Publications

While my blogs serve to demonstrate my output for general audiences, I have also published and managed the publications of peer-reviewed research. The links below detail my own publications and those that I have produced and edited for other authors.

I hold the following editorial roles:

Published/Forthcoming

  • Curry, N. (forthcoming) Academic Writing and Reader Engagement: Contrasting Questions in English, French and Spanish Corpora. New York: Routledge.
  • Love, R & Curry, N. (forthcoming) Recent change in modality in informal spoken British English: 1990s – 2010s, English language and Linguistics, 25(3).
  • Perez-Paredes, P. & Curry, N. (forthcoming) Análisis de Corpus y EFE, in Lafford, B., Sánchez-López, L., Ferreira, A., Arnó Macià, A. Arnó Macià, E., eds. The Routledge Handbook of Spanish for Specific Purposes. New York: Routledge.
  • Curry, N. & Perez-Paredes, P. (forthcoming) Understanding lectures’ practices and processes: an investigation of English medium education in a Spanish multilingual university, in Carrió-Pastor, M.L. EMI vs. CLIL. Palgrave Macmillan.
  • Curry, N. & Clark, T. (forthcoming) Corpus-informed evaluation of examination criteria for MENA, in McCallum, L. and Coombe, C. The assessment of L2 Written English across the MENA Region: A Synthesis of Practice. Palgrave Macmillan.
  • Curry, N. (2019) ’Learners as models: the pedagogical value of near peer role models’ Speak Out! Journal of the IATEFL Pronunciation Special Interest Group, 60, pp. 34-43.
  • Curry, N. & Chambers, A. (2017) ‘Questions in English and French research articles in linguistics: a corpus-based contrastive analysis’ Corpus Pragmatics, 1(4), pp. 327–350 10.1007/s41701-017-0012-0

In Preparation

  • Curry, N. (in preparation) ‘Reimagining reader- and writer-responsibility through a corpus-based contrastive analysis of English, French, and Spanish academic writing’
  • Curry, N. (in preparation) ‘Using illocutionary force indicating devices to study indirect questions in a function-to-form corpus-based contrastive analysis of English, French, and Spanish academic writing’
  • Curry, N., Love, R. & Goodman, O. (in preparation) ‘Recent change in spoken British English: implications for ELT pedagogy’

Comissioned work

  • Curry, N (2020) ‘Learning English and future selves: keeping teens up-to-date with language change’, Cambridge Magazine for Teens, Cambridge University Press

Editor of the following texts

  • Thornbury, S. (2019) Teaching Grammar to Adults. Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Kennedy, A. S. (2019) ESL Student Success in U.S. Higher Education. Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Seely, J. (2019) OLLReN Paper on: Teaching and Learning with Augmented Reality, OLLReN Paper Series
  • Maric, S. (2018) OLLReN Paper on: Mobile Technology & Online Language Learning. OLLReN Paper Series
  • Mercer, N. & Dawes, L. (2018) The development of Oracy Skills in School Aged Learners. Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Bajorek, J. (2018) OLLReN Paper on: Speech Technology for Language Learning: Research & Today’s Tools. OLLReN Paper Series
  • Zimmerman, L. W. (2018) OLLReN Paper on: Motivation and Language Learning In Online Context. OLLReN Paper Series
  • Kubanyiova, M. (2018). Creating a Safe Speaking Environment. Part of the Cambridge Papers in ELT series. [pdf]Cambridge: Cambridge University Press
  • Muir, C. (2018). Motivational aspects of using near peers as role models Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Hendra, L. A. & Jones, C. (2018). Motivating learners with immersive speaking tasks: Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Muir, C. (2018). Using learner-centred content in the classroom Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Adams, R. (2018). Enhancing student interaction in the language classroom: Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Watkins, P. (2018). Extensive reading in ELT: Why and how? Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Godwin-Jones, R. (2018). Using mobile devices in the language classroom: Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Kerr, P. (2017). Giving feedback on speaking. Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press
  • Kerr, P. (2017). How much time should we give to speaking practice? Part of the Cambridge Papers in ELT series. [pdf] Cambridge: Cambridge University Press