- University of East Anglia
Norwich, UK
www.kenhyland.com
- Ken Hyland is Honorary Professor at the University of East Anglia. He was previously a professor at University Colleg... moreKen Hyland is Honorary Professor at the University of East Anglia. He was previously a professor at University College London, the university of Hong Kong and UEA. He has taught in Africa, Asia and Europe and is best known for his research into writing and academic discourse, having published 260+ articles and 29 books on these topics with over 69,000 citations on Google Scholar. A collection of his work was published as The Essential Hyland (Bloomsbury, 2018).
After graduating with a degree in Sociology from the University of Warwick, Ken went overseas to teach English. He first worked as a volunteer in the Sudan, and then taught in Saudi Arabia, Malaysia, Papua New Guinea, New Zealand and Hong Kong, gaining an MA and a PhD along the way. After nine years at Lingnan and City University in Hong Kong, he was offered a professorship at the University of London, where he directed the Centre for Academic and Professional Literacies at the Institute of Education, UCL, for six years. He returned to Hong Kong in 2009 to head the Centre for Applied English Studies and moved to the University of East Anglia as Professor of Applied Linguistics in Education in October, 2017. Ken remains a prolific writer and has published 18 Books since 2010 in addition to numerous articles in the leading journals. His most recent books include second editions of Second Language Writing (CUP, 2019) and Feedback on Second Language Writing (edited with F. Hyland, CUP, 2019), Academic Discourse and global publishing (with K Jiang, Routledge, 2019), Specialized English (edited with L. Wong, Routledge, 2019) and Novice writers writing for publication (edited with P. Habibe, Palgrave, 2019). He is the Editor of the Bloomsbury Discourse Series and Routledge Innovations and Challenges in Applied Linguistics, was founding co-editor of the Journal of English for Academic Purposes and was co-editor of Applied Linguistics. Ken is Visiting Professor at Jilin University, China.edit
Few concepts have had a greater impact on how we understand and teach language than genre. The idea that prior texts have a key role in shaping communicative practices has been so influential for so long that it is hard to imagine how... more
Few concepts have had a greater impact on how we understand and teach language than genre. The idea that prior texts have a key role in shaping communicative practices has been so influential for so long that it is hard to imagine how discourse analysts, or EAP practitioners, ever got along without it. Strictly, of course, the term refers to abstract, socially recognised ways of using language, but like any well-worn concept, genre is understood in a variety of ways: from an emphasis on context and Bakhtinian notions of intertextuality and dialogism (e.g. Coe, 2001) to descriptions of
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PED Colloquium - Session OrganizersThis colloquium addresses key areas in innovation and change in language education by linking theory and research to current curriculum issues. Addressing action research, reflection, assessment and... more
PED Colloquium - Session OrganizersThis colloquium addresses key areas in innovation and change in language education by linking theory and research to current curriculum issues. Addressing action research, reflection, assessment and technology, the presenters will offer accessible and research-informed approaches to help participants better understand the relevance of current thinking to their own contexts. (Abstract by AAAL
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This session highlights the rich connections between applied linguistics and writing across the curriculum. Presenters will explore the ways in which genre research can inform the teaching of academic writing and willshare an in-depth... more
This session highlights the rich connections between applied linguistics and writing across the curriculum. Presenters will explore the ways in which genre research can inform the teaching of academic writing and willshare an in-depth example of cross-disciplinary collaboration in the development of a disciplinary writing course
Research Interests: Computer Science, Academic Writing, Applied Linguistics, Discipline, Curriculum, and 4 moreGenre Analysis, Lb, P, and Z
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Keynote Session 6ESP regards genre as the recurrent uses of more-or-less conventionalized forms through which we develop relationships, establish communities, and get things done using language. More a heuristic than a systematic model of... more
Keynote Session 6ESP regards genre as the recurrent uses of more-or-less conventionalized forms through which we develop relationships, establish communities, and get things done using language. More a heuristic than a systematic model of language use, its analytical flexibility and sensitivity to community language use has been extremely useful in problem solving, teaching, and learning about ourselves and our communities. Its massive impact on teaching and research is largely due to its accessibility, its theoretical eclecticism and its sensitivity to community-based uses of language. In this paper I look at what the ESP version has contributed to our understanding of context and in particular how it has illuminated two key concepts of the social sciences – community and identity
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Keynote speakerConference Theme: Localization and Individuation: Reforms and Research in China’s English Language Teachin
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Conference Theme: Harmony in diversity: language, culture, societ
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Conference Theme: Engaging Ecologies, Engaging Empowermen
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The ability to evaluate one’s material and establish a connection with readers is now acknowledged to be a key feature of successful academic writing (Hyland, 2004; Swales, 2004). As other authors in this collection have noted, academic... more
The ability to evaluate one’s material and establish a connection with readers is now acknowledged to be a key feature of successful academic writing (Hyland, 2004; Swales, 2004). As other authors in this collection have noted, academic argument involves presenting a position on things that matter to a discipline and this expression of a point of view has to be accomplished in a context of certain community and genre conventions. These conventions simultaneously place constraints on individual expression and offer opportunities to carve out a personal position, and this is the domain of stance and voice (Atkinson, 2001; Biber, 2006). Both these terms address interpersonal aspects of language, concerned with how writers and speakers represent themselves and their ideas to particular interlocutors. Despite their importance, they are extremely complex concepts, variously defined and not always fully grasped by student writers, especially by those working in a foreign language. Following other analysts, I understand stance to refer to a writer’s rhetorically expressed attitude to the propositions in a text and voice as his or her attitude to a given community.
