AUT - Denise Cameron

Denise Cameron

Senior Lecturer; Programme Coordinator, Certificate in English Language (CEL)

Phone: +64 9 921 9999 ext 6085

Email: denise.cameron@aut.ac.nz

Physical Address:
Room WT 1102, Level 11, AUT Tower, corner Wakefield and Rutland Streets, Auckland Central

Qualifications:

• Diploma in English Language Teaching
• Diploma in Teaching
• Master of Arts (Hons)
• Bachelor of Arts

Memberships and Affiliations:

• Applied Linguistics Association of New Zealand
• Australian Linguistics Association

Biography:

Denise Cameron has been a lecturer in the School of Languages and Social Sciences since 1980, after previously working in London for 2 years at International House. Prior to this position Denise was a lecturer in Classics in Auckland and Victoria Universities.

Teaching Areas:

• Certificate in English Language
• Certificate in Language Teaching to Adults
• Masters in Professional Language Studies — Language Teaching.

Research areas:

• Error correction in an English a Second Language classroom
• Willingness to Communicate in an English a Second Language classroom
• Individual factors in an English a Second Language classroom.

Research Summary:

Since the late '90s attempts have been made to conceptualise willingness to communicate (WTC) to explain an individual's degree of readiness to participate in discourse in a L2. Motivation, attitudes, personality and other psycho-social variables have been examined as factors which combine to influence the learner.

In a paper presented to a 2007 conference, a lecturer from a Middle Eastern university expressed her dismay at her students' reluctance to communicate in their English classroom.

By means of questionnaire in a pilot study among migrant learners at an advanced level of English, Denise has surveyed some of the factors which could have an effect on NZ EAL students' general WTC.

As many migrants have already studied English before arriving in NZ, the findings of this study could assist teachers to better understand the transition their students could be experiencing and the changes in their WTC.

Publications:

• Bitchener, J., Cameron, D., & Young, S. (2005). Do certain types of error correction in ESL students writing result in improved accuracy? In S. May, M. Franken and R. Barnard (Ed). LED 2005: Refereed Proceedings of the 1st International Conference on Language, Education and Diversity. pp.1-16. Hamilton: Wilf Malcolm Institute of Educational Research, University of Waikato. ISBN 0-9582504-0-5.
  
• Bitchener, J., Young, S., & Cameron, D. (2005). The value of different types of grammar feedback for improving ESL writing. In Gloria Poedjosoedarmo (Ed). Innovative Approaches to Reading and Writing Instruction. Anthology Series 46. pp.160-172. Singapore: SEAMEO Regional Language Centre. ISBN 9971-74-090-7.
  
• Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14, 191-205.
  
• Bitchener, J., Young, S., & Cameron, D. (2003). Does corrective feedback help L2 learners improve the accuracy of their writing over time? NZ Studies in Applied Linguistics, 9 (2), 73-87.
  

Conference presentations

• Cameron, D. (2009, December). Willingness to Communicate (WTC) as a key factor indicating participation in the 2LA process. Paper presented at the ALANZ/ ALAA Conference, Auckland, New Zealand.
  
• Cameron, D. (2009, July). Willingness to Communicate in the EAL classroom – a key factor in 2LA? Paper presented at the Australian Linguistics Society Conference, Melbourne, Australia.
  
• Cameron, D. (2008, October). Willingness to communicate (WTC) is a key factor in Second Language Acquisition. Paper presented at the CLESOL Conference, Auckland, New Zealand.
  
• Cameron, D. (2004, December). Teacher feedback on adult ESL students’ written errors: What do the students think about it? Paper presented at the Tertiary Writing Network Conference, Victoria University, Wellington, New Zealand.
  
• Cameron, D. (2004, September).Teacher feedback on adult ESL students: What do the students think about it? Paper presented at the CLESOL Conference, Christchurch.
  
• Bitchener, J., & Cameron, D. (2004, August). Does corrective feedback help L2 learners improve the accuracy of their writing over time? Paper presented at the TESOLANZ Conference, Auckland, New Zealand.
  
• Bitchener, J., & Cameron, D. (2003, November). Does error correction in ESL student writing result in improved accuracy? Paper presented at the International Conference on Language, Education and Diversity, University of Waikato, Hamilton, New Zealand.