English pre-arrival information

Your checklist

Select your modules

Online module selection (OMS) is open. Please make sure this is completed before you arrive to enable you to start your studies.  You can find all the information you need to select your modules here.

You and your Academic Tutor

We know that Welcome Week will be a busy time for you, with so much to do to settle into University life and to find out what Sheffield has to offer.  We also know you will want to get to know about how the School generally and your degree programme specifically will run. For these reasons we have organised a meeting for you with your academic tutor during Welcome Week. Your academic tutor is a member of academic staff in the School who can provide academic support and act as a point of contact and guidance as you progress through your degree.

The meeting will be a relaxed 50-minute group discussion -- so as well as being introduced to your academic tutor and the role you’ll also get to meet up with some other School of English students who share your academic tutor. The main point of the meeting is to welcome you into the School, get you more acquainted with the way teaching and learning works here, and make sure that you’re feeling prepared for the academic year to come. You will also have the chance to ask your academic tutor any questions you might have. 

Here is an outline of what you can expect to talk about during your meeting: 

Introduction to Academic Tutoring

• Why Academic Tutoring is important for student success
• What Academic Tutoring is and isn’t
• How Academic Tutoring works in the School of English
• How to contact your Academic Tutor and Where their office is located
• When can you expect to see your Academic Tutor; your responsibilities/my responsibilities

Reminder about Core Academic Services

• 301 Academic Skills Centre
• University Libraries
• Blackboard
• IT Services Help Desk
• Disability & Dyslexia Support Service (DDSS)

Expectations and aspirations of University life

• What are you looking forward to?
• What are you confused about? Or concerned about?
• What are your main priorities for the next few weeks?
• Discussion about the School of English Mark Scale: making the transition to university level study.
• “Our Commitment”

We would like you to do some productive preparation for your meeting by thinking about the points above and visiting the links. It is important that you work on this in advance of Welcome Week to help you start the transition to university learning, and so that you can share your thoughts with your academic tutor and other students in your meeting. 

Complete your Digital Induction

My Digital Induction is a guide to the apps and software you will use at Sheffield. You should complete this before you arrive to make sure you know how to access everything you need. 

You will receive a lot of emails during your time at University, so it’s also important that you learn how to effectively manage your University inbox making sure that you don’t miss any important information. 

Watch the welcome from Anna Barton, Director of Eduation

Transcript

Hello! My name is Anna Barton and I am the Director of Education for the School of English, which means that I head up the team of staff who are responsible for all aspects of your experience as a student in the School, from your modules, seminars and lectures,  the support you receive from your academic tutor, to your engagement with employment opportunities and skills development. 

I am delighted to welcome you to Sheffield and wanted to congratulate you on all the hard work you have done to get here. 

Whether you are an undergraduate or a postgraduate student, whether you are coming to us from another country, another city in the UK or whether you are a Sheffield local, I am confident you will find us to be a welcoming, inclusive School. We are really passionate about and proud of the subjects we teach and we want to pass that passion and pride on to you. 

So take a look around this site, whet your appetite for the modules you’ll be studying, familiarise yourself with the information about Welcome Week, complete your registration and module choice and I’ll see you soon!

Complete your Digital Induction

My Digital Induction is a guide to the apps and software you will use at Sheffield. You should complete this before you arrive to make sure you know how to access everything you need. 

You will receive a lot of emails during your time at University, so it’s also important that you learn how to effectively manage your University inbox making sure that you don’t miss any important information. 

Welcome week timetable

Use the university interactive campus map to find the location of your welcome week events 

Wednesday 24 September 2025

School of English postgraduate welcome meeting 

Time: 9am - 10am
Location: The Diamond - Lecture Theatre 3
Campus maps

MA English Literature and MA Creative Writing

Time: 10am - 12pm
Location: The Diamond - Lecture Theatre 4
Campus maps

MA Applied Linguistics and MA TESOL

Time: 10am - 12pm
Location: The Diamond - Lecture Theatre 6
Campus maps

PhDs:  English Literature & English Language / English Language and Linguistics

Time: 10am - 12pm
Location: Jessop West - Seminar Room 8
Campus maps

MA Creative Writing further information meeting

Time: 13pm - 14pm
Location: Jessop West - Seminar Room 2
Campus maps

School of English postgraduate welcome drinks reception - all PGR & PGT degree programmes 

