s time people could actually see their university-enrolled childrenundergo some changes or adopt the various western lifestyles uncritically atthe expense of their traditional Islamic upbringing.Reflecting further on the context that had given rise to this attitude, Hasanpointed out the tendency at that time, and based solidly upon the Subcontinent’scolonial experience, to associate English literature studies with bothcolonialism and western Christendom. In response to this, contemporaryscholars of postcolonial studies employ the twin strategies of abrogation andappropriation to dismantle the original intent behind introducing English literarystudies and, simultaneously, to create platforms of self-assertion and resistance.Those who support the Islamization of English literary studiespropose a similar approach to English literature in order to counterbalance theun-Islamic cultural influences as well as to present the Islamic worldviews inrelation to the life-worlds that these literary texts are reputed to promote.He said that many Muslims find it difficult to reconcile “Islam” and “Englishliterature,” for how can there be any relationship between them? This isnot as illogical as it may seem, however, for the British introduced Englishliterature into the Subcontinent long before they introduced it into the UnitedKingdom itself. It was offered in the former in 1830, but only ninety yearslater in the latter. In fact, according to Hasan, the subject itself has a colonialbackground, for it, along with Christian missionary activity, was designed to ...

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Hasan, Md Mahmudul. "English literary Studies." American Journal of Islam and Society 32, no. 1 (2015): 1–22. http://dx.doi.org/10.35632/ajis.v32i1.953.

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Proponents of the integration of Islam into English literary studiesseek, by way of presenting Islamic worldviews in relation to thelife-worlds that English texts presumably promote, to inform (Muslim)students and practitioners of the subject about possible untowardinfluences in order to help them withstand cultural captivityand lifestyle effects. This is part of the wider concept of integratingIslam into human knowledge, which functions across a broad rangeof subject areas and generally refers to a method of looking at academicdisciplines from Islamic perspectives and enlightening thereader about relevant Islamic teachings. Based on this theoreticalpremise, in this article I focus on the need for and three importantways of teaching English literature: inculcating Islamic/moral values,identifying predominant themes and ideas inherent in literarytexts and looking at them from Islamic perspectives, and reformingthe curriculum.

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Wallace, Diana. "Gendering English Studies." Arts and Humanities in Higher Education 10, no. 1 (2011): 31–37. http://dx.doi.org/10.1177/1474022210389574.

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Samson, Thomas. "Reinventing English Studies." English Studies 91, no. 4 (2010): 467–73. http://dx.doi.org/10.1080/00138381003647632.

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Raj, S. Joseph Arokia. "Revolutionary Change of English Studies in India." International Journal of Trend in Scientific Research and Development Volume-2, Issue-6 (2018): 592–95. http://dx.doi.org/10.31142/ijtsrd18477.

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Gallagher, Chris W., Phillis Franklin, David Laurence, et al. "Re-Modeling English Studies." College English 63, no. 6 (2001): 780. http://dx.doi.org/10.2307/1350103.

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MacCABE, COLIN. "Cultural studies and English." Critical Quarterly 34, no. 3 (1992): 25–34. http://dx.doi.org/10.1111/j.1467-8705.1992.tb00428.x.

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Dissertations / Theses on the topic "English Studies"

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Hamilton, Doreen Dashel. "Voice in English studies /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9404.

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Vivian, Steven D. Scharton Maurice. "English studies, poststructuralism, and radicalism." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835920.

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Thesis (Ph. D.)--Illinois State University, 1998.<br>Title from title page screen, viewed July 6, 2006. Dissertation Committee: Maurice Scharton (chair), Bruce Hawkins, Janice Neuleib. Includes bibliographical references (leaves 251-260) and abstract. Also available in print.

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Schmitt, Melanie. "Studies in second fronting." Thesis restricted. Connect to e-thesis to view abstract. Move to record for print copy, 2008. http://theses.gla.ac.uk/591/.

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Thesis (MPhil(R)) - University of Glasgow, 2008.<br>MPhil(R) thesis submitted to the Faculty of Arts, Department of English Language, University of Glasgow, 2008. Includes bibliographical references. Print version also available.

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Wall, Cathrine E. "Cultural studies in the English classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0019/MQ53239.pdf.

