Publications

Journal articles

  • Svalberg, A. M. L. (2018) Mapping tense form and meaning for L2 learning – from theory to practice. International Review of Applied Linguistics in Language Teaching. DOI: https://doi.org/10.1515/iral-2016-0105.
  • Svalberg, A. M. L. (2018) Researching language engagement; current trends and future directions. Language Awareness. 27(1-2) pp.21-39.
  • Svalberg, A. M. L. (2016) The Eric Hawkins Lecture - Language Awareness research: where we are now. Special Issue. Language Awareness: Achievements & Challenges. Language Awareness. 25(1), 1-13.
  • Andrews, S. and Svalberg, A. M-L. (2016). Teacher Language Awareness. In May, S. (Ed.) Language Awareness and Multilingualism. In Cenoz, J. and Hornberger, N. (Eds.) Encyclopedia of Language and Education (3rd edition), Volume 6, New York: Springer.
  • Svalberg, A. M-L. (2016) Language Awareness. Chapter 28, In Hall, G. (ed.) The Routledge Handbook of English Language Teaching.
  • Svalberg, A. M. L. (2015).  Understanding the Complex Processes in Developing Student Teachers’ Knowledge About Grammar. In Kubanyiova, M. and Feryok, A. (eds) Special Issue on Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance. Modern Language Journal. 99(3), 529–545.
  • Svalberg, A. M-L. and Askham, J. (2015). A dynamic perspective on student language teachers’ different learning pathways in a collaborative context. In King, J. (Ed.)The dynamic interplay between context and the language learner. Basingstoke: Palgrave Macmillan, pp.172-193.
  • Svalberg, A. M-L. & Askham, J. (2014). Student teachers’ collaborative construction of Grammar Awareness: The case of a highly competent learner. Language Awareness, 23(1-2), 122-136.
  • Fulcher, G. & Svalberg, A. M-L. (2013) Limited Aspects of Reality: Frames of reference in language assessment. In Cerezo, L. & Amengual, M. (Eds.) (pp.1-20). Special Issue on Second language testing: Interfaces between Pedagogy and Assessment. International Journal of English Studies,13(2).
  • Svalberg, A. M. L. (2012a). Peer Interaction, Cognitive Conflict and Anxiety on a Grammar Awareness Course for Language Teachers. In Finkbeiner, C. & Svalberg, A. M-L. (Eds.) Awareness Matters – Language, Culture, Literacy. (pp.137-156).  London: Routledge.
  • Svalberg, A. M. L. (2012b). Language Awareness in language learning and teaching: A research agenda. Language Teaching, 45(3), 376-388.
  • Svalberg, A. M-L. (2012c). Language Learning and Teaching: Teaching for Language Awareness. In Chapelle, C. A. (Ed.) The Encyclopedia of Applied Linguistics, Wiley-Blackwell. http://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal1157/pdf
  • Svalberg, A. M-L. & Gieve, S. (2010). Use of sources in academic writing by MA Applied Linguistics & TESOL students: Textual borrowing or plagiarism? Journal for Excellence in Teaching and Learning 1, pp.1-14. Retrieved from http://physics.le.ac.uk/journals/index.php/jetl/article/viewFile/247/117D
  • Svalberg, A. M. L. (2009). Engagement with Language: Interrogating a Construct.  Language Awareness, 18(3-4), 242-258.
  • Svalberg, A. M. L. (2007). Language Awareness and Language Learning.  Language Teaching, 40(4), 287-308.
  • Svalberg, A. M. L. (2005). Consciousness Raising Activities in some Lebanese English Language Classrooms: Teacher Perceptions and Learner Engagement’, Language Awareness, 14(2-3), 70-190.
  • Svalberg, A. M-L. and Busher, H. (2006). Academic Literacy and Identity in English Academic Culture. In Lahlou, M. S. and Richardson, A. (Eds) English for Specific Purposes in the Arab World. Dubai: TESOL Arabia, 123-134.
  • Svalberg, A. M. L. (2002). Language Standards and Language Variation in Brunei Darussalam: The Understanding of would by Native and Non-Native Speakers of English. Journal of Asian Pacific Communication, 12(1) 117-141.
  • Svalberg, A. M. L. (2001). The problem of false Language Awareness. Language Awareness 10 (2-3), 200-212.
  • Prescott, D. and Svalberg, A. M.-L. (2000). The Use of Action Research to Provide Qualitative Evaluation of an INSET Course. Brunei Darussalam: Education Technology Centre, Universiti Brunei Darussalam. 54pp.
  • Svalberg, A. M. L. (1998). Nativization in Brunei English: Deviation vs. Standards. World Englishes 17(3): 325 - 344.
  • Svalberg, A. M. L. (1998) Comprehensibility of input and the acquisition of grammar. Journal of Applied Linguistics 14 (The Greek Applied Linguistics Association), 71–88.
  • Svalberg, A. M. L. (1998) Native and non-native speakers’ perceptions of the meanings of English tense and aspect forms. Proceedings, Vol.1 Papers on Theoretical Linguistics. 12th International Symposium of Theoretical and Applied Linguistics: Thessaloniki: Aristotle University of Thessaloniki, 275-294.
  • Svalberg, A. M-L. & Hjh Fatimah bte Hj Awang Chuchu (1998). Are Malay and English worlds apart? Typological distance and the learning of English tense and aspect concepts. International Journal of Applied Linguistics 8(1), 27 - 60.
  • Svalberg, A. M. L. (1995). Meanings into Pictures: Icons for Teaching Grammar. Language Awareness, 4(2), 65-87.
  • Svalberg, A. M-L. (1992). Functions and encodings of complements in Modern Greek from a cross-linguistic perspective. Proceedings of the 13th annual meeting of the Dept. of Linguistics, Faculty of Philosophy. Studies in Greek Linguistics. Thessaloniki: University of Aristotle, 295-310.
  • Svalberg, A. M. L. (1986). Teaching Tense and Aspect: A Systematic Approach. ELT Journal, 40(2), 136-45.

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