Time: 4pm -  5pm
Location: The Diamond - Lecture Theatre 2/Foyer Area
Campus maps

Tuesday 25 September 2025

Postgraduate Digital Learning Session  - all PGR & PGT degree programmes  

Time: 2pm -  3pm
Location:  The Diamond - Computer Room 1
Campus maps

Friday 26 September 2025

Introduction Session to English Language Teaching Centre and Language Support  - all PGR & PGT degree programmes  

Time: 10am - 11am
Location:  The Diamond - Lecture Theatre 7
Campus maps

Useful information

MA TESOL and MA Applied Linguistics

Please find indicative reading lists for modules below. Please note that these lists, where available, are indicative only, and a text’s inclusion on a list does not guarantee that it will be covered during the module. Definitive readings will be provided when module teaching begins, and sufficient reading time will be allocated in self-directed study time.

EGH404 - Teaching Practice 1

• Carter and Nunan (eds) (2001) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.
• Gower, R., Phillips, D. and Walters, T. (1995) Teaching Practice: A Handbook for Teachers in Training. London: Macmillan Education.
• Harmer J, (2015) The Practice of English Language Teaching. (fifth edition). Essex: Pearson Education Limited.
• Harmer J, (2007) How to teach English. (second edition) Essex: Pearson Education Limited.
• Hedge, T (2000) Teaching and Learning in the Language Classroom: A guide to current ideas about the theory and practice of English language teaching. Oxford : Oxford University Press
• Larsen Freeman (2011) Techniques and Principles in Language Teaching. (second edition). Oxford: Oxford University Press
• Richards, J.C. (2015) Key Issues in Language Teaching. Cambridge: Cambridge University Press.
• Richards, J.C. and Rodgers T.E. (2014) Approaches and Methods in Language Teaching. (third  edition) Cambridge: Cambridge University Press.
• Scrivener, J. (2011) Learning Teaching. (second edition) Oxford: Macmillan.
• Spratt, M., Pulverness, A. and Williams, W. (2011) The TKT Course. (second edition). Cambridge: Cambridge University Press.

• Watkins, P. (2005) Learning to Teach English: A Practical Introduction for New Teachers. Addlestone: Delta Publishing.
   

EGH406 - Teaching Listening and Speaking

• Bygate, Martin. 1987. Speaking (Oxford: Oxford University Press)
• Field, John. 2008. Listening in the Language Classroom (Cambridge: Cambridge University Press)
• Flowerdew, John and Lindsay Miller. 2005. Second Language Listening: Theory and Practice (New York: Cambridge University Press)
• Fulcher, Glen. 2014. Testing Second Language Speaking (New York: Routledge)
• Goh, Christine C. M. and Anne Burns. 2012. Teaching Speaking: A Holistic Approach (New York: Cambridge University Press)
• Luoma, Sari. 2004. Assessing Speaking (Cambridge: Cambridge University Press)
• Lynch, Tony. 2009. Teaching Second Language Listening (Oxford: Oxford University Press)
• Vandergrift, Larry. and Christine C.M. Goh. 2012. Teaching and Learning Second Language Listening: Metacognition in Action (New York: Routledge)
• Thornbury, Scott. 2005. How to Teach Speaking (Harlow: Pearson Education)
• Thornbury, Scott and Diana Slade. 2006. Conversation: From Description to Pedagogy (Cambridge: Cambridge University Press)
• White, Goodith. 1998. Listening (Oxford: Oxford University Press)
• Wilson, JJ. 2008. How to Teach Listening (Harlow: Pearson)

EGH410 - Research Methods

• Cohen, L. et al. (2011) Research Methods in Education (7th ed.). London: Routledge.
• Dörnyei, Z. (2007) Research Methods in Applied Linguistics: Quantitative, Qualitative, and Mixed Methodologies. Oxford: Oxford University Press.
• Fairclough, N., Mulderrig, J. and Wodak, R. (2011) ‘Critical Discourse Analysis’, in Van Dijk, T (ed.) Discourse Studies: a multidisciplinary introduction, London: Sage (357-378)
• Hart, C. (ed.) (2020) Researching Discourse: a student guide. London: Routledge
• Kircher, Ruth & Laura Zipp. 2022. Research methods in language attitudes. Cambridge, United Kingdom: Cambridge University Press.
• Litosseliti, Lia (ed.). 2018. Research Methods in Linguistics: Second Edition. 2nd edition edition. London: Bloomsbury Academic.
• Podesva, Robert J. & Devyani Sharma (eds.). 2013. Research Methods in Linguistics. Cambridge; New York: Cambridge University Press.
• Richards, K. (2003) Qualitative Inquiry in TESOL. Basingstoke: Palgrave Macmillan.
• Rose, H. et al. (2020) Data Collection Research Methods in Applied Linguistics. London: Bloomsbury.
• Titscher, S., Meyer, M., Wodak, R., and Vetter, E. (2000) Methods of Text and Discourse Analysis. London: Sage

