Results 91 to 100 of about 2,075 (263)
Contrastive Self‐Categorization as a Resource for Defending Cultural Stereotypes
Symbolic Interaction, EarlyView.This study explores how speakers defend morally sanctionable cultural stereotypes from challenges in adult second language classrooms. Within the conversation analysis and membership categorization analysis frameworks, I examine two extended video‐recorded class discussions in which students maintain face‐threatening, stereotypical portrayals of ...
Nadja Tadic
wiley +1 more source
TAXON, EarlyView.Abstract Plant name epithets (as well as names of other organisms governed by the ICN), which are derived from geographic names, are not correctable when their original spelling was intentional and based on contemporary linguistic realities, even if it is currently considered outdated.
Alexander N. Sennikov, Irina V. Belyaeva
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract This classroom study explored the effects of vocabulary support on collocation learning and affective responses in task‐based language teaching (TBLT) among English‐as‐a‐foreign‐language (EFL) learners at a Japanese university. For this purpose, 68 EFL learners completed two interactive information‐gap tasks under either vocabulary‐support or ...
Yuichi Suzuki, Sachiko Nakamura
wiley +1 more source
These Constructions Don’t Acquire Easily: Middle Constructions and Multicompetence
Canadian Journal of Applied Linguistics, 1999 The multicompetence hypothesis (Cook, 1991, 1992, 1993) raises two related questions: (1) whether very advanced L2 learners have the same intuitions of grammaticality as native speakers; and (2) whether differences between these learners and native ...
Patricia Balcom
doaj
TESOL Quarterly, EarlyView.Abstract This article reports on a qualitative study of the way instructors and students understand and respond to traumatizing events in a Sri Lankan university. It shows how the attitudes and practices in the society at large are carried over to classrooms even though local institutions do not have a programmatic trauma‐informed pedagogy.
Suresh Canagarajah +1 more
wiley +1 more source
A Bird's Eye View of English Grammar: Connecting the Dots in Two Dimensions
TESOL Quarterly, EarlyView.Abstract Over the past few decades, discussions on grammar instruction have primarily focused on teaching methodologies, such as whether grammar should be taught explicitly or implicitly, and whether the focus should be on form or forms. This paper, however, shifts the focus to grammar itself, aiming to provide a “shape” for pedagogical grammar.
Akira Tajino, Yoshitaka Kato
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract Writing is crucial in tertiary education, yet enhancing the complexity of academic writing presents significant challenges for second language (L2) learners. This study explores the potential of dialogue journal writing (DJW), an interactive and low‐stress classroom activity, to enhance writing complexity among novice L2 writers.
Barry Lee Reynolds +2 more
wiley +1 more source
TESOL Quarterly, EarlyView.Abstract This study investigates internal linguistic variation in the instructional discourse of international teaching assistants (ITAs) by segmenting their mini‐lecture performances into four discourse types: introduction, lecture, conclusion, and audience interaction.
Heesun Chang, Hector Rivera
wiley +1 more source
Environmental Toxicology, EarlyView.ABSTRACT This study investigated the immunomodulatory effects of PFOS and glyphosate (GLY), both individually and in combination, on the whole blood of three ruminant species (cow, goats, and sheep) exposed ex vivo to environmentally relevant concentrations. The research focused on key biomarkers of oxidative stress (MDA), inflammation (myeloperoxidase
Francesco Molinari +8 more
wiley +1 more source