Utrecht Studies in Language and Communication

Articles

Vol. 29, 2016

CHAPTER 2: Meanings and Forms of Intercultural Coordination: The Pragmatics of Interpreter-Mediated Healthcare Communication
1 IntroductionThis chapter proposes an analysis of healthcare interactions involving speakers of different languages and an interpreter. In particular, the analysis focuses on the actions of the interpreter. Pioneering research suggests that interpreters...
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CHAPTER 5: Pedagogical Implications of Evaluation in Academic Domains: Praise and Criticism in Archaeology Book Reviews
1 IntroductionBook reviews are, by their own definition, critical evaluations of texts; they are, as Hyland (2000,41) puts it, "[...] crucial site[s] of disciplinary engagement, but it is a site where interpersonal stakes are much higher." In other words,...
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CHAPTER 7: Teaching Compliments and Insults in the EFL Classroom through Film Clips
1 IntroductionThe aim of this chapter is to show the benefits of using film clips and film language as multimodal resources in the foreign language classroom, especially for the teaching of pragmatic features of conversational interaction, focusing in...
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CHAPTER 9: Exploring Textual Pragmatic Markers in a Multilingual Classroom Context
1 Introduction: Learning Pragmatics in Context and the Multilingual ClassroomStudies in interlanguage pragmatics have focused attention on different aspects of pragmatic teaching and learning since the 1990s, and most of this research has been carried...
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CHAPTER 1: A Pragma-Argumentative Approach to Interpreter Training: Switching on the Light in the 'Pragmatic Dark'
As a tutor, whose attainments made the student's way unusually pleasant and profitable, and as an elegant translator who brought something to his work besides mere dictionary knowledge, young Mr. Darnay soon became known and encouraged.charles dickens,...
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CHAPTER 3: The Interpreter's Role in Dialogue Interpreting on Television: A Training Method
1 IntroductionThis paper analyses the interpreter's role in interpreter-mediated face-to-face interaction on television, and illustrates a three-stage training curriculum for talk show interpreters. Such a training programme was inspired by Straniero...
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CHAPTER 6: Academic Email Requests: A Pragmalinguistic and Sociopragmatic Comparison between Faculty and Students
1 IntroductionPragmatic competence, an aspect of communicative competence which has gained growing attention following the advocacy of communicative language teaching over the past three decades, is concerned with the linguistic ability to behave appropriately...
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Introduction
What things do people do with language? Why and what for? How do people signal and recognize what they are doing? And once researchers have found out, what can they do with the newly acquired knowledge? Who would it be relevant to? The present book is...
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CHAPTER 10: Small Research Projects about Social and Regional Variation for Advanced University Students of English in Sweden: Their Purpose and Content
1 IntroductionBecoming proficient in a new language-whether this is one's first or a second or foreign one, and whether the process takes place in the form of pain-free acquisition or more effortful formal learning-involves the gradual mastery of ever...
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CHAPTER 8: The Cognitive and Sociopragmatic Interfaces of Intercultural Humor: Watching Roberto Benigni's Movies in Japan
1 IntroductionThe ability to deal with verbal humor (vh) is a part of communication competence. Engaging in humor, however, is a risky choice, as humor always retains its power to injure. While humor can be used to cut tension and build intimacy, on...
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CHAPTER 4: The Pragmatics of Spoken Academic Discourse in the Framework of TED Talks: A Case Study
1 IntroductionOver the last thirty years, popularized discourse-commonly defined as "writing [or speaking] that makes new or complex research and ideas accessible to non-specialists" (Luey 2010, 5)-has stimulated the interest of a number of researchers...
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No. 28, 2014

Introduction
Content and Language Integrated Learning (CLIL) has now become a feature of education in Europe right through the education system from primary school to university. In theory, such programmes involve an attempt to integrate language learning with content...
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Chapter One: Teaching (in) the Foreign Language in a CLIL Context: Towards a New Approach
1 IntroductionFor the past decade or so, CLIL programmes have found their way into the educational system in Spain (Ruiz de Zarobe & Lasagabaster 2010, p. ix), and nowadays play an important role in all phases of education, from infant education...
