Applied linguistics

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  Año 2019, Vol. 40, Número 2

  • Articles

    • Pre-empting Understanding Problems in L1/L2 Conversations: Evidence of Effectiveness from Simulated Emergency Calls

      Jan Svennevig, Jennifer Gerwing, Bård Uri Jensen, Meredith Allison

      • Resumen

      págs. 205-227

      

    • Reproductions of Chinese Transnationalism: Ambivalent Identities in Study Abroad

      Tim Anderson

      • Resumen

      págs. 228-247

      

    • Setting and Language Attitudes in a Creole Context

      William Salmon, Jennifer Carolina Gómez Menjívar

      • Resumen

      págs. 248-264

      

    • ‘The Elevation of Sensitivity over Truth’: Political Correctness and Related Phrases in the Time Magazine Corpus

      Solveig Granath, Magnus Ullén

      • Resumen

      págs. 265-287

      

    • ELF Awareness in English Language Teaching: Principles and Processes

      Nicos C. Sifakis

      • Resumen

      págs. 288-306

      

    • ‘What is Stoyr-Steruh Type?’: Knowledge Asymmetry, Intersubjectivity, and Learning Opportunities in Conversation-for-Learning

      Younhee Kim

      • Resumen

      págs. 307-328

      

    • Reading Collocations in an L2: Do Collocation Processing Benefits Extend to Non-Adjacent Collocations?

      Laura Vilkaitė, Norbert Schmitt

      • Resumen

      págs. 329-354

      

    • L2 Experience Mediates the Relation between Mainstream Acculturation Orientation and Self-Assessed L2 Competence among Migrants

      Marina M Doucerain

      • Resumen

      págs. 355-378

      

    • Metaphors of Climate Science in Three Genres: Research Articles, Educational Texts, and Secondary School Student Talk

      Alice Deignan, Elena Semino, Shirley-Anne Paul

      • Resumen

      págs. 379-403

      

  • Reviews

    • John Flowerdew and Tracey Costley (eds): Discipline-Specific Writing: Theory into Practice

      Jihua Dong, Feng (Kevin) Jiang

      Es reseña de:

      • Discipline-specific writing: theory into practice

        John Flowerdew (ed. lit.), Tracey Costley (ed. lit.)

        London : Routledge, 2017

      págs. 404-407

      

    • Sarah Benesch: Emotions and English Language Teaching: Exploring Teachers’ Emotion Labor

      Jennifer A. Mott-Smith

      Es reseña de:

      • Emotions and English language teaching: exploring teachers' emotion labor

        Sarah Benesch

        New York : Routledge, 2017

      págs. 407-411