The implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners' language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.

Understanding, Evaluating, and Conducting Second Language Writing Research speaks to the rapidly growing area of second language writing by providing a uniquely balanced approach to L2 writing research. While other books favor either a qualitative or quantitative approach to second language acquisition (SLA) research, this text is comprehensive in scope and does not privilege one approach over the other, illuminating the strengths of each and the ways in which they might complement each other. It also provides equal weight to the cognitive and socio-cultural approaches to SLA. Containing an array of focal studies and suggestions for further reading, this text is the ideal resource for students beginning to conduct L2 writing research as well as for more experienced researchers who wish to expand their approach to conducting research.

The book presents the issue of impoliteness in media discourse found in television debates, films and computer-mediated communication. The phenomenon is viewed from different theoretical perspectives, namely prosody studies, corpus linguistics, media studies and audiovisual translation, neo-Gricean approaches, reception-oriented investigations and context-bound interpretations. Authors from ten different countries - Sweden, USA, Norway, New Zealand, Mexico, Georgia, France, Poland, India, and UAE - analyse data from nine languages - English, Swedish, Georgian, Polish, Arabic, Persian, French, Croatian and Montenegrin.

For over 25 years, the journal Writing on the Edge has published interviews with influential writers, teachers, and scholars. Now, Teachers on the Edge: The WOE Interviews, 1989-2017 collects the voices of 39 significant figures in writing studies, forming an accessible survey of the modern history of rhetoric and composition. In a conversational style, Teachers on the Edge encourages a remarkable group of teachers and scholars to tell the stories of their influences and interests, tracing the progress of their contributions. This engaging volume is invaluable to graduate students, writing teachers, and scholars of writing studies.

"Writing Successfully in Science" pays particular attention to the needs of scientists whose first language is not English, explaining how to avoid the main pitfalls of English grammar and how to present work in a clear and logical fashion. It combines practical tips for the first-time writer with useful instructions for experienced contributors wishing to improve their technique

Understanding, Evaluating, and Conducting Second Language Writing Research speaks to the rapidly growing area of second language writing by providing a uniquely balanced approach to L2 writing research. While other books favor either a qualitative or quantitative approach to second language acquisition (SLA) research, this text is comprehensive in scope and does not privilege one approach over the other, illuminating the strengths of each and the ways in which they might complement each other. It also provides equal weight to the cognitive and socio-cultural approaches to SLA. Containing an array of focal studies and suggestions for further reading, this text is the ideal resource for students beginning to conduct L2 writing research as well as for more experienced researchers who wish to expand their approach to conducting research.

Writing centers in universities and colleges aim to help student writers develop practices that will make them better writers in the long term and that will improve their draft papers in the short term. The tutors who work in writing centers accomplish such goals through one-to-one talk about writing. This book analyzes the aboutness of writing center talk-what tutors and student writers talk about when they come together to talk about writing. By combining corpus-driven analysis to provide a quantitative, microlevel view of the subject matter and sociocultural discourse analysis to provide a qualitative macrolevel view of tutor-student writer interactions, it further establishes how these two research methods operate together to produce a robust and rigorous analysis of spoken discourse.

Well-known journal editors and Communication scholars Alison Alexander and W. James Potter provide an insider's guide to getting published in scholarly communication journals. Alexander and Potter begin with a review of the manuscript submission process followed by coverage of writing traps that should be avoided. Additional chapters, written by eight other distinguished journal editors, tell prospective authors what editors and reviewers look for when deciding which articles should be published and which should not. Researchers, students, and professionals will find helpful and practical discussions on writing literature reviews, theoretical essays, quantitative and qualitative studies, interpretive inquiries, and critical, cultural and historical essays.

The testing and assessment of second language learners is an essential part of the language learning process. Glenn Fulcher's Testing Second Language Speaking is a state-of-the-art volume that considers the assessment of speaking from historical, theoretical and practical perspectives. The book offers the first systematic, comprehensive and up-to-date treatment of the testing of second language speaking. Written in a clear and accessible manner, it covers: Explanations of the process of test design Costing test design projects How to put the test into practice Evaluation of speaking tests Task types for testing speaking Testing learners with disabilities It also contains a wealth of examples, including task types that are commonly used in speaking tests, approaches to researching speaking tests and specific methodologies that teachers, students and test developers may use in their own projects. Successfully integrating practice and theory, this book demystifies the process of testing speaking and provides a thorough treatment of the key ethical and technical issues in speaking evaluation.