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Chapter Two: The Roots of CLIL: Language as the Key to Learning in the Primary Classroom
1 IntroductionContent and Language Integrated Learning, CLIL, has become a major feature of the language teaching and learning landscape in Europe over recent years. It is seen as a success world-wide, since it has also been embraced and implemented...
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Chapter Three Strategic Instruction in Primary Education: A Pathway to Successful Learning in Content-Based Contexts
1 IntroductionContent and Language Integrated Learning (CLIL) emerged in the 1990s as a timely solution to upgrade foreign language proficiency in Europe and to eventually achieve plurilingualism in a context where many of the educational programmes...
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Chapter Four Evaluating a CLIL Student: Where to Find the CLIL Advantage
IntroductionIt was often formerly thought that bilingualism had a negative impact on cognitive development. Research by, for example, Anastasi & Cordova (1953) or Darcy (1963) showed that bilinguals were outperformed by monolinguals. It was generally...
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Chapter Five: Prospective CLIL and Non-CLIL Students' Interest in English (Classes): A Quasi-Experimental Study on German Sixth-Graders
1 IntroductionDespite a surge in CLIL programmes and rapid growth in research efforts, upon closer investigation one finds that "the single most widely consensual affirmation with respect to CLIL in the specialized literature is the dire need for further...
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Chapter Six: Addressing Our Students' Needs: Combined Task-Based and Project-Based Methodology in Second Language and CLIL Courses
1 The need for a new approach to learningThe world is changing at a faster pace than ever before and we need to prepare our students for a highly interconnected global world and for life in a multicultural society. Information is available constantly...
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Chapter Seven: Learning Processes in CLIL: Opening the Door to Innovation
1 IntroductionIn the last few decades, globalization has brought many changes to our society in such diverse fields as politics, education and healthcare, all of which impact on people's way of life. The emergence of the World Wide Web and the development...
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Chapter Eight: Content versus Language Teacher: How Are CLIL Students Affected?
1 IntroductionThe acronym CLIL stands for Content and Language Integrated Learning and refers to teaching curricular content in a foreign language, unlike other programs in which a regional or co-official language is used (see Lasagabaster & Sierra...
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Chapter Nine Identifying Student Needs in English-Medium University Courses
1 IntroductionEnglish is increasingly being adopted as a language of instruction in universities throughout Europe. However, the far-reaching implications of the change from mother-tongue university education to courses delivered wholly or partly in...
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Chapter Ten CLIL at University: Transversal Integration of English Language and Content in the Curriculum
1 Introduction and contextCLIL implementation all around Europe has determined that teachers provide their students with a dual focused practice which reorientates their teaching practice in order to give an appropriate answer to the new challenges they...
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Directory of CLIL Projects and Resources
Action research on CLILThis site belong to an action research project carried out between secondary schools in Italy, Germany, Poland and Spain. It includes a large number of materials for use in art, biology, chemistry, geography and history, as well...
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No. 27, 2014

Practicum Experience in Teacher Education: Is Experience the Best Teacher?
1 IntroductionThis chapter sets out to examine practicum experience in teacher education, and more specifically the role played by practice abroad in second language (L2) teacher education. It raises the following question: given that L2 trainee teachers...
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Teaching Pronunciation in the Post-EFL Era: Lessons from ELF and Implications for Teacher Education
1 IntroductionThe rise of English as an international lingua franca has placed a series of demands on teachers of English to speakers of other languages around the world. Today, more and more teaching contexts around the globe are impacted by two important...
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The Importance of Developing Multicultural Awareness in ELT Teacher Education
1 IntroductionDeveloping foreign language learners' intercultural awareness is considered important for foreign language use (cf. Baker, 2012; Byram, 2012). Intercultural awareness is taken to mean an awareness and understanding of the language users'...
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Teacher Emotion, Emotional Labor and Teacher Identity
[I was talking to a] kid last night and I told him about my experiences, my life, and I told him this is one of the hardest jobs I have ever done, being a teacher. And he looked at me and was like, really sir, and I was like yeah I never realized how...
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NNS Imagining a Future Self as Teachers in Bilingual Education
1 IntroductionOur purpose is to examine, through a case study of teacher candidates who are likely to engage in instructional activity through their second language within bilingual/bicultural education programs, the variation of responses to written...
