Dr Neomy Storch
Convener Applied Linguistics (semester 1, 2009)
Convener of ESL (semester 2, 2009)
Contact details
Phone: +61 3 8344 5208
Email: neomys@ unimelb.edu.au
Office: Babel Building, Rm 609
Qualifications
PhD in Applied Linguistics - University of Melbourne
MA in Applied Linguistics - University of Melbourne
Grad.Dip. in Educational Administration - University of Melbourne
Grad. Dip. in TESOL - Deakin University
Dip. of Education - University of Melbourne
Bac. of Economics - Monash University
Research Fields and Areas of Supervision
Classroom second language acquisition
The nature of pair work in language classes
Second language grammar pedagogy
Second language writing and feedback process
Teaching
175-125 Academic English: Economics & Commerce
175-501 Presenting Academic Discourse
175-010 Second Language Learning & Teaching
Publications
Storch, N. (2008). Metatalk in a pair work activity: Level of engagement and implications for language development. Language Awareness, 17 (2), 95-114.
Storch, N. and Hill, K. (2008). What happens to international students' English after one semester at university? Australian Review of Applied Linguistics, 31 (1), 4.1-4.17.
Storch, N. and Wigglesworth, G. (2007). Writing Tasks: The Effects of Collaboration. In M. Pillar (ed). Investigating tasks in formal language learning. Multilingual Matters (Clevedon).
Storch, N. (2007). Development in L2 Writing After a Semester of Study in an Australian University. Indonesian JELT - Indonesian Journal of English Language Teaching, 3 (2), 173-189.
Storch, N. and Truong, A. T. (2007). Investigating Group Planning in Preparation for Oral Presentations in an EFL Class in Vietnam. RELC Journal, 38 (1), 104-122.
Storch, N. (2007). Investigating the merits of pair work on a text editing task in ESL classes. Language Teaching Research, 11 (2), 143-159.
Storch, N. (2005). Collaborative writing: Product, process, and students' reflections. Journal of Second Language Writing, 14 (3), 153-173.
Storch, N. (2004). Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. The Canadian Modern Language Review , 60 (4), 457-480
Storch, N. (2003). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research . 37(3-4), 305-322.
Storch, N. and Wigglesworth, J. (2003). Is there a role for the use of the L1 in an L2 setting. TESOL Quarterly , 32 (4), 760-770 .
Storch, N. (2003). Tasks for focus on form in classroom-based research. Ilha Do Desterro , 41, 121-154
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning , 52 (1), 119-158.
Storch, N. and Tapper, J. (2002). A useful kind of interaction? Evaluations by university students of feedback on written assignments. Australian Review of Applied Linguistics , 25 (1), 147-168.
Storch, N. (2001a) Comparing ESL learners' attention to grammar on three different collaborative tasks. RELC Journal , 32(2), 104-124.
Storch, N. (2001b) How collaborative is pair work? ESL tertiary students composing in pairs . Language Research Forum , 5 (1), 29-53.
Storch, N. and Tapper, J. (2000). Discipline specific academic writing: what content teachers comment on. Higher Education Research and Development , 19 (3), 337-356.
Tapper, J. and Storch, N. (2000). Writing in the disciplines: Teacher feedback in a business law subject. Refereed proceedings of the Third Biennial Communication Skills in University Education (CSUE) Conference. Fremantle, Western Australia.
Storch, N. (1999). Are two heads better than one? Pair work and grammatical accuracy. System , 27 (3), 363-374.
Hill, K., Storch, N., and Lynch, B. (1999). A comparison of IELTS and TOEFL as predictors of academic success. International English Language Testing System, Research Reports 1999 , Vol. 2, 52-63.
Storch, N. (1998a). Comparing second language learners' attention to form across tasks. Language Awareness , 7 (4), 176-191.
Storch, N. (1998b). A classroom-based study: Insights from a collaborative, text reconstruction task. ELT Journal , 52 (4), 291-300.
Storch, N. (1997a). Students' reactions to innovations in grammar instruction. Prospect , 12 (3), 41-53.
Storch, N. (1997b). The editing talk of adult learners. Language Awareness . 6 (4),221-232.
Storch, N. and Tapper, J. (1997a). Student annotations and writing conferences: What NESB and NS students say about their own writing. Journal of Second Language Writing , 6 (3), 245-264.
Storch, N. and Tapper, J. (1997b) Paragraphing and linking: A reconstruction activity. In D. Brinton and P. Master (Eds.), New ways in content-based instruction (pp. 293-296). Alexandria, VA: TESOL.
Storch, N. (1996). Grammar and meaning in academic texts: A grammar course in a tertiary setting. TESOL in Context , 6 (2), 6-13.
Storch, N. and Tapper, J. (1996). Patterns of NNS student annotations when identifying areas of concern in their writing. System , 24 (3), 323-336.