EGH419 - Language and public life

• Dragojevic, Marko, Fabio Fasoli, Jennifer Cramer & Tamara Rakić. 2021. Toward a Century of Language Attitudes Research: Looking Back and Moving Forward. Journal of Language and Social Psychology 40(1). 60–79. 

• Chew, P. G.-L., ‘Metaphors of Change: Adolescent Singaporeans Switching Religion’, in The Sociology of Language and Religion : Change, Conflict and Accommodation, by Tope Omoniyi, ed. by Tope Omoniyi (New York: Palgrave Macmillan, 2010), pp. 156–89

• Flores, Nelson & Jonathan Rosa. 2015. Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education. Harvard Educational Review 85(2). 149–171. 

• Gibbons, Alison, Contemporary Stylistics : Language, Cognition, Interpretation, ed. Sara Whiteley (Edinburgh: Edinburgh University Press, 2018).

• Gonzalez, Victoria, ‘Contentious Storytelling Online: Articulating Activism through Negotiation of Metanarratives’, Sociological Perspectives, 63.4 (2020), 589–607.

•  Hart, Christopher, (ed.) (2020) Researching Discourse : A Student Guide London; New York: Routledge.

• Hovi, Tuija, ‘Functions of Narrative Genres for Lived Religion’, Approaching Religion, 4.1 (2014), 80–88.

• Jeffries, Lesley (2010) Critical Stylistics : The Power of English Houndmills, Basingstoke, Hampshire, [England]: Palgrave Macmillan.

• Kircher, Ruth & Laura Zipp. 2022. Research methods in language attitudes. Cambridge, United Kingdom: Cambridge University Press.

• Machin, David, (2016), Introduction to Multimodal Analysis, Bloomsbury (esp. pp.1-20).

• McKenzie, Robert M. & Andrew McNeill. 2023. Implicit and explicit language attitudes: mapping linguistic prejudice and attitude change in England. New York: Routledge.  (7 February, 2023).

• Mulderrig, Jane, ‘Multimodal Strategies of Emotional Governance: A Critical Analysis of “nudge” Tactics in Health Policy’, Critical Discourse Studies, 15.1 (2018), 39–67.

• Mulderrig, Jane, ‘The Hegemony of Inclusion: A Corpus-Based Critical Discourse Analysis of Deixis in Education Policy’, Discourse & Society, 23.6 (2012), 701–28 (on the critical analysis of pronouns).

• Snell, Julia. forthcoming. Social class and educational inequalities. In Chris Montgomery & Emma Moore (eds.), The Oxford Handbook of British Englishes. Oxford: Oxford University Press.

• Stibbe, Arran, ‘An Ecolinguistic Approach To Critical Discourse Studies’, Critical Discourse Studies, 11.1 (2014), 117–28

• Thaler, Richard H., Nudge : Improving Decisions about Health, Wealth and Happiness, ed. by Cass R Sunstein, New international ed. (London: Penguin, 2009)

• Hobbs, Valerie ‘Chapters 2 - 4’, in An Introduction to Religious Language : Exploring Theolinguistics in Contemporary Contexts, by Valerie Hobbs (London: Bloomsbury Academic, 2021), pp. 9–62

• van Dijk, Teun A, ‘Discourse and Manipulation’, Discourse & Society, 17.3 (2006), 359–83 

• van Dijk, Teun A, ‘Ideology and Discourse Analysis’, Journal of Political Ideologies, 11.2 (2006), 115–40

• van Leeuwen, Theo, ‘Handbook of Visual Analysis’, 2002, 78–83

EGH429 - Course and Materials Design

• Eckstein, Grant, et al. Curriculum Development for Intensive English Programs : A Contextualized Framework for Language Program Design and Implementation, Taylor & Francis Group, 2022. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/sheffield/detail.action?docID=7130626