This book introduces an innovative collection of easy-to-use computer programs that have been developed to measure and model vocabulary knowledge. The book aims to help researchers discover new instruments for lexical analysis, and provides a theoretical framework in which studies with such tools could be conducted. Each of the programs comes with a short manual explaining how to use the program, an example of a published paper that uses the program and a set of questions that readers can develop into proper projects. The programs can be used in real research projects and have the potential to break new ground for research in L2 vocabulary acquisition. The book will be of great use to final year undergraduates and masters students in applied linguistics, second language acquisition, psycholinguistics and language testing and to PhD students doing research methods courses.

Many employers complain about the poor communication skills of many young people seeking employment; and many people in employment are handicapped by the poor quality of their written work. While bad spelling, ineffective punctuation and faults in grammar create barriers between the writer and the reader, good English makes the reader feel at ease. The benefits of being a good writer at work are: Managers need to be able to communicate in order to get ideas across. If they cannot, they will be unable to make their viewpoint heard and they will be unable to influence customers, suppliers and colleagues as desired If you can write well, you will find that your views are given prominence over those of others. Effective communication, and that includes writing, is the key to career success and advancement This book is for those who have difficulty in getting thoughts into words or their ideas across, as well as those who are satisfied with their writing but are ready to consider the possibility of improving it. It is all about the ways in which writing at work is important - helping the reader to observe, remember, think, plan, organise and communicate.

The central focus of the book is the identification of the ways people engage in communicative encounters to (re)constitute personal and social identities. Its aim is to identify some principal themes that have emerged from the ample research on identity in a variety of contexts. A common thread of the articles is the role of language in the construction and performance of identities. It embraces an exploration of the sociocultural environments in which human communication takes place, the interplay between these environments, and the construction and display of identities through our communicative performances. Research located in a range of literary, sociological, psychological and linguistic perspectives is used to illustrate the potential of communication in establishing a sense of identity.

This is a classic edition of Andrew Ellis' acclaimed introduction to the scientific study of reading, writing and dyslexia, which now includes a new introduction from the author. The book describes the remarkable skills of reading and writing - how we acquire them, how we exercise them as skilled readers and writers, and what can go wrong with them in childhood disorders or as a result of brain damage. The new introduction reflects on some key research developments since the book was first published. Reading, Writing and Dyslexia is an engaging introduction to the field which is still completely relevant to today's readers. It will remain essential reading for all students of psychology and education, whilst also being accessible to parents and teachers.

This volume has its origins in an international conference on emotions organized by the Polish Association for the Study of English and held at the University of Wroclaw in April 2015. In the course of the conference, it became clear that emotions are productively explored with relation to motion for the reason that emotion(s) and motion(s) constitute profoundly intertwined dimensions of physical and cultural embodiment reflected in language. The relationship between motion(s) and emotion(s) became the underlying theme of this volume, which comprises nineteen contributions presenting exploratory and applicative accounts of (e)motion(s) situated in topical research areas of linguistic theory, second language acquisition, and translation studies.

This is the first book that deals primarily with vocabulary learning strategies as a specific and integral subgroup of language learning strategies. Its aim is to define the concept of language learning strategies in general and their features on the basis of cognitive theory and relevant models of second language acquisition as the basis for empirical research. Furthermore, the book gives a survey of relevant research on vocabulary learning strategies and describes three original empirical studies. Thus, the book integrates the approaches of theories of second language acquisition, the theory and practice of instructed foreign (second) language learning, and the findings of current empirical research.

This book examines the pronunciation goals of teachers, course leaders, and learners on a ten-week UK pre-sessional access course, particularly with regard to suprasegmental instruction and target of instruction on how these goals are reflected in pronunciation assessment, and how teacher goals are informed by their attitudes and beliefs. A mixed methods approach, including direct observation and semi-structured interviews, is employed to address the area of enquiry. Results show a lack of clarity of course goals. Although there is a firm emphasis on suprasegmental instruction, in semi-structured interviews, teachers report a lack of clear course goals and guidance. Assessment and practice do not always adhere to a goal of intelligibility, and support for teachers, in terms of the materials and how they might be exploited seems limited. The book concludes with tentative recommendations on how suprasegmental instruction might be facilitated on EAP and other courses

This book aspires to make an expedient contribution to the trust-based body of knowledge. Various disciplines analyze the notion of "trust", by addressing it from their own perspectives. The fact that the importance of multilevel and cross-level perspectives is gaining increasing attention in communication management has led to a call for examining trust across levels of communication analysis. The authors approach trust from the standpoint of different sub-branches of communication discipline, including brand management, public relations research, comparative advertising, health communication, political communication and digital communication. In addition, this book provides empirical evidence from a wide range of cases in Turkey, seeking to both reveal the existing situation in details and open up a world of new questions and lines of enquiry to pursue for future research.

