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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...4 5 6 7 8 9 10 11 12...493 Hits 141 – 160 of 9.857 141 Discourse and identity McEntee-Atalianis, Lisa. - : Bloomsbury Academic, 2021 BASE Show details 142 Translanguaging spaces as safe space for psycho-social support in refugee settings in the Kurdistan region of Iraq Ateek, Mohammed; Capstick, T.. - : Routledge, 2021 BASE Show details 143 Irrumpiendo en el presente: Estrategias de reinscripción en la Historia para leer la obra filosófica de Rosa Chacel Balibrea, Mari Paz. - : Taylor & Francis, 2021 BASE Show details 144 Differences in emotional reactions of Greek, Hungarian and British users of English when watching English television Dewaele, Jean-Marc; Lorette, Pernelle; Rolland, Louise. - : Wiley Blackwell, 2021 BASE Show details 145 On being, subject and truth in the works of Pablo Neruda and Alain Badiou Kejriwal, Pritha. - 2021 BASE Show details 146 The role of language and cultural engagement in emotional fit with culture: an experiment comparing Chinese-English bilinguals to monolingual Brits and Chinese Zhou, C.; Dewaele, Jean-Marc; Ochs, C.. - : Springer, 2021 BASE Show details 147 Appagamento, atteggiamento/motivazione e ansia nello studio della lingua madre e della lingua straniera in una scuola italiana all’estero Dewaele, Jean-Marc; Proietti-Ergün, A.L.. - : Bulzoni Editore, 2021 BASE Show details 148 ‘The English language enables me to visit my pain’. Exploring experiences of using a later-learned language in the healing journey of survivors of sexuality persecution Dewaele, Jean-Marc; Cook, Sally. - : Sage Journals, 2021 BASE Show details 149 Yes, Murakami Haruki is a challenge Hansen, G.M.; Tsang, Michael. - : Routledge, 2021 BASE Show details 150 Vacíos de la bomba atómica. El Memorial por la Paz de Hiroshima como lugar de ritual. Centeno Martin, Marcos Pablo. - : Universitat de València, 2021 BASE Show details 151 La Nueva Ola Japonesa. Nūberu Bāgu como fenómeno (trans)nacional Centeno, Matthew. - : Caligrama, 2021 BASE Show details 152 Sustainable development of EFL/ESL learners’ willingness to communicate: the effects of teachers and teaching styles Chen, Xuemei; Dewaele, Jean-Marc; Zhang, T.. - : MDPI, 2021 BASE Show details 153 Extensive reading in an EFL classroom: impact and learners’ perceptions Ateek, Mohammed. - : Hacettepe University, 2021 BASE Show details 154 Predicting the emotional labor strategies of Chinese English foreign language teachers Dewaele, Jean-Marc; Wu, Aihui. - : Elsevier, 2021 BASE Show details 155 Science in exile: EAL academic literacies development of established Syrian academics Khuder, Baraa. - 2021 Abstract: This study aimed to investigate English as an Additional Language (EAL) academic literacies development of four Syrian established academics in exile in relation to their (i) academic networking, (ii) co-authorship practices, (iii) and authorial voice. Ethnography was used as a method via talk-around-text interviews; as a methodology, via questionnaires, semi-structured interviews, writing logs, academic network plots, and Text Histories; and as deep theorizing (Lillis, 2008) via conducting analysis of both conceptual as well as textual authorial voice. In relation to academic networking, it was found that all the types of networks, i.e., strong/weak, formal/informal, symmetrical/asymmetrical, durable/temporary, direct/indirect, and local/global played a role in the development of EAL academic literacies. Additionally, the relevant properties of nodes the co-authors possessed, i.e., the ability to conduct network, text-production, disciplinary, and publishing interventions, were essential for the Syrian academics’ EAL academic literacies development. Co-authorship was found to be a two-way interactive relation where EAL academic literacies development occurred as a result of a mutual investment by both sides. The participants and their co-authors invested in the collaborative work to different extents each depending on their level of motivation. Authorial voice was examined as conceptualisation and as a textual practice; the latter was investigated through a combination of a priori categories (metadiscourse features) and a posteriori categories, emerging as relevant from the data (disciplinary discourse conventions, textual positioning, and textual ownership). These components of voice were found to be in a dynamic interactive relationship, with the participants’ use of the relevant textual features becoming more frequent, more appropriate, and employed with more awareness as they progressed in their academic journeys. The study concludes with theoretical, methodological, and pedagogical implications. Keyword: Applied Linguistics and Communication (to 2020) URL: https://eprints.bbk.ac.uk/id/eprint/45822/ https://eprints.bbk.ac.uk/id/eprint/45822/1/Baraa%20Khuder-%20PhD%20thesis.pdf BASE Hide details 156 Personality Dewaele, Jean-Marc. - : Routledge, 2021 BASE Show details 157 Multilinguals’ languages of the heart and soul Dewaele, Jean-Marc. - : John Murray Learning/Hodder and Stoughton, 2021 BASE Show details 158 The predictors of exam performance of Kazakh university students and secondary school pupils learning Turkish: an exploratory investigation Dewaele, Jean-Marc. - : Peeters Online Journals, 2021 BASE Show details 159 Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies Hurley, Ian. - : Dublin City University. School of Applied Language and Intercultural Studies, 2021 In: Hurley, Ian (2021) Kanji learning by Japanese language learners from alphabetic backgrounds: an examination of how ‘component analysis’ impacts learners of differential proficiencies. PhD thesis, Dublin City University. (2021) BASE Show details 160 A Question of Knowledge Base Kern, Richard In: L2 Journal, vol 13, iss 1 (2021) BASE Show details Page: 1...4 5 6 7 8 9 10 11 12...493

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