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Lok, Mai-chi Ian, and 樂美志. "Cultural understanding in English studies: anexploration of postcolonial and world Englishes perspectives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35804749.

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Black, Merja Riitta. "Studies in the dialect materials of medieval Herefordshire." Connect to e-thesis, 1997. http://theses.gla.ac.uk/775/.

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Thesis (Ph.D.) - University of Glasgow, 1997.<br>Ph.D. thesis submitted to the Department of English Language, University of Glasgow, 1997. Includes bibliographical references. Print version also available.

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Terry, Richard Gordon. "Studies in English burlesque poetry, 1663-1785." Thesis, University of Cambridge, 1989. https://www.repository.cam.ac.uk/handle/1810/250956.

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Cat, Bui Van, and n/a. "Background studies for Vietnamese students of English." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060628.130310.

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Recent years have witnessed many developments in the use of the communicative approach in language teaching. This approach aims at developing students' ability to communicate with native speakers of the target language. To achieve this ability, students are required to have not only linguistic competence but also communicative competence. That is why the students need not only the linguistic knowledge but also the background knowledge of the culture in which the language is spoken. Language is a part of culture. Cultural differences always cause problems for speakers of different cultures while communicating. Therefore, the " learning of a second culture is often a part of the learning of a second language " (Brown, 1980: 242 ) . Background Studies, including culture, used to be neglected or taught improperly in the curriculum of the Hanoi Foreign Languages College. In consequence, Vietnamese E.F.L students at the College have a poor background knowledge of the English speaking countries and their people's patterned ways of life. This causes difficulties for them when communicating with native speakers of English, even when they are studying at the College where culture-based textbooks and materials are commonly used. Therefore, Background Studies, including culture, must be seen as a separate and indispensable component of the curriculum of the College which aims at providing the students with the background knowledge of English speaking countries and with an awareness of their people's ways of life, their customs and habits and so on. Various techniques for the teaching of this subject are examined.

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Lok, Mai-chi Ian. "Cultural understanding in English studies an exploration of postcolonial and world Englishes perspectives /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35804749.

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Wu, Kam-yin. "Teacher beliefs and grammar teaching practices case studies of four ESL teachers /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37341893.

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Books on the topic "English Studies"

1

Council, British. English studies. British Council, 1992.

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Council, British. English studies. British Council, 1992.

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British Council. English Language Information Unit. English studies. British Council, 1991.

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Blakey, T. N. English for maritime studies. 2nd ed. Prentice/Hall International, 1987.

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Studies on Philippine English. SEAMEO Regional Language Centre, 1985.

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Halliday, M. A. K. Studies in English language. Continuum, 2009.

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Andrew, Gurr, and Modern Humanities Research Association, eds. Yearbook of English studies. W.S.Maney for the Modern Humanities Research Association, 1994.

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1955-, Webster Jonathan, ed. Studies in English language. Continuum, 2009.

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Nuttall, Geoffrey Fillingham. Studies in English dissent. Quinta Press, 2002.

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Globalization in English studies. Cambridge Scholars, 2010.

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Book chapters on the topic "English Studies"

1

Gupta, Suman. "Englishes and Global English Studies." In Philology and Global English Studies. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137537836_9.

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Carter, Ronald. "English Pasts, English Futures." In Futures for English Studies. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-43180-6_2.

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Kilian, Eveline. "Gender Studies, Transgender Studies, Queer Studies." In English and American Studies. J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_10.

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Desai, Gaurav. "Rethinking English: Postcolonial English Studies." In A Companion to Postcolonial Studies. Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470997024.ch28.

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Combs, Mary Carol. "Public Perceptions of Official English/English Only." In Studies in Bilingualism. John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/sibil.16.11com.

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Hiramoto, Mie. "12. English vs. English conversation." In Studies in World Language Problems. John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/wlp.4.16hir.

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Corson, David. "The Research Studies." In Using English Words. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0425-8_6.

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Aarts, Bas. "Case Studies." In English Syntax and Argumentation. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-06335-9_16.

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Aarts, Bas. "Case Studies." In English Syntax and Argumentation. Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-25589-4_13.

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Sarkowsky, Katja, and Frank Schulze-Engler. "Postcolonial Studies." In English and American Studies. J.B. Metzler, 2012. http://dx.doi.org/10.1007/978-3-476-00406-2_22.

