Epistemic Stance in Spoken L2 English: The Effect of Task and Speaker Style
págs. 613-637
págs. 638-665
When Safe Means ‘Dangerous’: A Corpus Investigation of Risk Communication in the Media
págs. 666-687
págs. 688-712
The Impact of Out-of-School Factors on Motivation to Learn English: Self-discrepancies, Beliefs, and Experiences of Self-authenticity
págs. 713-736
Some Thoughts on the Issue of Core Vocabularies: A Response to Vaclav Brezina and Dana Gablasova: ‘Is There a Core General Vocabulary?’ Introducing the New General Service List
págs. 759-763
How to Produce Vocabulary Lists?: Issues of Definition, Selection and Pedagogical Aims. A Response to Gabriele Stein
págs. 764-767
C. Coffin and J. Donohue: A Language as Social Semiotic-Based Approach to Teaching and Learning in Higher Education
Es reseña de:
A language as social semiotic-based approach to teaching and learning in higher education
Caroline Coffin, Jim Donohue
Malden : Wiley, 2014
págs. 768-771
J.-U. Keßler, A. Lenzing, and M. Liebner (eds): Developing, Modelling, And Assessing Second Languages
Es reseña de:
Developing, modelling and assessing second languages
Jörg-U. Kessler (ed. lit.), Anke Lenzing (ed. lit.), Mathias Liebner (ed. lit.)
Amsterdam : John Benjamins, 2016
págs. 771-774
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