How do university students learn English academic words? How do EAP (English for Academic Purposes) courses foster academic vocabulary learning? These questions are the main impetus of my current research.
I did my undergraduate studies in English Studies (i.e., English Literature and Linguistics) at the National and Kapodistrian University of Athens, Greece. I then did my postgraduate studies (MPhil, PhD) in Applied Linguistics at the University of Cambridge.
I work as an Associate Supervisor in the Department of Language and Linguistics at the University of Essex, UK. I previously worked for nine years as a Lecturer in Applied Linguistics at the same university. Before I worked as a Postdoctoral Research Fellow at National Taiwan University (2008-2010). I was a member of the team which created and conducted research on the LTTC English Learner Corpus. Previously, I designed and taught theoretical and applied linguistics courses first as a Visiting Lecturer (2006-2007) and then as a Lecturer in Linguistics (2007-2008) at the University of Greenwich. I have also taught blended-learning courses in linguistics and other social sciences as an Associate Lecturer at the Open University (2006-2007, 2010-2012).
Associate supervisor, University of Essex
Lecturer, University of Essex
Associate lecturer, The Open University
Postdoctoral research fellow, National Taiwan University
Lecturer, University of Greenwich
Visiting lecturer, University of Greenwich
Associate lecturer, The Open University
University of Cambridge, PhD/Applied Linguistics
Text & Talk, Rhetorical Structure Theory and coherence break identification.
Applied Linguistics Review, Spanish-L1 EFL learners’ recognition knowledge of English academic vocabulary: the role of cognateness, word frequency and length.
Journal of English for Academic Purposes, Review of Academic Vocabulary in Learner Writing: From Extraction to Analysis. by Magali Paquot. NY/London: Continuum, 2010.
D. Wible & M. Y. Li (Eds.), Second Language Reading and Writing: Investigations into Chinese and English.Taoyuan: National Central University Press., Devising a discourse error tagging system for an English learner corpus.
T.-E. Kao & Y. Lin (Eds.), A New Look at Language Teaching and Testing: English as Subject and Vehicle. Taipei: Language Training and Testing Center. , English Learner Corpus: Global Perspectives with an Asian Focus.
Proceedings of the Twelfth Academic Forum on English Language Testing in Asia (Language Testing in Asia: Continuity, Innovation and Synergy), March, 5-6, 2010. Taipei: Language Training and Testing Center., Indexing second language vocabulary in the Intermediate GEPT.
Proceedings of the 2009 International Conference on Applied Linguistics and Language Teaching. Taipei: Crane., Formulaic language and pauses in the speech of Taiwanese learners of English.
International Journal of Computational Linguistics and Chinese Language Processing, An exploratory application of Rhetorical Structure Theory to detect coherence errors in L2 English writing: possible implications for Automated Writing Evaluation software.
Metaphor and Symbol, Investigating the Source of Idiom Transparency Intuitions.
F. Boers & S. Lindstromberg (Eds.), Cognitive linguistic approaches to teaching vocabulary and phraseology. Berlin: Mouton de Gruyter., Conceptual metaphoric meaning clues in two L2 idiom presentation methods.
Language, Book notice of The Extent of the Literal: Metaphor, Polysemy and Theories of Concepts. by Marina Rakova. NY: Palgrave Macmillan, 2003.
M. Mattheoudakis & A. Psaltou-Joycey (Eds.), Selected Papers on Theoretical and Applied Linguistics from the 16th International Symposium, April 11-13, 2003. Thessaloniki: Aristotle University of Thessaloniki., Use of conceptual metaphors: A strategy for the guessing of an idiom’s meaning?
D. Hall, T. Markopoulos, A. Salamoura, & S. Skoufaki (Eds.), CamLing 2003: Proceedings of the University of Cambridge First Postgraduate Conference in Language Research, 26 April 2003. Cambridge: Cambridge Institute of Language Research., Determinants of idiom-transparency intuitions.