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| LEADERSHIP UPDATES |
| LETTER FROM THE EDITORS |
| Ben White, Saint Michael's College, Colchester, Vermont, USA & Monika Ekiert, LaGuardia Community College-CUNY, New York, New York, USA |
| Read More |
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| LETTER FROM THE CHAIR |
| Nihat Polat, Duquesne University, Pittsburg, Pennsylvania, USA |
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Read More |
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| LETTER FROM THE INCOMING CHAIR |
| David Olsher, San Francisco State University, San Francisco, California, USA |
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Read More |
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| ARTICLES |
| TEACHING LANGUAGE WITH RESEARCH-BASED CONSTRUCTIONS |
| Eli Hinkel, Seattle Pacific University, Seattle, Washington, USA |
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Construction grammar—what in the world is that? And while we
are at it, what is the difference between such terms as formulaic language, formulaic
sequences, phraseology, chunks, and prefabs? The most
expedient answer is: “Not a lot.” Read More |
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| TEACHING RESEARCH WRITING WITH DISCIPLINARY CORPORA |
| Stephanie Link, Elena Cotos, & Sarah Huffman |
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The authors introduce an original cross-disciplinary framework
of moves and steps and showcase how such descriptive foundational
knowledge was applied to the creation and implementation of pedagogical
materials and tasks. Read More |
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| FOSTERING AUTONOMOUS LEARNING BY SUPPORTIVE ENGAGEMENT OF EXISTING LEARNER AUTONOMY |
| Harisimran Sandhu, Freelance, Chandigarh, India |
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There is convincing research evidence that proactive learners
learn better and faster than reactive learners. What are the obstacles
to promoting learner autonomy? This presentation highlights the
cognitive and metacognitive strategies and attendant conditions
necessary to promote autonomous learning through supportive engagement
of learners’ existing autonomy. Read More |
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| ABOUT THIS COMMUNITY |
| APPLIED LINGUISTICS INTEREST SECTION (ALIS) |
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