• Harwood, N. (2014). Content, consumption, and production: three levels of textbook research. In N. Harwood (ed.), English Language Teaching Textbooks: Content, Consumption, Production. Basingstoke: Palgrave Macmillan, pp.1-41

• McDonough, J. & Shaw, P. (2003) Materials and Methods in ELT: A Teacher’s Guide (2nd ed.). Oxford: Blackwell

• McGrath, I. (2002) Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press

• McGrath, I. (2013) Materials Development for TESOL. Edinburgh: Edinburgh University Press

• Mishan, F. & Timmis, I. (2015) Materials Development for TESOL. Edinburgh: Edinburgh University Press

• Tomlinson, B. & Masuhara, H. (2018) The Complete Guide to the Theory and Practice of Materials Development for Language Learning. Hoboken, New Jersey: Wiley

EGH432 - Language Teaching Methodology

• Brown, H. D. & Lee, H. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.) (pp. 14-35). New York: Pearson-Longman. 

• Burns, A., & Seidlhofer, B. (2020). Speaking and pronunciation. In N. Schmitt and M. Rodgers (Eds.), An Introduction to Applied Linguistics (pp. 240-258). London: Routledge. 

• Cook, V. (2008). Second Language Learning and Language Teaching (4th ed.) (pp.214-234). London: Hodder. Eskey, D. E. (2005). Reading in a second language. In E. Hinkel Handbook of research in second language teaching and learning (pp. 563-579). London: Routledge. 

• González-Fernández, B. & Schmitt, N. (2017). Vocabulary Acquisition. In S. Loewen and M. Sato (eds.), The Routledge Handbook of Instructed Second Language Acquisition (pp. 280- 298). London: Routledge. 

• Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly 40(1), 109- 131. Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of second language writing, 16(3), 148-164. Jiang, X., 

• Grabe, W. & Carrell, P. (2020). Reading. In N. Schmitt and M. Rodgers (Eds.), An Introduction to Applied Linguistics (pp. 259-278). London: Routledge. 

• Katz, A. (2014). Assessment in second language classrooms. In M. Celce-Murcia, Brinton, D.M., & Snow, M.A. (Eds.) Teaching English as a Second or Foreign Language, (4th ed.) (Chapter 21, pp. 320-337). Boston, MASS: Heinle. 

• Larsen-Freeman, D. (2014). Teaching Grammar. In M. Celce-Murcia (Ed.) Teaching English as a Second or Foreign Language (4th ed.) (Chapter 17, pp. 256-270). Boston, MASS: Heinle. 

• Lazaraton. (2014). Second Language Speaking. In M. Celce-Murcia (Ed.) Teaching English as a Second or Foreign Language (4th ed.) (Chapter 8, pp. 106-120). Boston, MASS: Heinle. 

• Lightbown, P. (2000). Anniversary Article: Classroom SLA Research and Second Language Teaching. Applied Linguistics 21(4), 431-462. Long, M. (2015). Second language acquisition and task-based language teaching (pp. 3-15). 

• Malden, MA: Wiley Blackwell. Lynch, T and Mendelsohn, D. (2020). Listening. In N. Schmitt and M. Rodgers (Eds.), An Introduction to Applied Linguistics (pp. 223-239). London: Routledge. 

• Nation, P. (2021) Is it worth teaching vocabulary? TESOL Journal, 12(4), e564. Nassaji, H. & Fotos, S. (2004). Current Developments in Research on the Teaching of Grammar. Annual Review of Applied Linguistics, 24, 126-145. 

• Vandergrift, L. (2011). Second Language Listening. In E. Hinkel Handbook of Research in Second Language Teaching and Learning (Volume II) (pp. 455-471). London: Routledge.

• Weigle, S.C. (2014). Considerations for teaching second language writing. In M. Celce-Murcia, Brinton, D.M., & Snow, M.A. (Eds.) Teaching English as a Second or Foreign Language, (4th ed.) (Chapter 15, pp. 222-237). Boston, MASS: Heinle. 