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Conference papers on the topic "English Studies"

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Musdalifah. "English for Social Studies." In 2nd International Conference on Technology and Educational Science (ICTES 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210407.249.

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Matkovska, M. V. "Transformations in the translation of Beowulf from Old English to present-day English." In PHILOLOGICAL SCIENCES AND TRANSLATION STUDIES: EUROPEAN POTENTIAL. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-110-7-35.

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Dankiv, A. K. "Lexical borrowings in modern English." In PHILOLOGICAL SCIENCES AND TRANSLATION STUDIES: EUROPEAN POTENTIAL. Baltija Publishing, 2022. http://dx.doi.org/10.30525/978-9934-26-261-6-31.

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Gvarishvili, Zeinab. "Comparative analyses of skincare product advertisements in Georgian and English." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-2.

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Across the gamut of media formats – from television to the Internet – beauty product advertising influences consumers on a daily basis. Each advertisement seeks to persuade potential buyers of the product's value, or even its necessity for the buyer's well-being and self-image. These techniques, sometimes manipulative in nature, affect consumers’ self-concepts. One of the signature strengths of the beauty advertisement lies in its ability to transform seemingly mundane objects into highly desirable products. In some cases, the beauty industry uses buzzwords and scientific words to convince consumers of a product's value; these linguistic devices describe the product's apparent capabilities and appeal to the consumer's ego by suggesting that the product will enhance the assets the consumer already possesses. All things considered, the present paper deals with a comparative study of skincare product advertisements in English and Georgian and focuses on the use of persuasive strategies, buzzwords and scientific terminology in the advertisements that manipulate and influence potential consumers.

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Huschová, Petra. "Mitigated request speech acts in learner discourse." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-4.

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This paper is concerned with the usage of directive speech acts in the Czech Students’ Spoken English (CSSE) corpus, particularly with requests produced by Czech EFL undergraduate learners in role-play tasks. It aims to investigate request modifications, focusing primarily on identifying syntactic and lexical devices within the request head act that mitigate the imposition of requests. The findings indicate that Czech learners prefer syntactic mitigating devices, whereas the range of lexical internal modifiers employed is limited. Finally, the paper briefly comments on the students’ linguistic and pragmatic competence in producing requests for information

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Lahodová, Marie. "Speech acts of request and apology realised by Czech students of English as a foreign language: Selected findings of a pilot study." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-6.

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During the second half of the 20th century, there was a shift in focus in second-language-acquisition research from linguistic competence to communicative and pragmatic competence (Hymes 1972, Canale & Swain 1980, Bachman 1990, Bachman & Palmer 1996, Usó-Juan & Martínez-Flor 2006). This resulted in a growing number of studies on speech acts in general. Motivated by a lack of studies on the speech acts of apology in conversations of Czech learners of English as a foreign language, my study aims to shed light on request and apology strategies used by Czech university students. The aim of this paper is to present the findings of a pilot investigation into the speech acts of apology and request. The first aim of the study is to compare two data collection techniques: the open-ended written discourse completion task (DCT) and the oral production task (OPT). The second aim is to investigate the use of request and apology strategies by Czech learners of English. The findings suggest that both of the data collection techniques produced very similar data. In terms of requests, most respondents opted for a conventional indirect strategy. In terms of apologies, respondents opted for statements of remorse, offers of repair and account.

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Malá, Markéta. "English and Czech children’s literature: A contrastive corpus-driven phraseological approach." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-8.

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The paper explores the recurrent linguistic patterns in English and Czech children’s narrative fiction and their textual functions. It combines contrastive phraseological research with corpus-driven methods, taking frequency lists and n-grams as its starting points. The analysis focuses on the domains of time, space and body language. The results reveal register-specific recurrent linguistic patterns which play a role in the constitution of the fictional world of children’s literature, specifying its temporal and spatial characteristics, and relating to the communication among the protagonists. The method used also points out typological differences between the patterns employed in the two languages, and the limitations of the n-gram based approach.

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Gumbaridze, Zhuzhuna. "Attitudes toward the influx of anglicisms in the Georgian language." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-1.

