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| LEADERSHIP UPDATES |
| LETTER FROM THE EDITORS |
| Olga Griswold and Jana Moore |
| Read More |
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| FROM THE CHAIR |
| Kara Hunter |
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| FROM THE PAST CHAIR |
| Dilin Liu |
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| ARTICLES |
| EXAMINING INSTRUCTION ON WRITING FROM SOURCES AND AVOIDING PLAGIARISM |
Zuzana Tomaš, Eastern Michigan University, Ypsilanti, MI, USA
Sara Okello, English Language Program, University of Michigan, Flint, MI, USA |
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This study examines how L2 writers are taught about writing
from sources, especially how to avoid plagiarism. After highlighting
key results, we argue for expanded instruction on writing from sources
and describe three specific activities that have the potential to
improve instruction. Read More |
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| WHAT TEACHERS NEED TO KNOW ABOUT SPEECH ACT RESEARCH |
| Noel Houck, California State Polytechnic University at Pomona |
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Recently, a number of research-based books on pragmatics have
been published for teachers. These books explain how acts and sequences
are performed in various contexts in English and propose teaching
activities. However, pragmatics research has limitations. This article
explains the limitations and offers suggestions for addressing
them. Read More |
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| THE USEFULNESS OF QUESTIONS IN CLASSROOM CONTEXT |
| Rachel Bassett, Nicolas Caballero, and Jennie Criddle, California Polytechnic University, Pomona |
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This article examines the types of context surrounding the
questioning strategies and distributions of an ESL instructor in an
intermediate collegiate classroom. This contextualization of question
types gives insight into their purpose and function, which makes context
an indicator of the usefulness of question types in a given
classroom-oriented context. Read More |
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| POLITICS AND PRAGMATICS: MY SHIFT FROM RHETORIC AND COMPOSITION TO APPLIED LINGUISTICS |
| Stephen Skalicky, Washington State University |
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This is a reflective essay about my decision to shift from
rhetoric and composition to applied linguistics. By exploring some of
the similarities and differences between the two fields, I articulate
why I feel more comfortable within applied linguistics. Read More |
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| TEACHING AND ENCOURAGING MODALS: A STUDY OF ONE LEARNER'S USE OF SHOULD |
| Tanya L. Erdelyi and Virginia K. Gillenwater Kita, Temple University |
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Difficulties ESL/EFL learners experience with the English
modal system can be attributed to the variety of forms used to express
modality and to the multiplicity of meanings associated with each. This
article contains the findings of a pilot study of one learner’s progress
towards acquiring the modal should. Read More |
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| ABOUT THE COMMUNITY |
| Applied Linguistics Interest Section |
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