Volume 10 Issue 1 2015

 

Volume 10 Issue 1 2015

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1. Systemic Functional Linguistics and English Language Teaching
   Anne McCabe
   Chris Gledhill
   Xinghua Liu

2. The Contribution of Systemic Functional Grammar to the Error Analysis Framework

   Clive E. Hamilton

3. Academic Literacy and Grammatical Metaphor: Mapping Development

   Cassi Liardét

4. Building a critical stance in academic and civic discourse: Burnishing and tarnishing

   Sally Humphrey

5. Legitimising the Knower’s Multiple Voices in Applied Linguistics Postgraduate Written Discourse

   Cheung Lok Ming Eric

6. Secondary School Students’ Use of Discourse Strategies in Two Languages: The Role of HyperTheme in Argumentative Writing

   Corinne Maxwell-Reid

7. Managing Information to Relate Sentences within a Text: “Houston we have a problem”

   Peter H. Fries

8. Using the “Multimodal Analysis Video” Program for Register Analysis: A Preliminary Study

   Anne Thwaite

9. Multiple Modes of Meaning in Expository Discourse

   Mei-Ya Liang

10. New Media and English Language Teaching in China: A Case Study based on Multiliteracies Pedagogy

    Yu-Jie Qi
    Yan Sun
    De-Zheng Feng

Tags: Assessment, Attitudes, Authenticity, CALL, Communicative competence and events, Comprehension Hypothesis, Conversation analysis, Conversation openings, Critical literacy/reading, Cultural capital, Curriculum, Detective stories, English as a foreign language, High stakes examinations, Initial interactions, Learning, Legitimacy, Output Hypothesis, Perceptual assimilation model, Pragmatics, Public secondary schools, Reading comprehension, Self-representation, Sherlock Holmes, Skill-Building Hypothesis, Speaking English, Speech perception, Teaching pedagogy, Technology, Testing, Text analysis, Textbook dialogues, Textbook evaluation, Textbook evaluation checklist, WISC-R

Category: 2015