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The article explores the use of English lexemes in Georgian informational-analytical electronic journals and discusses different approaches to the influx of Anglicisms. The paper highlights the fact that attention-drawing strands through intensive use of English vocabulary in journalists’ speech leads to an encounter with a number of English terms that do not fit the current standard of normative speech in Georgian. Nevertheless, the paper asserts that the influx of English lexemes in the Georgian language is predominantly caused by speakers’ desire for economy of form. Instead of providing a partial semantic or explanatory equivalent in their native language, speakers attempt to cover a complex or abstract notion by a straightforward, laconic English lexeme. The study maintains the idea that such non-native units appear to be more cognitively secure and semantically valid. They operate from the solid foundation of the source language and contribute mainly to the formation of syntagmatic units with strong predictability of a new flow of loanword integration into Georgian.

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Twardzisz, Piotr. "Language and international relations: Linguistic support for other academic disciplines." In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-11.

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This article outlines the content of an elective university course designed for domestic and international students, combining language and international relations. The course is intended to make students more sensitive to the linguistic intricacies of a specialist variety of English. The focus is on its written modes, particularly writing and reading academic (professional) texts dealing with complex foreign policy issues. As a result, students are expected to enhance their academic writing skills. The linguistic component of the course is backed up with a review of world affairs. Conversely, the field of international relations theory is enriched by a systematic study of language effects observed in the respective discourse. The interdisciplinarity of this enterprise benefits students with different academic and cultural backgrounds.

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Peldová, Petra. "Does genre influence the choice of evaluative lexicogrammatical patterns in British online newspaper discourse?" In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-9.

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This paper aims to analyse the use of evaluative adjectival lexicogrammatical patterns in selected British online newspaper discourse in terms of genre specification. It focuses both on the normalised frequency of the patterns as well as on the evaluative semantic groups of the adjectives embedded in the patterns analysed. The genres chosen for the analysis are politics and crime. 282 articles from six national British online newspapers (the Sun, the Mirror, the Express, the Guardian, the Telegraph, and the Independent) were downloaded to create the corpus. These were then analysed via Sketch Engine for the evaluative adjectival patterns introduced by Bednarek (2009). The adjectives found in the patterns were further examined and manually divided into semantic groups introduced by Collins COBUILD. The data were then compared in an attempt to identify discourse patterns and contrasts, and valuable insights were gained into the lexicogrammatical features studied. The analysis indicated that evaluative adjectival patterns are indeed embedded in newspaper stories and both the tabloids and the broadsheets employ these patterns more or less equally for the same genres. Both types of newspaper mainly embed patterns ‘v-link ADJ’ and ‘v-link ADJ prep’ in both genres. However, when broadsheets report on politics, the use of the 'it v-link ADJ finite/non-finite' pattern, can be considered marked.

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Reports on the topic "English Studies"

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Koay, Chun Giok, Teng Fung Looi, and Rohit Kunnath Menon. Systematic review of studies evaluating the microbiome of periimplantitis using next generation sequencing techniques. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.12.0111.

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Review question / Objective: This systematic review aims to summarize and critically analyse the methodology and findings of studies which have utilized sequencing techniques to elucidate the microbial profiles of peri-implantitis. Condition being studied: Peri-implantitis is defined as an infection of the peri-implant tissues accompanied by suppuration and clinically significant progressing crestal bone loss after the adaptive phase, leading to decreased osseointegration and pocket formation. Eligibility criteria: Original studies investigating the microbiome of peri-implant tissues through next-generation DNA sequencing methods will be included. Culture-based study, conference papers, review articles, studies regarding peri-implantitis associated with other systematic factors (smoking, diabetes mellitus, etc.), articles that examine only specific microorganisms will be excluded from this systematic review. Non-English language articles and research conducted on non-human specimens will be excluded.

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Litwin, Tomasz, Lukasz Smolinski, Agnieszka Antos, et al. Early neurological deterioration in Wilson’s disease: a systematic literature review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.9.0111.

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Review question / Objective: The frequency and predictors of early neurological deterioration in patients with Wilson’s disease (WD). Condition being studied: Early neurological deterioration in WD. Eligibility criteria: All studies published until 15 September 2022 for original studies (prospective and retrospective), and case series or case reports analyzing early neurological deterioration in WD. Included will be studies published in English.

