World Englishes presents a comprehensive, detailed survey of English as it is spoken all over the world. The volumes are organised into four groups, covering Britain, Europe, America, Africa and Asia, and celebrate English in all its diversity. Volume II covers continental North America. The chapters contain maps, facts and figures, and a detailed description about English as it is spoken in each region and are an invaluable library resource for undergraduates, postgraduates and academics interested in the diversity of the English language.

World Englishes presents a comprehensive, detailed survey of English as it is spoken all over the world. The volumes are organised into four groups, covering Britain, Europe, America, Africa and Asia, and celebrate English in all its diversity. Volume III covers Central America. The chapters contain maps, facts and figures, and a detailed description about English as it is spoken in each region and are an invaluable library resource for undergraduates, postgraduates and academics interested in the diversity of the English language.

World Englishes presents a comprehensive, detailed survey of English as it is spoken all over the world. Volume I covers the British Isles and celebrate English in all its diversity. The chapters contain maps, facts and figures, and a detailed description about English as it is spoken in each region and are an invaluable library resource for undergraduates, postgraduates and academics interested in the diversity of the English language.

In this book John McKenny explores the nature of the argumentative writing of advanced learners of English. Having compiled a representative corpus of essays by university students throughout Portugal in the mould of the International Corpus of Learner English (PORTICLE), he compiled a Corpus of Experts (CofE) comprising editorials from broadsheet newspapers in the UK and US which would represent accomplished L1 writing. He used a sub-corpus of LOCNESS to represent the argumentative writing of American undergraduates and a sub-corpus of BAWE to represent good writing by British students. These 4corpora form a spectrum of writings ranging from L2 learners (PORTICLE, L1 learners (LOCNESS) to proficient L1 writers (BAWE) and expert writers (CofE). Certain tendencies emerged when the use of formulaic sequences (FS) were investigated. The L2 learners greatly overused certain FSs (e.g. I think) and used fewer types of FSs. One explanation of this overuse is the so- called "teddy-bear effect." After characterizing the phraseological competence of L1 learners in comparison with L2 writers, ways of helping them produce more natural language are suggested.