EGH61010 - Current issues in Applied Linguistics

• Bailey, K. M., & Christian, D. (Eds.). (2021). Research on teaching and learning English in under-resourced contexts. Routledge

• Celce-Murcia, Marianne. 2014. 'Teaching English in the Context of World Englishes' in Teaching English as a Second or Foreign Language, ed. by Celce-Murcia, Marianne, Donna M. Brinton and Marguerite Ann Snow (Boston: Cengage Learning), pp. 63-70

• Cook, Vivian. 2012. 'Going beyond the native speaker in language teaching', TESOL Quarterly, 33.2, 185-209

• Dauer, Rebecca. M. 2005. 'The Lingua Franca Core: a New Model for Pronunciation Instruction?' TESOL Quarterly, 39.3, 543-550

• Harwood, N. & Hadley, G. (2004) Demystifying institutional practices: critical pragmatism and the teaching of academic writing. English for Specific Purposes 23(4): 355-377

• Jeyaraj, J.J. & Harland, T. (2016) Teaching with critical pedagogy in ELT: the problems of indoctrination and risk. Pedagogy, Culture & Society 24: 587-598

• Kuchah, K. (2018). Teaching English in difficult circumstances: Setting the scene. International perspectives on teaching English in difficult circumstances: Contexts, challenges and possibilities, 1-25

• McKay, Sandra Lee. 2003. 'Towards an appropriate EIL pedagogy', International Journal of Applied Linguistics, 13.1, 1-22

• Mulderrig, J. (2024, January 30). Critical policy discourse analysis in higher education. In Oxford Research Encyclopedia of Education.

• Schachter, J. (1974) An error in error analysis. Language Learning  24:205-214

• Seidlhofer, Barbara. 2004. ' Research perspectives on teaching English as a lingua franca', Annual Review of Applied Linguistics, 24, 209–239

• VanPatten, B., M. Smith and A. Benati (2020) Key questions in second language acquisition: An introduction. Cambridge: CUP.

EGH405 - Teaching Practice 2

• Carter and Nunan (eds) (2001) The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. 

• Gower, R., Phillips, D. and Walters, T. (1995) Teaching Practice: A Handbook for Teachers in Training. London: Macmillan Education.

• Harmer J, (2015) The Practice of English Language Teaching. (fifth edition). Essex: Pearson Education Limited. 

• Harmer J, (2007) How to teach English. (second edition) Essex: Pearson Education Limited. 

• Hedge, T (2000) Teaching and Learning in the Language Classroom: A guide to current ideas about the theory and practice of English language teaching. Oxford : Oxford University Press 

• Larsen Freeman (2011) Techniques and Principles in Language Teaching. (second edition). Oxford: Oxford University Press

• Richards, J.C. (2015) Key Issues in Language Teaching. Cambridge: Cambridge University Press.

• Richards, J.C. and Rodgers T.E. (2014) Approaches and Methods in Language Teaching. (third  edition) Cambridge: Cambridge University Press.

• Scrivener, J. (2011) Learning Teaching. (second edition) Oxford: Macmillan.

• Spratt, M., Pulverness, A. and Williams, W. (2011) The TKT Course. (second edition). Cambridge: Cambridge University Press.

• Watkins, P. (2005) Learning to Teach English: A Practical Introduction for New Teachers. Addlestone: Delta Publishing.

EGH407 - Teaching Reading and Writing

• Badger R & White G (2000) A process genre approach to teaching writing. ELT Journal 54(2): 153-160.

• Bitchener J and Ferris D (2011) Written Corrective Feedback in Second Language Acquisition and Writing. London: Routledge.

• Cimasko T & Reichelt M (2011) Foreign Language Writing Instruction: Principles and Practices. Parlor Press.

• Devitt A et al (2004) Scenes of Writing: Strategies for Composing with Genres. New York: Pearson.

• Ferris D (1997) The influence of teacher commentary on student revision. TESOL Quarterly 31: 315-339.

• Ferris D (2003) Responding to writing. In B Kroll (ed.), Exploring the Dynamics of Second Language Writing. Cambridge: Cambridge University Press, pp.119-140.

• Ferris D (2003) Response to Student Writing: Implications for Second Language Students. Mahwah: Lawrence Erlbaum.

• Ferris D (2004) The “grammar correction” debate in L2 writing: where are we, and where do we go from here? (and what do we do in the meantime…?). Journal of Second Language Writing 13: 49-62.

• Ferris DR (2008) Feedback: issues and options. In P. Friedrich (ed.), Teaching Academic Writing. London: Continuum, pp.93-124.

• Ferris D & Hedgcock JS (2014) Teaching L2 Composition: Purpose, Process, and Practice (3^rd ed.). New York: Routledge.

