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DR NEOMY STORCH



Contact Details

Organization: Languages and Linguistics
Position: LECTURER IN ESL
Email:
Homepage: http://www.linguistics.unimelb.edu.au/about/staff/profiles/storch/
Work: 8344 5208
Fax: 8344 8990
Room: 520
Level: 05
Building: Arts Centre
Campus: Parkville

Research Expertise and International Linkages

Research Expertise

Research Interest Key Words Country of Expertise
Second Language Acquistion & Pedagogy Second Language Writing Australia, United States of America

Qualifications, Honours, Fellowships and Other Awards

Qualifications

Title Institution Date Awarded Abbreviation
Doctor of Philosophy University of Melbourne 31-Dec-2001
Bachelor of Economics Monash University 31-Dec-1976
Graduate Diploma in Education Melbourne State College 31-Dec-1980
Graduate Diploma of Educational Administration University of Melbourne 31-Dec-1990
Graduate diploma of TESOL Victoria College 31-Dec-1984
Master of Arts University of Melbourne 31-Dec-1995

Government Research Classifications

Research Fields, Courses and Discipline Classifications

Socio-Economic Objective Classifications

Grants and Contracts

Research Grants, Contracts and Consultancies awarded to the University of Melbourne as the administering institution (since 2003) as recorded in Themis Agreements.

Grants

Title Role Funding Source Scheme Award Date
The role of feedback in second language learning processes Chief Investigator AUST RESEARCH COUNCIL Discovery Projects 01/01/2004

Publications

Publications produced at the University of Melbourne and reported in the Annual Publications Collection and 'Research Report' since 2001. The Themis Publications module, released in November 2006, allows additional publications from previous institutions and publications from past years to be entered.

Publications in 2009

Books

  • The nature of pair interaction; Learners' interaction in an ESL class: its nature and impact on grammatical development
    Year: 2009
    Publisher: VDM Verlag(Saarbrucken)
    Authors(s):

Journal Articles

  • Learners’ perceptions and attitudes: Implications for willingness to communicate in an L2 classroom
    Year: 2009
    Journal: System
    Volume: 37
    Issue: 2
    Page numbers: 269-285
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  • Pair versus individual writing: Effects on fluency, complexity and accuracy
    Year: 2009
    Journal: Language Testing
    Volume: 26
    Issue: 3
    Page numbers: 445-466
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  • The impact of an EAP course on postgraduate writing
    Year: 2009
    Journal: Journal of English for Academic Purposes
    Volume: 8
    Issue: 3
    Page numbers: 207-223
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  • The impact of studying in a second language (L2) medium university on the development of L2 writing
    Year: 2009
    Journal: Journal of Second Language Writing
    Volume: 18
    Issue: 2
    Page numbers: 103-118
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Publications in 2008

Journal Articles

  • Metatalk in a pair work activity: Level of engagement and implications for language development


    Year: 2008
    Journal: Language Awareness
    Volume: 17
    Issue: 2
    Page numbers: 95-114
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  • What happens to international students' English after one semester at university?


    Year: 2008
    Journal: Australian Review of Applied Linguistics
    Volume: 31
    Issue: 1
    Page numbers: 4.1-4.17
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Publications in 2007

Book Chapters

  • Writing Tasks: The Effects of Collaboration
    Year: 2007
    Book: Investigating Tasks in Formal Language Learning
    Publisher: Multilingual Matters(Clevedon)
    Authors(s):

Journal Articles

  • Development in L2 Writing After a Semester of Study in an Australian University
    Year: 2007
    Journal: Indonesian JELT - Indonesian Journal of English Language Teaching
    Volume: 3
    Issue: 2
    Page numbers: 173-189
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  • Investigating Group Planning in Preparation for Oral Presentations in an EFL Class in Vietnam
    Year: 2007
    Journal: RELC Journal
    Volume: 38
    Issue: 1
    Page numbers: 104-122
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  • Investigating the merits of pair work on a text editing task in ESL classes
    Year: 2007
    Journal: Language Teaching Research
    Volume: 11
    Issue: 2
    Page numbers: 143-159
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Publications in 2005

Journal Articles

  • Collaborative writing: Product, process, and students' reflections
    Year: 2005
    Journal: Journal of Second Language Writing
    Volume: 14
    Issue: 3
    Page numbers: 153 - 173
    Publisher: Pergamon
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Publications in 2004

Journal Articles

  • Using Activity Theory to Explain Differences in Patterns of Dyadic Interactions in an ESL Class
    Year: 2004
    Journal: Canadian Modern Language Review
    Volume: 60
    Issue: 4
    Page numbers: 457 - 480
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Publications in 2003

Journal Articles

  • Is there a role for the use of the L1 in an L2 setting?


    Year: 2003
    Journal: TESOL Quarterly
    Volume: 37
    Issue: 4
    Page numbers: 760-770
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  • Relationships formed in dyadic interaction and opportunity for learning
    Year: 2003
    Journal: International Journal of Educational Research
    Volume: 37
    Page numbers: 305-322
    Publisher: Pergamon(Los Angeles)
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  • Tasks for focus on form in classroom-based research
    Year: 2003
    Journal: Ilha do Desterro
    Volume: 41
    Page numbers: 121-154
    Publisher: Universidade Federal de Santa Catarina
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Publications in 2002

Journal Articles

  • A useful kind of interaction? Evaluations by university students of feedback on written assignments
    Year: 2002
    Journal: Australian Review of Applied Linguistics
    Volume: 25
    Issue: 1
    Page numbers: 147-167
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  • Patterns of Interaction in ESL Pair Work
    Year: 2002
    Journal: Language Learning
    Volume: 52
    Issue: 1, March 2002
    Page numbers: 119-158
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Publications in 2001

Journal Articles

  • Comparing ESL learners' attention to grammar on three different collaborative tasks.
    Year: 2001
    Journal: RELC Journal
    Volume: 32
    Issue: 2
    Page numbers: 104-124
    Publisher: SEAMEO RELC
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  • How collaborative is pair work? ESL tertiary students composing in pairs
    Year: 2001
    Journal: Language Teaching Research
    Volume: 5
    Issue: 1
    Page numbers: 29-53
    Publisher: Arnold Publishers(London)
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