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The comments students receive on their written work are one of the most ubiquitous forms of advice found in educational settings, and this advice takes on even greater importance in second language classrooms. This study is based on a... more
The comments students receive on their written work are one of the most ubiquitous forms of advice found in educational settings, and this advice takes on even greater importance in second language classrooms. This study is based on a small corpus of feedback given by two teachers to six ESL writers at a New Zealand university. The data comprises all the feedback given to these students, the teachers’ verbal protocols when giving this advice, and interviews with the students on their interpretations of the advice. The analysis reveals how teachers negotiate the complex power relations involved in a relationship which depends on close interpersonal engagement and mutual understanding and illuminates something of this complex and interesting speech act.
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This session highlights the rich connections between applied linguistics and writing across the curriculum. Presenters will explore the ways in which genre research can inform the teaching of academic writing and willshare an in-depth... more
This session highlights the rich connections between applied linguistics and writing across the curriculum. Presenters will explore the ways in which genre research can inform the teaching of academic writing and willshare an in-depth example of cross-disciplinary collaboration in the development of a disciplinary writing course
Research Interests: Computer Science, Academic Writing, Applied Linguistics, Discipline, Curriculum, and 4 moreGenre Analysis, Lb, P, and Z
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Faces of English Education provides an accessible, wide-ranging introduction to current perspectives on English language education, covering new areas of interest and recent studies in the field. In seventeen specially commissioned... more
Faces of English Education provides an accessible, wide-ranging introduction to current perspectives on English language education, covering new areas of interest and recent studies in the field. In seventeen specially commissioned chapters written by international experts and practitioners, this book: offers an authoritative discussion of theoretical issues and debates surrounding key topics such as identity, motivation, teacher education and classroom pedagogy; discusses teaching from the perspective of the student as well as the teacher, and features sections on both in- and out-of-class learning; showcases the latest teaching research and methods, including MOOCs, use of corpora, and blended learning, and addresses the interface between theory and practice; analyses the different ways and contexts in which English is taught, learned and used around the world. Faces of English Education is essential reading for pre- and in-service teachers, researchers in TESOL and applied linguistics, and teacher educators, as well as upper undergraduate and postgraduate students studying related topics.
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The introduction outlines the importance of disciplinary variation in academic discourse studies and presents the sections and chapters of the volume
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Contents Author Bios Preface * Introduction: Innovation and implementation of change Ken Hyland & Lillian Wong (University of Hong Kong) Section 1: Conceptions and contexts of innovation and change 2. Models of change and innovation... more
Contents Author Bios Preface * Introduction: Innovation and implementation of change Ken Hyland & Lillian Wong (University of Hong Kong) Section 1: Conceptions and contexts of innovation and change 2. Models of change and innovation Chris Kennedy (University of Birmingham, UK) 3. Contexts of change Numa Markee (University of Illinois at Urbana-Champaign, USA) 4. Cultures of change: appropriate cultural content in Chinese school textbooks Yafu Gong (China National Institute for Educational Research, China) & Adrian Holliday (Canterbury Christ Church University, UK) 5. The management of change Alan Waters (Lancaster University, UK) & Maria Luz C. Vilches (Ateneo de Manila University, Philippines) Section 2: Innovation and change in teacher education 6. Innovation through teacher education programmes Karen E. Johnson (Pennsylvania State University, USA) 7. Innovation through action research and teacher-initiated change Anne Burns (Aston University, UK and University of New South Wales, Australia) 8. Reflective teaching as innovation Kathleen M. Bailey and Sarah E. Springer (Monterey Institute of International Studies, USA) 9. Teacher thinking, learning, and identity in the process of change Donald Freeman (University of Michigan, USA) Section 3: Innovation and change in the language curriculum 10. Innovation in language policy and planning: Ties to English language education Joseph Lo Bianco (University of Melbourne, Australia) 11. Change and innovation in primary education Beverly Derewianka (University of University of Wollongong, Australia) 12. Innovation in secondary education: a case of curriculum reform in Hong Kong David Carless and Gary Harfitt (University of Hong Kong) 13. Higher education constraints on innovation Denise E. Murray (Macquarie University, Australia) Section 4: Innovation and change in teaching practice 14. Innovation in materials development Brian Tomlinson (Leeds Metropolitan University, UK) 15. Corpora, innovation and English language education Ken Hyland (University of Hong Kong) 16. Innovation in the young learner classroom David Nunan (University of Hong Kong) 17. Technological innovation and teacher change: IT in teacher professional development Lillian L. C. Wong (University of Hong Kong) 18. Innovation in Assessment: Common Misconceptions and Problems Chris Davison (University of New South Wales, Australia)
