Online
publisher of
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Jo Angouri, Tilly
Harrison, Stephanie Schnurr & Sue Wharton (2015). Learning,
Working and Communicating in a Global Context Proceedings of the
47th Annual Meeting of the British Association for Applied Linguistics, 4-6
September 2014, University of Warwick, Coventry. Scitsiugnil
Press: London, UK. 3.9 meg file ISBN: 978-1-9559533-7-8 Copyleft 2015 |
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Contents
1 |
Thamer Alharthi |
Bridging Vocabulary Knowledge Gap between Language Learners and ELT Textbooks |
1 |
2 |
John Bankier |
Softening the Boundaries: Academic Discourse Socialisation through Instruction in Japanese and English Writing |
13 |
3 |
Keith Barrs |
Lexical Semantics of English Loanwords in Japanese |
29 |
4 |
ShouChun Chien |
The role of speaker identification in Taiwanese attitudes towards varieties of English |
37 |
5 |
Rosie Hedger & Dr Rachel Wicaksono |
Learning, Teaching and Assessment in Multilingual Classrooms |
53 |
6 |
Tomomi Ishida |
Lexical ambiguity and L2 visual word recognition |
67 |
7 |
Wan-lun Lee |
Promoting literature-focused cross-cultural communication and collaboration between Taiwanese and Japanese EFL university students through technology-enhanced literature circles |
79 |
8 |
Akiko Nagao |
Identifying the Functions of Communities of Practice in an EFL Classroom |
85 |
9 |
Ian Nakamura |
Learning and working for meaningful communication in interviews: Making a transition from the teacher’s questions to the student’s questions and why it matters |
101 |
10 |
Mamiko Noda |
Distributing a monolingual strategy through English language teaching policy: A critical analysis of discourse practice by Japanese government officials |
115 |
11 |
Takeshi Okada |
Corpus analysis technology and a new blended EFL e-learning: toward real-time classroom management strategies |
123 |
12 |
Richard Pinner |
Authenticity in a Global Context: Learning, Working and Communicating with L2 teachers of English |
135 |
13 |
Xuyan Qiu |
The use of oral narrative tasks in second language learning: does a familiar topic make a difference? |
141 |
14 |
Yoko Sato |
Do short-term study abroad experiences help L2 learners to become pragmatically more appropriate? |
155 |
15 |
Shaila Shams |
English in Bangladesh: Is There a Bangladeshi English Creeping In? |
165 |
16 |
Robert Sharples |
Constructing and contesting the ‘ideal learner’: multilingual children in the UK school system |
179 |
17 |
Natsuyo Suzuki |
The impact of teacher questions and task design on L2 performance –complexity, accuracy and fluency- in EFL classrooms |
191 |
18 |
Jiayi Wang & Helen Spencer-Oatey |
Competence in building intercultural relations: Case study insights into the development process |
205 |
19 |
Wang Yixin & Michael Daller |
Predicting Chinese Students’ Academic Achievement in the UK |
217 |
20 |
Rachel Wicaksono & Darya Zhurauskaya |
A critical thematic analysis of York’s Hidden Stories |
229 |
21 |
Daniel Xerri |
The Value of Teacher Portfolios for Professional Development in TESOL |
243 |
22 |
Mitsuko Yamura-Takei & Etsuko Yoshida |
When Do You Use Pronouns? An Entity Coherence Approach |
251 |
23 |
Elvis Yevudey |
Translanguaging as a language contact phenomenon in the classroom in Ghana: Pedagogic relevance and perceptions |
259 |
24 |
Dr Xiaozhou Zhou |
Personal Identity and Global Engagement: Chinese University Teachers’ Use of the L1 |
271 |