• Flower LS & Hayes JR (1981) A cognitive process theory of writing. College Composition & Communication 32: 365-387.

• Goldstein LM (2005) Teacher Written Commentary in Second Language Writing Classrooms. Ann Arbor: University of Michigan Press.

• Grabe, William. 2008. Reading in a Second Language: Moving from Theory to Practice (Cambridge: Cambridge University Press)

• Grellett, Françoise. 1981. Developing Reading Skills (Cambridge: Cambridge University Press)

• Hedge T (2005) Writing (2^nd ed.). Oxford: Oxford University Press.

• Hudson, Thom. 2007. Teaching Second Language Reading (Oxford: Oxford University Press)

• Hyland K (2003) Second Language Writing. Cambridge: Cambridge University Press.

• Hyland K (2004) Genre and Second Language Writing. Ann Arbor: University of Michigan Press.

• Hyland F & Hyland K (2001) Sugaring the pill: praise and criticism in written feedback. Journal of Second Language Writing 10: 185-202.

• Ivanič R (2004) Discourses of writing and learning to write. Language & Education 18(3): 220-245.

• Kroll, B. (ed.) (2003) Second Language Writing: Research Insights for the Classroom. New York: Cambridge University Press.

• Kroll, B. (ed.) (2003) Second Language Writing: Research Insights for the Classroom. New York: Cambridge University Press.

• Lee I (2008) Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing 17: 69-85.

• Nuttall, Christine. 2005. Teaching Reading Skills in a Foreign Language (London: Macmillan Education)

• Susser, B. (1994) Process approaches in ESL/EFL writing instruction. Journal of Second Language Writing 3(1): 31-47.

• Truscott J (1996) The case against grammar correction in L2 writing classes. Language Learning 46: 327-369.

• Truscott J & Hsu A.Y. (2008) Error correction, revision, and learning. Journal of Second Language Writing 17: 292-305.

• Tsui, A.B.M. (1996) Learning how to teach ESL writing. In D. Freeman & J.C. Richards (eds.), Teacher Learning in Language Teaching. Cambridge: Cambridge University Press, pp.97-119.

• Wallace, Catherine. 1992. Reading (Oxford: Oxford University Press)

• White RV & Arndt V (1991) Process Writing. Harlow: Longman.

• Zamel V (1985) Responding to student writing. TESOL Quarterly 19: 79-102.

EGH408 - Teaching Vocabulary, Grammar, and Discourse

• Cutting, J (2015) Language in Context in TESOL. Edinburgh University Press

• Downing, A. (2015). English Grammar: A University Course, Third Edition (London: Routledge, Taylor Francis Group), Units 41-43

• González-Fernández, B., & Schmitt, N. (2020). Word knowledge: Exploring the relationships and order of acquisition of vocabulary knowledge components. Applied Linguistics, 41(4), 481–505. 

• Larsen-Freeman, D. (2016). The Grammar Book: Form, Meaning and Use for English Language Teachers, Third Edition (Boston, MA: National Geographic Learning). 

• Nation, P. & Meara, P. (2020). Vocabulary. In N. Schmitt and M. Rodgers (Eds.), An Introduction to Applied Linguistics (pp. 35-54). London: Routledge. 

• Schmitt, N. & Schmitt, D. (2020). Vocabulary in Language Teaching (2nd Ed.). Cambridge: CUP. 

• Webb, S., & Nation, I.S.P. (2017). How Vocabulary is Learned. Oxford: Oxford University Press.

EHG409  - Practitioner Research and Development

• Brumfit, C. and Mitchell, R. (eds) (1990) Research in the Language Classroom. Hong Kong: Modern English Publications

• Burton, D. and Bartlett, S. (2005) Practitioner research for teachers. London: Sage.

• Burns, A. (2009) Doing Action Research in English Language Teaching: A Guide for Practitioners. 1st ed. London: Taylor & Francis Group.

• Foord, D. (2017) The developing teacher: practical activities for professional development. Peaslake: Delta Publishing.

• Hanks J. Integrating research into language teaching and learning: Learners and teachers as co-researchers exploring praxis. Language Teaching. 2022;55(2):217-232. doi:10.1017/S026144482100032X

• Richards, J. C. and Thornbury, S. (2021) Jack C Richards' 50 tips for teacher development. Cambridge: Cambridge University Press

EGH411 - Research Dissertation Practice

• Alderson JC & Banerjee J (2002) Language testing and assessment (part 2). Language Teaching 35(2): 79-113.