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Beliefs in Learning to Teach: EFL Student Teachers' Beliefs about Corrective Feedback
1 Literature reviewOne of the important areas of study in second language teacher education (SLTE) research is the exploration of teachers' cognitions1 or mental lives (Borg, 2003) which has generated a great deal of interest since the 1970s. Throughout...
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Native or Non-Native? the Nativeness Factor from the EFL Student Teachers' Perspective
1 IntroductionThe controversial issue of nativeness, that is, the debate comparing the effectiveness of native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) and, more specifically, which group provides more effective...
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Teaching and Learning How to Plan Lessons for EFL Classrooms: Implementation of Classroom Techniques and Activities
1 IntroductionIn the recent decades, the language teaching profession has been concerned by the search for a single, ideal method, generalizable across widely varying audiences that would successfully teach students a foreign language in the classroom....
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Textbook Use Training in EFL Teacher Education
1 IntroductionWhen being about to delve into the universe of EFL textbooks, their role, significance and reputation, it seems essential to start by making explicit reference to a fact that cannot go unnoticed: the importance of this business (Edge, 1993)....
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Human Drive and Humanistic Technologies in ELT Training
1 IntroductionTraditionally, teacher trainees from the population here sampled are not too kind towards technology, which has always been the part of their curriculum they frown upon. IWs and other teaching aids are approached with a mixture of suspicion...
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CLIL Pedagogy in Europe: CLIL Teacher Education in Germany
1 Introduction"CLIL", "EMILE", and "Bili" are just three of the most common abbreviations for the concept that this article is trying to describe and explore on a European level with specialized focus on Germany. The English term CLIL (Content and Language...
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Challenges Facing Pre-Service ESP Teacher Education: Legal and Medical English
1 IntroductionIn her introduction to English for Specific Purposes in Theory and Practice (2009: 1), Belcher distinguishes between teaching English generically - "language for no purpose" (Long, 2005: 19) - and teaching it for specific purposes, albeit...
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Foreword
Five issues strike me as central to an understanding the nature of second language teacher education or SLTE: context, content, learners, delivery, and impact. Readers of this collection of papers will find each of these issues addressed in different...
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Preface
The field of Second Language Teacher Education (SLTE) is mainly concerned with the professional preparation of L2 teachers. Although the world of SLTE encompasses a wide range of instructional settings, the fact is that most publications focus exclusively...
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Incorporating Second Language Acquisition Research into Teacher Education
1 IntroductionAmong the linguistic issues that should play an important role in teacher education, we would like to focus on two: (i) how formal features realized in the target language are represented in the mind of the native speaker and (ii) how native...
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Integrating the European Portfolio in a Competency-Based Teacher Education Approach
1 IntroductionWe believe that the success or failure of classes depends very much on the teacher. We might manage without books or technological resources but not without competent teachers who know how to offer challenging tasks, motivating activities...
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Action Research in English as a Foreign Language Teacher Training in Spain: Trainees' Perception of Their Development of Competencies for Effective Teaching and a Comparison with Language Teacher Competency Development in the UK
1 IntroductionThe field of second/foreign language teacher preparation has received well-deserved attention for some time now (Bernhardt and Hammadou, 1987; Fanselow and Light, 1977; Freeman, 1989; Mulkeen and Tetenbaum, 1987; Paquette, 1966; Peck and...
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Language Teacher Education Models: New Issues and Challenges
1 IntroductionLanguage teacher education is a broad and ever-broadening subject. Globalisation and the increasing mobility of the world population have led to a surge in demand for language educators. At the same time the increasing linguistic and cultural...
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No. 25, 2013

Introduction
This volume arises out of the need for empirical investigation on one underresearch issue in speech acts studies, that of refusals. Refusals are inherently face-threatening acts and require a high level of pragmatic competence so as not to risk the interlocutor's...
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Using TV Series as Input Source of Refusals in the Classroom
Refusing is a face-threatening act in which speakers have to say no. This can be a difficult task for FL learners, since applying inappropriate refusal strategies may make them sound impolite. Recent studies have shown the importance of teaching speech...
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Refusing in Second Life
This study analyzes the influence of a stay abroad on Spanish learners' refusal strategies. A group of 11 students were organized in pre and post year abroad dyads; they were instructed to complete a role-play activity in the virtual world Second Life....
