| Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit instruction effective? N Halenko, C Jones System 39 (2), 240-250, 2011 | 178 | 2011 |
| Corpus linguistics for grammar: A guide for research C Jones, D Waller Routledge, 2015 | 158 | 2015 |
| Teaching spoken discourse markers explicitly: A comparison of III and PPP C Jones, R Carter International Journal of English Studies 14 (1), 37-54, 2014 | 75 | 2014 |
| Explicit instruction of spoken requests: An examination of pre-departure instruction and the study abroad environment N Halenko, C Jones System 68, 26-37, 2017 | 46 | 2017 |
| Literature and language awareness: using literature to achieve CEFR outcomes. C Jones, R Carter Journal of Second Language Teaching & Research 1 (1), 69-82, 2012 | 46 | 2012 |
| If only it were true: the problem with the four conditionals C Jones, D Waller ELT journal 65 (1), 24-32, 2011 | 45 | 2011 |
| Successful spoken English: Findings from learner corpora C Jones, S Byrne, N Halenko Routledge, 2017 | 30 | 2017 |
| Leave it out! The use of soap operas as models of spoken discourse in the ELT classroom C Jones, T Horak The Journal of Language Learning and Teaching 4 (1), 1-14, 2014 | 20 | 2014 |
| The Peppa Pig television series as input in pre‐primary EFL instruction: A corpus‐based study P Scheffler, C Jones, A Domińska International Journal of Applied Linguistics 31 (1), 3-17, 2021 | 18 | 2021 |
| The Effect of Input Enhancement on Vocabulary Learning: Is There an Impact upon Receptive and Productive Knowledge?. C Jones, D Waller TESOL International Journal 12 (1), 48-62, 2017 | 18 | 2017 |
| Literature, spoken language and speaking skills in second language learning C Jones Cambridge University Press, 2019 | 17 | 2019 |
| Practice in second language learning C Jones Cambridge University Press, 2018 | 16 | 2018 |
| Spoken discourse markers and English language teaching: practices and pedagogies C Jones University of Nottingham, 2011 | 16 | 2011 |
| Soap operas as models of authentic conversations: Implications for materials design C Jones Authenticity in materials development for language learning, 158-175, 2017 | 12 | 2017 |
| Teaching spoken stance markers: A comparison of receptive and productive practice C Jones The European Journal of Applied Linguistics and TEFL 5 (2), 83-100, 2016 | 11 | 2016 |
| Surveying pragmatic performance during a study abroad stay: A cross-sectional look at the language of spoken requests N Halenko, C Jones, J Davies, L Davies journal of Intercultural communication education, 2019 | 10 | 2019 |
| Pushed and Non-pushed Speaking Tasks in an EAP Context: What Are the Benefits for Linguistic Processing and Accuracy? S Byrne, C Jones Studies about Languages 24, 87-97, 2014 | 10 | 2014 |
| What makes a successful spoken request? Using corpus tools to analyse learner language in a UK EAP context C Jones, N Halenko Centre for Applied Language Studies, University of Jyväskylä, 2014 | 9 | 2014 |
| Well, you know, I mean…: The teaching and learning of spoken discourse markers C Jones UCLan Journal of Pedagogic Research 1 (1), 11-20, 2009 | 9 | 2009 |
| In defence of teaching and acquiring formulaic sequences C Jones Elt Journal 69 (3), 319-322, 2015 | 8 | 2015 |
