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Martha Jones

Assistant Professor, Faculty of Social Sciences

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Biography

Dr. Martha Jones is a Senior Fellow of the HEA. She is the MA Teaching English for Academic Purposes (web-based) Course Leader, and teaches on the face-to-face and web-based MA Teaching English to Speakers of Other Languages programme. Until recently, she also taught on the Postgraduate Certificate Education International programme.

Martha started working at the University of Nottingham in 1990. She joined the Centre for English Language Education (CELE) as an EAP tutor and later became Course Director on Presessional programmes. She also ran a 6-month professional development programme for teachers of English from Japan. From 2006 to 2012, Martha was Course Leader on the Postgraduate Certificate in TEAP. In 2010, when CELE became part of the School of Education, Martha started teaching on the MA Teaching English to Speakers of Other Languages. In 2012, when the MA TEAP was launched, Martha taught core and elective modules on this programme, and in 2015, she became Course Leader.

Martha researches spoken and written academic discourse using corpus-based analysis and genre analysis approaches. Her research also focuses on the development and use of eLearning material for teaching and teacher training purposes. She is a member of the British Association of Lecturers in EAP (BALEAP).

Teaching Summary

- English for Academic Purposes

- Teacher Professional Development

- Use of ePortfolios in Higher Education

- Corpus and Genre Analysis

- use of technology for teaching and research purposes

Research Summary

Martha is currently working on a co-authored manuscript on genres and education in engineering.

She is also researching growth in professional identity of EAP practitioners during their MA TEAP programme, and after successful completion of their course, based on data from the open educational resource.

Recent Publications

  • JONES, M. and SCHMITT, N., 2010. Developing Materials for Discipline-Specific Vocabulary and Phrases in Academic Seminars. In: HARWOOD, N., ed., Materials in ELT: Theory and Practice Cambridge University Press. 225-248.
  • JONES, M. and DURRANT, P., 2010. What can a corpus tell us about vocabulary teaching materials?. In: O'KEEFFE, A. and MCCARTHY, M., eds., The Routledge Handbook of Corpus Linguistics Routledge. 387-400.
  • BAKER, G., CRAWFORD, E. and JONES, M., 2009. E-portfolios for Lifelong Teacher Development. In: SMITH, A. and STRONG, G., eds., Adult Language Learners: Context and Innovation TESOL. 39-46.
  • JONES, M., 2008. Implementing e-portfolio-based practice: Practitioner Case Study, in Effective Practice with e-Portfolios: Supporting 21st century learning JISC.

Her research supervision areas include:

  • corpus-based studies
  • spoken English
  • e-portfolios
  • teacher development
  • EAP methodology

Research proposals: please email Martha if you would like to discuss the appropriateness of your research topic. See also: School of Education research supervision areas.

Past Research

Martha's publications have focused on the development and exploitation of corpora for teaching and research purposes, the acquisition of academic and disciplinary vocabulary, the use of ePortfolios in teacher education and the development of e-resources, including an open educational resource.

Martha has attracted funding to work on research projects focusing on:

- the design, compilation and use of a needs-based corpus of spoken corpus for EAP use

- the design of a CD-ROM focusing on the language of academic seminars

- disciplinary vocabulary in academic seminars

- disciplinary vocabulary in journal articles (science and engineering)

- the development of learning material for an ePortfolio for use on a distance postgraduate teacher development programme

- the development of two corpora: expert and novice writing (Architecture and the Built Environment) for the development of teaching materials and research

- the development of the International Language Teaching Alumni Resource (an open educational resource) which has narratives from MA TEAP alumni on their teaching contexts, career paths, continuing professional development and critical incidents

Future Research

Martha is keen to continue researching academic and disciplinary discourse as well as the exploitation of e-resources.

  • JONES, M. and SCHMITT, N., 2010. Developing Materials for Discipline-Specific Vocabulary and Phrases in Academic Seminars. In: HARWOOD, N., ed., Materials in ELT: Theory and Practice Cambridge University Press. 225-248.
  • JONES, M. and DURRANT, P., 2010. What can a corpus tell us about vocabulary teaching materials?. In: O'KEEFFE, A. and MCCARTHY, M., eds., The Routledge Handbook of Corpus Linguistics Routledge. 387-400.
  • BAKER, G., CRAWFORD, E. and JONES, M., 2009. E-portfolios for Lifelong Teacher Development. In: SMITH, A. and STRONG, G., eds., Adult Language Learners: Context and Innovation TESOL. 39-46.
  • JONES, M., 2008. Implementing e-portfolio-based practice: Practitioner Case Study, in Effective Practice with e-Portfolios: Supporting 21st century learning JISC.
  • JONES, M. and HAYWOOD, S., 2004. Facilitating the Acquisition of Formulaic Sequences: an exploratory study. In: SCHMITT, N., ed., Formulaic Sequences John Benjamins.
  • JONES, M.A. and BIRD, R., 2004. Campus language: helping students to understand academic spoken language in the EAP classroom. In: SHELDON, L., ed., Directions for the Future: issues in English for Academic Purposes Peter Lang.
  • JONES, M., 2003. Sound Understanding: Listening / Language Awareness Tasks on CD-ROM focusing on the language of academic seminars
  • JONES, M.A., 2000. Spoken Discourse and Grammar: the use of real data in the EAP classroom. In: CUTTING, J., ed., The Grammar of Spoken English and EAP Teaching Sunderland University Press.
  • JONES, M.A., 1997. The design, compilation and practical applications of a genre-based corpus of spoken discourse for EAP use In: Practical Applications in Language Corpora (PALC), University of Lodz, Poland, April 1997..
  • JONES, M.A., KITETU, C. and SUNDERLAND, J., 1997. Discourse Roles, Gender and Language Textbook Dialogues: who learns what from John and Sally? Gender and Education. 9(4),

School of Education

University of Nottingham
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Wollaton Road
Nottingham, NG8 1BB

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