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The Effect of Instruction on Learners' Use and Negotiation of Refusals
Research into Interlanguage Pragmatics has often focused on the effect of instruction on speech act production. However, features related to the interactive nature of conversation are rarely used in most of the pedagogical proposals for teaching the...
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Effects of Metapragmatic Instruction on EFL Learners' Production of Refusals
Research into the teaching/leaming of pragmatic competence in both second and foreign language contexts has shown, in general, that simple exposure to input is insufficient for learners to develop pragmatic competence (Rose, 2005) and therefore, instruction...
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Refusals in L2 English: Proficiency Effects on Appropriateness and Fluency
This study investigates effects of general proficiency on production of refusals. Fifty-nine Japanese college students of English at two different proficiency levels (proficiency determined by TOEFL scores) were evaluated for their ability to produce...
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The Role of Proficiency in the Production of Refusals in English in an Instructed Context
The present study attempted to explore the role that learner proficiency plays in the written production of refusals. A total of 100 Spanish university undergraduates representing four proficiency levels in English participated in the study. To assess...
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Refusing in L2 Spanish: The Effects of the Context of Learning during a Short-Term Study Abroad Program
This chapter examines the effects of learning context on the production of refusals among 12 US learners of Spanish studying abroad during an eight-week summer program in Mexico. Two control groups were included: an at home group of US learners of Spanish...
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Learners' Production of Refusals: Interactive Written DCT versus Oral Role-Play
Scholars in the field of interlanguage pragmatics (ELP) have examined second language learners' development of pragmatics by means of employing different data collection instruments (Beebe and Cummings, 1996; Duan, 2008; Houck and Gass, 1996; Martinez-Flor,...
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Research Method Effects on Third Language Learners' Refusals
Research in interlanguage pragmatics has largely ignored the multilingual background of language learners (Kasper, 2007, Safont-Jordà, in press). Although some studies have been conducted (Safont-Jordà, 2003, 2005a, b; Safont-Jordà and Alcón, in press),...
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Production of Refusals: Insights from Stimulated Recall
This paper aims at determining the production of refusals by means of role plays and stimulated recall. The combination of orally-elicited data and the retrospective interview seems to be useful in order to substantially improve our understanding of...
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No. 24, 2012

Identity and Face in Institutional English as Lingua Franca Discourse1
In this paper I examine interactions in institutional and intercultural pedagogic discourse in English as a lingua franca (ELF) between international students of various L1s, faculty members and assistants in both German and Danish university contexts....
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Email Openings and Closings: Pragmalinguistic and Gender Variation in Learner-Instructor Cyber Consultations
This study, framed within the field of Computer-Mediated Discourse (Crystal 2006; Herring 2003), has two aims: first, it examines pragmalinguistic variation in the opening and closing moves in email messages (L2 Spanish and L1 English) sent from US undergraduate...
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Does Gender Influence Task Performance in EFL? Interactive Tasks and Language Related Episodes
There are differences in the way males and females use language (Aries, 1976; Ross-Feldman, 2005, 2007). However, the role that gender plays in second language acquisition (SLA) does not seem to have been studied in depth. This factor is fundamental...
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Exploring Learners' Noticing of Corrective Feedback through Stimulated Recall
Corrective feedback has been the focus of a growing body of empirical research over the past two decades. Indeed, from Truscott's (1996) claims that it is ineffective and should be rejected, corrective feedback has received much interest and a vast number...
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Code Switching in Classroom Discourse: A Multilingual Approach
Cross-linguistic influence and the fluent alternation of several languages have been the focus of interest of recent research (García, 2009; Muñoz, 2007; Safont, 2001). The present study analyzes cross-linguistic influence and language switches in the...
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Introduction
Studies on discourse and language learning originated in the field of general education and they focused on first language learning environments (Flanders, 1970; Mehan, 1979). However, since 1980s research on discourse and language learning has further...
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Primary School Teachers' Language Practices. A Four-Year Longitudinal Study of Three FL Classes
The present study focuses on early language learners and is an attempt to better understand the language practices of teachers and learners in a FL non-immersion context over a period of four years. Over this period of time students in three target classes...
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Lexical Scaffolding in Immersion Classroom Discourse
Research in the field of vocabulary learning has shown that child L2 learners need to meet words again and again in new contexts in order to expand and deepen their word knowledge. In an instructional setting, cognitive processing is enhanced not only...