• Borg S (2002) Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. Language Teaching 36(2): 81-109.

• Hart C (1998) Doing a Literature Review: Releasing the Social Science Research Imagination. London: Sage.

• Howard, R.M. (2014) Why this humanist codes. Research in the Teaching of English 49: 75-81.

• Kwan BSC (2006) The schematic structure of literature reviews in doctoral theses of applied linguistics. English for Specific Purposes 25: 30-55.

• O’Brien T (2004) Writing in a foreign language: teaching and learning. Language Teaching 37(1): 1-28.

• Oliver, P. (2012) Succeeding with your literature review: a handbook for students. Maidenhead: McGraw-Hill Opening University Press.

• Paltridge B (2004) Academic writing. Language Teaching 37(2): 87-105.

• Phillips EM & Pugh DS (1994) How to get a PhD (2nd ed.). Buckingham: Open University Press.

• Saldaña, J. (2016) The Coding Manual for Qualitative Researchers. London: Sage. Chapter 1 and 2.

• Skehan P (2003) Task-based instruction. Language Teaching 36(1): 1-14.

• Strongman, L. (2013) Academic Writing. Newcastle upon Tyne: Cambridge Scholars Publisher. Chapter 1.

• Sunderland, J. (2009) Research questions in Linguistics. In L. Litoselliti (ed.) Research Methods in Linguistics. London: Continuum, pp.9-28.

EGH418 - Language and interaction

• Bull, P. (1994). ‘On Identifying Questions, Replies, and Non-Replies in Political Interviews’, Journal of Language and Social Psychology, 13.2: 115–31

• Bull, P & Meyer, K (1993) How Not to Answer Questions in Political Interviews, Political Psychology, 14 (4) 651-666

• Copland, F. & A. Creese (2015). Linguistic ethnography: Collecting, analysing and presenting data. Sage Publications Ltd. 

• Hall, Kira & Jenny L. Davis. 2021. Ethnography and the shifting semiotics of gender and sexuality. In Jo Angouri & Judith Baxter (eds.), The Routledge Handbook of Language, Gender, and Sexuality, 93–107. London: Routledge. 

• Jones, Lucy. 2023. ‘I’m a boy, can’t you see that?’: Dialogic embodiment and the construction of agency in trans youth discourse. Language in Society 52(4). 549–570. 

• Moore, Emma. 2023. Socio-syntax: Exploring the social life of grammar. Cambridge: Cambridge University Press.

• Niedzielski, N. & D.R. Preston (2003). Folk linguistics. Mouton de Gruyter.

• Partington, A. and Taylor, C. (2018) The language of persuasion in politics: An introduction. Routledge.

• Sidnell, J. (2010). Conversation analysis: An introduction. Wiley-Blackwell.

• Wortham, Stanton E. F. & Katherine S. Mortimer. 2014. Linguistic anthropology. In Constant Leung & Brian V. Street (eds.), The Routledge Handbook of English Language Studies, 145–160. Oxford ; New York: Routledge

• Partington, A. and Taylor, C. (2018) The language of persuasion in politics: an introduction. Second edition. Abingdon, Oxon ; New York, NY: Routledge

For MA English Literature and MA Creative Writing reading please contact the module convenor directly. 

Student Societies

The Students’ Union has a wide range of clubs and societies run by students for students, this includes School academic societies. The English Society is a really active society offering a wide range of events and activities that you can get involved with, it’s also a great way to meet other students on your programme - find out more about the English Society.

International Student

Arriving in Sheffield

You should arrive in Sheffield ahead of welcome week starting on 22 September. This gives you plenty of time to settle in, find out more about your course, meet other students across the School and explore Sheffield before teaching starts on the 29 September.

International student success programme

In preparation for arriving in the UK, you might like to take our international student success programme, which is designed to equip international students with the knowledge, understanding and skills that are essential to prepare for and adjust to university study in the UK. 

The programme includes four modules focussed on preparing for student life in the UK; culture: adapting and managing expectations, effective communication and looking after yourself and finding support. 

Contact us

If you have any questions about our modules, your timetable or any other part of welcome week, please do not hesitate to contact the School of English support services team at english-studentenquiries@sheffield.ac.uk