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Concerto, Carmen, Maria Salvina Signorelli, Antimo Natale, et al. Transcranial Magnetic Stimulation for the treatment of Gambling Disorder: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.1.0054.

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Review question / Objective: What is the effect of Transcranial Magnetic Stimulation on Gambling Disorder? Condition being studied: Gambling Disorder. Eligibility criteria: Inclusion criteria: studies evaluating the use of Transcranial Magnetic Stimulation for the treatment of Gambling Disorder including randomized and non-randomized studies; studies written in English; studies exploring an adult population, over the age of 18. Esclusion criteria: patients with other psychiatric disoders.

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Labrune, Elsa, Bruno Salle, and Jacqueline Lornage. An update on in vitro folliculogenesis: a new technique for post-cancer fertility. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.8.0111.

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Review question / Objective: The present review intends to summarize the progress of in vitro folliculogenesis in humans. It focuses on the culture media and then, according to the culture stage, on the different culture systems developed with comments on the results obtained. Condition being studied: This review focuses on the progress of in vitro folliculogenesis in humans. Eligibility criteria: Inclusion criteria : all original English-language articles on in vitro folliculogenesis from ovarian tissue in humans; exclusion criteria: non-English papers, works on animals, in vitro maturation and in vivo maturation works carried out within the context of in vitro fertilization protocols, studies on in vitro folliculogenesis that checked slow freezing and/or vitrification of ovarian tissue, studies on frozen or vitrified tissues (these do not have the same objective), studies on short culture times, and studies that lacked major results.

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.

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Farias, Ana Rita, Jerónimo Sôro, Joana Cabral, et al. Systematic Review on Digital Literacy Predictors. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2023. http://dx.doi.org/10.37766/inplasy2023.1.0053.

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Review question / Objective: What are the predictors of digital literacy in the general population? Condition being studied: This review's objective is to pinpoint and assess the factors that predict digital literacy in the general public. Eligibility criteria: Primary, correlational or experimental studies with a focus on digital literacy, published in English.

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Li, Haitao, Gongwei Long, and Jun Tian. Efficacy and Safety of Photodynamic Therapy for Non–muscle-invasive Bladder Cancer: A Systematic Review and Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.11.0043.

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Review question / Objective: To comprehensively summarize the relevant clinical studies, and assess the efficacy and safety of PDT in the treatment of NMIBC. Eligibility criteria: (1) pathologically confirmed NMIBC; (2) included > 5 patients who received PDT; (3) clinical studies including randomized-controlled trials, case-control studies, and single-arm reports; (4) included efficacy and/or safety results；(5) follow-up duration > 6 months; (6) report was written in English or has a English abstract.

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Gupta, Aditya, Maanasa Venkataraman, and Mary Bamimore. Relative efficacy of biologic agents for alopecia areata: protocol for a systematic review with quantitative syntheses of the evidence base. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.2.0082.

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Review question / Objective: We plan to conduct a network meta-analysis study on the relative effectiveness of biologic agents for alopecia areata. Condition being studied: Alopecia Areata. Eligibility criteria: Randomized and observational studies that investigated the impact of monotherapy with biologic agents for alopecia areata. Only evidence in English will be included; there will be no date restrictions.

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Yue, Lei, Guanzhang Mu, Zengmao Lin, and Haolin Sun. Impact of low-dose intrathecal morphine on orthopedic surgery: a protocol of a systematic review and meta-analysis of randomized controlled trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2022. http://dx.doi.org/10.37766/inplasy2022.2.0029.

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Review question / Objective: Patients undergoing orthopedic surgery usually suffer considerably from peri-operative pain and intrathecal morphine (ITM) has recent been used as an effective analgesia method. The intrathecal morphine dose achieving optimal analgesia for orthopedic surgery while minimizing side effects has not yet been determined. There is currently a lack of literature synthesis in the safety and effects of low-dose ITM on orthopedic surgery. Condition being studied: Low-dose intrathecal morphine on orthopedic surgery. Information sources: We will search the following electronic databases, registries and websites on January 11th 2022, unrestricted by date. Grey literature and non-English studies will not be excluded. English Databases: PubMed, Cochrane library and Web of science. Chinese database: Cnki.net Trial registries: ClinicalTrials.gov.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.

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