Morley Scholarships

The English Language Institute regrets to announce that we will be unable to award Morley Scholarships for 2012.  Further changes to the Morley Scholarship program will be posted on the ELI website.

History and Mission

In 1994, the ELI initiated the Morley Scholarship Fund to provide financial support for those wishing to carry out research projects related to second language theory and pedagogy, in recognition of Professor Morley's outstanding contributions to language teaching pedagogy for more than three decades at the University of Michigan. To date, almost 80 scholarships have been given, covering some 28 countries. In late 2010, we expect to be able to make 3 awards of $3,000 for the 2011 calendar year. The amount of the award meets the minimum federal funding requirement for J-1 scholars. It does not meet the minimum requirement of bringing a dependent.

These scholarships are offered to defray travel and living expenses for a period of one month for those who would like to make use of the English Language Institute's resources to carry out a research project in second language learning and/or teaching, or in language description pertaining thereto. These resources include the Michigan Corpus of Academic Spoken English (MICASE) and a new corpus under development, the Michigan Corpus of Upper-level Student Papers (MICUSP). Projects are not restricted to ESL and may involve learning and teaching of other languages but should relate to what is done at the English Language Institute. It is possible for the scholarship recipient to stay for more than one month, provided s/he has funds from other sources available.

Applications are welcome from anybody with research and development interests that fall within the scope of the Morley Scholarship Fund. Applications are particularly welcome from faculty and doctoral students from outside the United States, from MITESOL members, and from students studying at one of Michigan's universities.

Morley Scholars - Current and Past +

2011 

  • Carmen Sancho-Guinda: Distinctive features of the academic patent abstract: Proximity and positioning through engagement strategies (Polytechnic University of Madrid, Spain)
  • Petr Sudicky: Proficient ELF academic writing skills: A comparative study of Czech and American student abstracts written in English (Masaryk University Brno, Czech Republic)
  • Zhisheng (Edward) Wen: The effects of working memory on Chinese EFL learners' production of formulaic sequences in spoken narrative tasks (Hong Kong Shue Yan University, China)

2010 

  • Claudia Böttger: Applying ground research to designing ESL teaching material for business writing (University of Hamburg, Germany)
  • Belen Diez-Bedmar: The use of the English article system in academic English at an advanced level: Nativeness, non-nativeness and the role of immersion (University of Jaen, Spain)
  • Enrique Lafuente-Millan: The projection of critical attitude in research articles by Anglo-American and Spanish authors (University of Zaragoza, Spain)
  • Nigussie Negash Yadete: EAP/ESP curriculum development and materials design (Ethiopian Civil Service College, Ethiopia)
  • Christoph Rühlemann: Can deixis be shown to co-vary with register? (University of Munich, Germany)
  • Stefanie Wulff: What determines language learners' word order choices? (University of North Texas, TX, USA)

2009 

  • Rafael Alejo: An investigation of phrasal verbs (University of Extremadura Badajoz, Spain)
  • Viacheslav Buzhinskiy: A phonological key to an EFL teacher's ID (Kursk State University, Russia
  • Laura Muresan: Curriculum and course materials for a module on research genres in economics (Bucharest University of Economics, Romania)
  • Min Wang: The effects of frequency and L1 transfer on L2 syntactic representations-Insights from L2 Production of English Dative Constructions by Chinese EFL Learners (Xian Jiaotong University School of Foreign Studies, China)

 

2008 

  • Maria Artiga-Leon: The polypragmatic nature of the epistemic unit 'I think' in MICASE lecturing talk (University of Zaragoza, Spain)
  • Augusto Navarro and Eliane Herculez : Grammaring as skill: awareness raising and prospective EFL teachers view of grammaring (Federal University of Sao Carlos, Brazil)
  • Holger Limberg: Comparison of spoken academic discourse￢ﾀﾔUS and German (Carl von Ossietzky Universitaet, Germany)
  • Andrea Nava and Luciana Pedrazzin: Teacher training materials for increasing EFL trainees awareness of SLA research finding (University of Milan, Italy) Note:  Postponed until 2009
  • Akiko Okamara: Investigation of differences between frequently cited papers, L1 and L2 writers in five scientific field. (Takasaki City University of Economics, Japan)
  • Maria Querol-Julian: Discourse analysis of evaluative language in presentations in linguistics and chemistry (University Jaume I, Spain)
  • Diane Schmitt: Compilation of written corpus (tag/annotation system) NNS writing at British universities. (Nottingham University, England/USA)

2007 

  • Begona Belles-Fortuna: Discourse markers with the university lecture genre: a contrastive study between Spanish and North American lectures (Jaume University, Spain)
  • Maha Cheikhrouhou: Developing teaching materials for the teaching of pronunciation at tertiary-level education in Tunisia (High Institute of Human Sciences, Tunisia)
  • Luciana Diniz: An investigation of corpus methods for analysis of highly frequent words: the case of the (Brazil/ Georgia State University, USA)
  • Sofija Micic: New English for medical academic purposes courses for a reformed curriculum (Belgrade University, Serbia)

2006 

  • Esmaeel Abdollahzadeh: The role of logical connectors in different text-types (University of Tehran, Iran)
  • Anna-Maria Hatzitheodurou: English for law students: summarizing cases (University of Thessaloniki, Greece)
  • Budsaba Kanoksilapatham: A contrastive analysis of Thai and English scientific articles (Silpakorn University, Thailand)
  • Roxana Orrego: A reading comprehension test battery for dental students in Chile (Diego Portales University, Chile)
  • Inobat Sadikova: Genre-centered approaches to advanced texts for law students. (University of Tashkent, Uzbekistan)
  • Alla Zareva: Features of undergraduate oral presentations (Burgas University, Bulgaria)