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Research Interests: Sociology and Linguistics
Research abstracts are an increasingly important aspect of research articles in all knowledge fields, summarizing the full article and encouraging readers to access it. Graetz suggests that four main features contribute to this... more
Research abstracts are an increasingly important aspect of research articles in all knowledge fields, summarizing the full article and encouraging readers to access it. Graetz suggests that four main features contribute to this purpose—the use of past tense, third person, passive, and the non-use of negatives, although this claim has never been confirmed. In this article, we set out to explore the extent to which these forms are used in the abstracts of four disciplines, the functions they perform and how their frequency has changed over the past 30 years. Drawing on a corpus of 6,000 abstracts taken from the top 10 journals in each of four disciplines at three distinct time periods, we found high but decreasing frequencies of past tense and passives, an increasing number of third person forms, and more than one negation every two texts. We also noted a remarkable decrease of past tense and passives in the hard sciences and an increase in applied linguistics, with sociologists makin...
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‘In this engaging and highly insightful account of multifunctional metadiscourse, Ken Hyland expertly re-examines the relationship between writers and readers through the mediation of texts to highlight the interactive nature of discourse... more
‘In this engaging and highly insightful account of multifunctional metadiscourse, Ken Hyland expertly re-examines the relationship between writers and readers through the mediation of texts to highlight the interactive nature of discourse as social engagement. The book gives a new meaning and direction to the study of form-function relationship in the analysis of discourse as (in a much wider context embedding) genre, culture and society.’
Professor Vijay K Bhatia, City University of Hong Kong.
'Students are often told that successful writing in English is 'reader-friendly'. It must fit together logically, be signposted to guide readers, and take the reader's likely responses and processing difficulties into account. But it also needs to work for the writer too, as we communicate for a reason. We use language to persuade, inform, entertain or perhaps just engage an audience, and this means conveying an attitude to what we say and to our readers. These functions are collectively known as metadiscourse: the linguistic expressions which refer to the evolving text and to the writer and imagined reader of that text.'
Ken Hyland, from the Preface
This book provides an accessible introduction to metadiscourse, discussing its role and importance in written communication. It explores examples from a wide range of texts from business, journalism, academia and student writing to present a new theory of metadiscourse. The final section of the book explores the importance of metadiscourse for teachers and students, and details its practical advantages and applications in the writing class.
Accessibly written and packed with examples, Metadiscourse is an essential introduction for students of applied linguistics, language teachers and academics.
Professor Vijay K Bhatia, City University of Hong Kong.
'Students are often told that successful writing in English is 'reader-friendly'. It must fit together logically, be signposted to guide readers, and take the reader's likely responses and processing difficulties into account. But it also needs to work for the writer too, as we communicate for a reason. We use language to persuade, inform, entertain or perhaps just engage an audience, and this means conveying an attitude to what we say and to our readers. These functions are collectively known as metadiscourse: the linguistic expressions which refer to the evolving text and to the writer and imagined reader of that text.'
Ken Hyland, from the Preface
This book provides an accessible introduction to metadiscourse, discussing its role and importance in written communication. It explores examples from a wide range of texts from business, journalism, academia and student writing to present a new theory of metadiscourse. The final section of the book explores the importance of metadiscourse for teachers and students, and details its practical advantages and applications in the writing class.
Accessibly written and packed with examples, Metadiscourse is an essential introduction for students of applied linguistics, language teachers and academics.
Research Interests: Writing and Metadiscourse
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CAMBRIDGE LANGUAGE EDUCATION Series Editor: Jack C. Richards This series draws on the best available research, theory, and educational practice to help clarify issues and resolve problems in language teaching, language teacher education,... more
CAMBRIDGE LANGUAGE EDUCATION Series Editor: Jack C. Richards This series draws on the best available research, theory, and educational practice to help clarify issues and resolve problems in language teaching, language teacher education, and related areas. Books in ...