As corporations ramp up "workforce globalization" and young professionals increasingly pursue opportunities to work abroad, social entrepreneurs use online digital platforms to create offline social events where foreigners can meet face-to-face. Through ethnographic study of such groups in Paris, Singapore, and Bangalore, Erika Polson illustrates how, as a new generation of expatriates uses location technologies to create mobile "places," a new global middle class is emerging. While there are many differences in the specifics between the expat groups, they share certain characteristics that indicate a larger logic to the way that the increasing mobility of professional career paths is connected to new subjectivities and changing forms of community among a diverse and growing demographic. This book opens up a new field of study, one which pays more attention to middle class mobility while questioning the privileging of mobility more generally.

The business models of traditional media are experiencing a profound crisis. One of the core issues of this crisis is the increasing breakdown of the value chain model - a model based on the numbers of readers, viewers, and users which the mass media can "sell" in exchange for advertising revenue. These formerly stable models of the media value chain are now in perpetual flux, requiring adaptation to the rapid changes in technology and the volatility of user preferences. Can media companies cope with these new circumstances and at the same time fulfill their traditional roles? This volume addresses this question, and others, to explore scenarios, phenomena, and developments which point to new configurations arising from new media business models, innovative ways in which media practitioners engage their audiences, intercontinental media phenomena, user-generated content, and the general disconnect between print and online media paradigms. Contributors point to a way out of the general bewilderment, providing answers to frequently asked questions, and ideas for new guidelines and solutions.

The business models of traditional media are experiencing a profound crisis. One of the core issues of this crisis is the increasing breakdown of the value chain model - a model based on the numbers of readers, viewers, and users which the mass media can "sell" in exchange for advertising revenue. These formerly stable models of the media value chain are now in perpetual flux, requiring adaptation to the rapid changes in technology and the volatility of user preferences. Can media companies cope with these new circumstances and at the same time fulfill their traditional roles? This volume addresses this question, and others, to explore scenarios, phenomena, and developments which point to new configurations arising from new media business models, innovative ways in which media practitioners engage their audiences, intercontinental media phenomena, user-generated content, and the general disconnect between print and online media paradigms. Contributors point to a way out of the general bewilderment, providing answers to frequently asked questions, and ideas for new guidelines and solutions.

Providing a comparative study on celebrity advocacy - from the work of Bono, George Clooney, Madonna, Greg Mortenson, and Kim Kardashian West - this book provides scholars and readers with a better understanding of some of the short-term and long-term impacts of various forms of celebrity activism. Each chapter illustrates how the impoverished rhetoric of celebrities often privileges the voices of those in the Global North over the efforts of local NGOs who have been working for years at addressing the same humanitarian crises. Whether we are talking about the building of schools for young women in Afghanistan or the satellite surveillance of potential genocidal acts carried out in the Sudan, various forms of celebrity advocacy resonate with scholars and members of the public who want to be seen "doing something." The author argues that more often than not, celebrity advocacy enhances a celebrity's reputation - but hinders the efforts of those who ask us to pay attention to the historical, structural, and material causes of these humanitarian crises.

Faculty often worry that students can't or won't read critically, a foundational skill for success in academic and professional endeavors. "Critical reading" refers both to reading for academic purposes and reading for social engagement. This volume is based on collaborative, multidisciplinary research into how students read in first-year courses in subjects ranging from scientific literacy through composition. The authors discovered the good (students can read), the bad (students are not reading for social engagement), and the ugly (class assignments may be setting students up for failure) and they offer strategies that can better engage students and provide more meaningful reading experiences.

This book outlines a coherent genre history of the personal weblog from the perspective of media linguistics. An analysis of a diachronic corpus (1997-2012) suggests distinct phases in the history of the genre. In addition to media linguistics, the author draws on methods from textual and corpus linguistics as well as the social sciences. He traces the personal weblog's various relations to different on- and offline genres and describes the blog communication form as well as the communicative situation, structural features and several posting genres characteristic of personal weblogs. The findings are embedded into theoretical considerations on genre change in general as well as stability and change of web-based genres in particular.