Research student, Centre for Language and Communication Research, School of English, Communication and Philosophy
MA Applied Linguistics & TESOL (University of Portsmouth)
MSc Mathematics (University of London)
BSc Psychology (Open University)
PGCE in Mathematical Education (University of Greenwich)
BSc Mathematics (University of London)
British Psychological Society (BPS)
Japan Association of Language Teachers (JALT)
I have been teaching professionally in a variety of different fields for many years, including around 12 years as a corporate business trainer and coach in the UK, 6 years as English teacher and course developer in Japan and 5 years as a school teacher of Mathematics. Other experience includes running an EFL home tuition program for several years in London and contributing as an interviewer on the TOEIC test. I am also a qualified trainer of neuro-linguistic programming and certified as a European NLP coach. My current focus is on running training programmes in English and business communication skills for corporate clients and individuals in Japan.
The role of formulaic language in speech memorisation and production in L2 speakers of English
I am interested in the role of formulaic language in speech production and the way that formulaic components (such as formulaic frames and variables) fit together to form a complete spoken utterance. A particular focus is on the memorisation of new language by L2 speakers of English and how the structuring of utterances into formulaic elements influences the way they are memorised and reproduced.
The research involves developing methods for identifying formulaic frames in spoken English, investigating the factors that influence their memorisation, and analysing errors and non-standard usage of these by L2 speakers. My theoretical approach combines current thinking on formulaic language with ideas from construction grammar, lexical priming and models of working memory and speech production.
Overall, an important driver for me is to show how a knowledge of formulaicity and chunking can be used practically to help learners memorise useful new language and use it appropriately in real situations.