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| LEADERSHIP UPDATES |
| LETTER FROM THE EDITORS |
| Ben White, Saint Michael's College, Colchester, Vermont, USA & Natalia Dolgova, George Washington University, Washington, DC, USA |
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| LETTER FROM THE CHAIR |
| Olga Griswold, California State Polytechnic University at Pomona, Pomona, California, USA |
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| LETTER FROM THE INCOMING CHAIR |
| Kathryn Howard, California State University, San Bernardino, California, USA |
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| ARTICLES |
| SPECIALIZED VOCABULARY: WHAT THE RESEARCH SHOWS |
| Averil Coxhead, Victoria University of Wellington, Wellington, New Zealand |
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This article presents four key points in research on
specialized vocabulary: (1) These words are more frequent in written
texts than previously thought, (2) this vocabulary includes single words
and multiword units, (3) everyday words can be technical words, and (4)
this research is moving into new contexts. Read More |
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| DEVELOPING PRAGMATIC COMPETENCE THROUGH TASK-SUPPORTED LANGUAGE TEACHING |
| Caroline Payant, Université du Québec à Montréal, Montreal, Canada & Derek Reagan. Universidade Federal do Rio Grande do Norte, Natal, Brazil |
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Research in task-based language teaching shows that implementing pedagogical tasks promotes authentic language use and second language development. This article shares a step-by-step framework for implementing a story completion task that targets the development of
pragmatic competence for second language learners. Read More |
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| ERROR APPRECIATION: USING LISTENING ERRORS TO DISCOVER WHAT STUDENTS HEAR |
| Brian Butler, Southern University of Science and Technology, Shenzhen, China & Beth Sheppard, University of Oregon, Eugene, Oregon, USA |
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Intensive English program students participated in a paused-transcription study using graded authentic texts. Participants correctly transcribed more content words than functions words. Incorrect transcriptions included errors in word segmentation, phoneme identification, and lexical matching. Qualitative error analysis provides insights on student listening development, and paused transcription is recommended as a classroom technique. Read More |
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| PROPOSITIONAL FRAMES AND CONNECTIVE EXPRESSIONS |
| Howard Williams, Teachers College, Columbia University, New York, New York, USA |
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Feedback on the use of connective expressions is a challenge for composition teachers. Part of the problem is that these expressions are treated as ‘glue’ to ‘hold texts together’ rather than as cues to process texts in certain ways. The expressions can often be modeled in terms of larger propositional frames that form psychological constructs. These frames may not always be explicitly coded in a text, but their underlying existence can explain why, for example, moreover or similarly sounds proper, awkward, or simply wrong. The presentation of simplified models, together with brief classroom explanations, can promote effective writing. Read More |
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| ABOUT THIS COMMUNITY |
| APPLIED LINGUISTICS INTEREST SECTION (ALIS) |
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