Purpose: Reading and writing are language-based skills, and effective literacy instruction/intervention practices should include an explicit linguistic focus. A multilinguistic structured literacy approach that integrates morphological awareness is proven beneficial to improve reading and writing for students with language literacy deficits. The…

With the change in socio-political and educational contexts in global academia, the trend of writing academic papers has arisen among Nepali students and educators in higher education. However, many of them are still unfamiliar with the basic standard to be incorporated in an academic paper. In this context, this study examined the post-graduate…

A review of the literature suggests that grammar instruction delivered within the context of writing instruction may impact students' writing development (Fearn & Farnan, 2007; Myhill, Jones, Lines, & Watson, 2012), but there have been few studies that suggest how this occurs. This study followed a group of 17 teachers throughout 3 classes…

The idea that genre-specific reading benefits apprenticing writers is a concept that the field of teaching writing values as an underlying constant. Following this, writing center directors select rhetorics (anthologies of writing exemplars) for their self-access library shelves from the over 200 rhetorics presently in print. To choose these…

The work of translation seems to be much easier with the assistance of web-based Machine Translation such as Google Translate. Does it work well? This study aims at finding how Google translates academic texts from Indonesian into English. It is also to find the extent to which Google Translate accurately and naturally transfers such texts. The…

Resultative constructions show a wide range of cross-linguistic variation, which may pose nontrivial challenges to L2 learners. This study investigates how syntactic and semantic differences between L1 and L2 affect L2 acquisition of resultatives. In particular, we investigate how L1-Korean learners project the syntax and semantics of L2-English…

This volume integrates complex dynamic systems theory (CDST) and L2 writing scholarship through a collection of in-depth studies and commentary across a range of writing constructs, learning contexts, and second and foreign languages. The text is arranged thematically across four topics: (i) perspectives on complexity, accuracy, and fluency, (ii)…

Dyslexia is a neurological language-based learning disability. Several legislative bills related to dyslexia have recently been introduced in the United States so dyslexia can be understood and interventions in reading instruction can be provided. Studies have shown measurable improvements in the language areas of the brain's left hemisphere after…

This current study aimed to investigate the influence of derivational and inflectional morphological awareness on the writing of undergraduate students studying English as a Foreign Language. They were divided in to two groups and each group comprised 200 advanced EFL learners. Explicit morphological instructions were given to group two in the…

This essay provides language-centered principles, guidelines and tools for writing student learning outcome statements. It is focused on syntax and semantics, and takes considerable issue with both the lack of such guidance in earlier literature and specific words, phrases, tenses, voices, and abstraction in diction levels, along with ellipses and…

This study aims to analyze positive remarks linguistically manifested through English intensifiers, i.e. very and so, and their collocates in café reviews. The appraisal framework primarily focuses on the feelings or attitudes of speakers or writers. It plays a part in providing communicative resources whereby speech functions are performed…

The last four decades have observed a renewed research interest in the area of error analysis. It has been the focus of attention, and subject of debate, among scholars particularly those of second-language acquisition. Scholars in this area of study hold the unanimous view that errors are an integral and unavoidable feature of second-language…

This paper presents findings from an eleven-year ethnographic study which describes how three children used different sign systems to become literate, to define who they are and to construct their literate identity. They each engaged with literacies in powerful and life transforming ways. Each child used multiple literacies to learn, understand…

Central to argumentative writing is the proper use of epistemic devices (EDs), which distinguish writers' opinions from facts and evaluate the degree of certainty expressed in their statements. Important as these devices are, they turn out to constitute a thorny area for non-native speakers (NNS). Previous research indicates that Chinese EFL…

Background: Young children's speech is typically more linguistically sophisticated than their writing. However, there are grounds for asking whether production of cohesive devices, such as verb-phrase anaphora (VPA), might represent an exception to this developmental pattern, as cohesive devices are generally more important in writing than in…