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L1 Use in Primary and Secondary Foreign Language Classrooms and Its Contribution to Learning
The bilingual nature of foreign language classrooms is often ignored in SLA research. However, L1 use in teacher-learner and peer interaction is a reality in these classrooms. Studies of teacher-learner and peer interaction have found varying levels...
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Repair in Japanese Request Sequences during Student - Teacher Interactions
This study examines student and teacher interactions as they engage in role play activity (making a request) in front of other students in a Japanese as a foreign language (JFL) class at an American university. Using a conversation analytic perspective,...
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Social Perspectives on Interaction and Language Learning in CLIL Classrooms
Content and language integrated learning (CLIL), an approach in which curriculum content and an additional language are taught together, has been identified by Graddol (2006) as one of the three major future trends in English language education, along...
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On the Role of Peer Discussions in the Learning of Subject-Specific Language Use in CLIL1
Content and language integrated learning (CLIL) contexts, i.e. classrooms where the medium of instruction is a foreign language, have become increasingly popular throughout Europe. Earlier research on CLIL classroom discourse has mainly explored teacher-fronted...
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English as a Lingua Franca (ELF) and Its Role in Integrating Content and Language in Higher Education. A Longitudinal Study of Question-Initiated Exchanges
Given the increasing popularity amongst mainland European higher educational institutions to offer some of their classes and courses in English, this paper addresses the roles English plays in such classroom discourse. By focussing on one specific English-medium...
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The Voices of Immigrant Students in the Classroom: Discourse Practices and Language Learning in a Catalan-Spanish Bilingual Environment
This paper aims at analysing the language learning context of a newly-arrived female teenage immigrant student during the first 10 weeks of the academic year in a bilingual secondary school. Inspired by Giddens' (1984) dynamic model of the relationship...
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No. 23, 2012

Introduction
In education and in the workplace, English-language literacy is now playing an increasingly important role, not only in traditionally English-medium areas, but across most of the globe. Writing is a central means by which professional communities are...
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Chapter One: Writing in English across Europe
For university students in 2 G centuiy Europe, learning to write well in English is a necessity rather than merely a useful ancillary skill. English has long been the first language for international communication. More specifically, English is now used...
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Chapter Two: Academic Writing in Europe: Texts, Contexts, Cultures
This chapter sets out to define the role of academic writing in English in the context of universities across Europe, in order to help teachers working in those contexts understand what type of texts their students need to write and what problems they...
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Chapter Three: Classic Approaches to Teaching Writing
The first two Chapters of this book establish the "who" and "what" of teaching academic writing at European universities. We have looked at the stakeholders (students, teachers, professionals, university administrators and others) and, in general terms,...
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Chapter Five: Critiques and Challenges
The ways that academic writing is taught across the world to students with other first languages is heavily influenced by practices in teaching writing to native speakers of English. Practitioners in the fields of language education and composition teaching...
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Chapter Four: Classic Pedagogy in Second Language Contexts
With this background in mind, let us examine the way in which the teaching of L2 writing has developed over the last few decades. In the face of the increasing need to teach people to write in English as an L2, various responses can be observed. Throughout...
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Chapter Six: New Directions: Academic Literacies
It has become increasingly evident that writing is not a skill that can be taught in isolation from other areas of the curriculum. Learning to write effectively in English should go hand in hand with acquiring other competences that are more closely...
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Chapter Seven: New Directions: Corpus Tools and Web Writing
This chapter examines approaches to teaching academic writing that exploit developments in information technology to add new dimensions to the student writing experience. In broad terms, the active use of computers in teaching L2 writing can be divided...
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Chapter Eight: New Directions: Addressing Writers' Needs
Over the last twenty years, we have come to understand better how people learn to be good L2 writers. Although there is still work to be done, particularly on the level of student writing, we now understand the process by which adult professionals write...
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Chapter Nine: Feedback and Assessment
This chapter turns to the after-life of writing, that is, what happens after writing takes place. In real contexts, what happens next is usually the most important aspect of the writing experience: if the boss likes the report someone has written, or...
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Chapter Ten: Academic Writing in Europe
We have seen that there are many ways of approaching the teaching of academic writing within the European context. The purpose of this final chapter is not to draw definitive conclusions concerning what should, or should not, be taught or what form such...
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