 

2005 

  • Fethi Helal: Rhetorical analysis of early AIDS papers (University of Tunis)
  • Polly Tse: Analysis of PhD dissertation abstracts (City University of Hong Kong)
  • Christine McCall: Developing materials for international LLM students in the UK (Nottingham Trent University, UK)
  • Sylvia Murillo & Rosa Lores: Analysis of RA abstract writing and its pedagogical applications (University of Zaragoza, Spain)

2004 

  • Yeongkwon Jung: Business communications and politeness in Korean companies (Korea University)
  • Peter Neumann: Style and status in MICASE interactions (University of Zaragoza, Spain)
  • Ramon Plo: MICASE materials for Spanish engineering students (University of Zaragoza, Spain)
  • Tojimat Sattarov: Developing materials for legal case studies (University of Tashkent, Uzbekistan)
  • Tatiana Tolstova: Authentic materials for business communications (University of Samara, Russia)

 

2003 

  • Pompeya Falcon Gettler: Analysis of chemistry research articles (UNLV USA/Argentina)
  • Carmen Perez-Llantada: MICASE-based materials for engineering students (University of Zaragoza, Spain)
  • Anne-Mette Raburn: Genre and business communications (Aarhus Business School, Denmark)
  • Christine Tardy: Multilingual graduate students' acquisition of genre knowledge over time (Purdue University, USA)
  • Ignazio Vazquez: A pedagogical grammar of English (University of Zaragoza, Spain)

 

2002 

  • Belinda Camiciottoli: Analysis of lecture discourse (University of Florence, Italy)
  • Desiree Motta-Roth: Method descriptions in applied linguistics (Federal University of Santa Maria, Brazil)
  • Gina Poncini: Intercultural business communications (University of Lugano, Switzerland)
  • Yuliya Siderova: Materials for electronics students (Varna Naval Academy, Bulgaria)
  • Jane Sunderland: Entering a new academic discourse community (University of Lancaster, UK)

2001

  • Julia Bamford: Further analysis of lecture discourse￢ﾀﾔparticularly in economics (University of Siena, Italy)
  • Dacia Dressen-Hamouda: Accounting for field experiences in geology (University of Michigan, Program in Linguistics)
  • Fethi Hilal: A historical discourse analysis of AIDS research rriting (Faculte des sciences humaines et sociales, Tunisia)
  • Akiko Okamura: The effective use of citation rorms in research articles (Takasaki City University of Economics, Japan)
  • Meg Rosse & Anne Prince: Action research on question periods (La Trobe University, Australia)

 

2000

  • Marta Chroma: Contrastive legal discourse (Law School of Charles University, Prague) (postponed to 2001)
  • Darryl Hocking: NNS writing in the visual arts (Goldsmiths University of London) (postponed to 2001)
  • Anne Kankaanranta: E-mail requests in a multinational corporation (Helsinki School of Economics & Business Administration)
  • Victoria Magarinos: An applied analysis of NNS student conclusions in ESL term papers (Universidad Nacional de Cuiyo, Mendoza, Argentina)
  • Inobat Sadykova: Developing an English-Uzbek legal dictionary (Tashkent State Law Institute, Uzbekistan)

 

1999

  • David Giannoni: Contrastive genre analysis: Acknowledgements in English and Italian scholarship (University of Brescia, Italy)
  • Sandra Gollin: Teaching and researching: Language for specific purposes (University of Western Sydney, Australia) (postponed to 2001)
  • Christine Raisanen: Research for a course on abstract writing; and designing courses on written and oral communications (Chalmers University of Technology, Sweden)
  • Tojimat Sattarov: Improving the teaching of English to law students (Tashkent State Law Institute, Uzbekistan)

1998

  • Ahmad Abdulla: Engineering discourse (The British Council, Khartoun)
  • Yu-Ying Chang: A graduate writing course for students of Architecture in Taiwan (University of Michigan, Program in Linguistics)
  • Peggy Goetz: A comparison of the development of theory of mind in Chinese-English bilinguals and English and Chinese monolinguals (University of Michigan, Program in Linguistics)
  • Hamilton de Godoy Wielewicki: EAP reading test development (UNIJUI, Brazil)
  • Catherine Nickerson: Business communication Studies (Nijmegen University, Netherlands)

1997

  • Dacia Dressen: Research on French and English petrology articles (University of Michigan, Program in Linguistics)
  • Christine Raisanen: Discourses in automotive engineering conference (University of Gothenburg, Sweden)

1996

  • Didar Akar: Research on Turkish business communications (University of Michigan, Program in Linguistics)
  • Sunny Hyon: A genre-based approach to reading comprehension (University of Michigan, Program in Linguistics)
  • Leena Louhiala-Salminen: Research on written English business communications (Helsinki School of Economics and Business Administration)
  • Gulnara Papitashvili: Development of ESP materials (Georgia Technical University, Tbilisi)

1995

  • Tahar Labassi: Genre analysis of research articles in chemistry (University of Tunis, Department of English, Faculty of Science)
  • Ana Moreno: Development of materials for teaching business English (University of Leon, Spain, Modern Languages Department)
  • Joseph Pimentel: Analysis of field data on Arabic ￢ﾀﾜemphatic￢ﾀﾝ consonants (University of Michigan, Program in Linguistics)

1994

  • Sunny Hyon: Genre theory and its application to ESL reading course
  • Sarah Hyun: Participation in the 1994 TESOL summer institute (University of Michigan, Program in Linguistics)
  • M.A. Yadugiri: Developing materials for teaching research writing (University of Bangalore, India)