Studies of conflictual workplace discourse are rare, both in language-awareness research and discourse analysis more generally, owing partly to the difficulty in gaining access to such interactions, and arguably to the relative rarity of conflictual discourse occurring at work. The topic is therefore both under-analysed and under-theorised.…

This study presents the first investigation of the development of possessive constructions in Northern East Cree, a polysynthetic language indigenous to Canada. It examines transcripts from naturalistic recording sessions involving one adult and one child, from age 2;01.12 to 3;08.24. Findings reveal that, despite the frequency of possessive…

This article explores the online processing of singular he and she and singular they by learners of English to discover whether singular they presents a processing problem for non-native speakers (NNSs). It also examines the extent to which such issues may vary as a function of L2 proficiency at B2, C1, and C2 levels. A self-paced reading study…

This exploratory case study examined supervisors' perceptions of supervision of undergraduate research projects, and whether the level of experience affects the quality of the supervision process. Data were collected through questionnaires and interviews. Participants were three supervisors with varying levels of experience in the supervision…

Despite a wealth of scholarship documenting its linguistic complexity, students in the United States are rarely encouraged to speak or write in African American Language (AAL) in their primary classrooms. The authors documented how one teacher and his highly diverse second-grade class examined, explored, and experimented with AAL in an…

Complex nominal groups are common in technical English (i.e., English for Specific Purposes, ESP) since they allow lexical items to be tightly packed into a clause which consequently leads to increased lexical density and syntactic ambiguity. In this paper, we analyse (complex) nominal groups in technical English. We propose that, in addition to…

Different theoretical and empirical taxonomies of reading and listening comprehension (RC, LC) are available in the literature. Most of language tests and tasks in English as foreign or second language (EFL/ESL) coursebooks are based on the classifications of reading and listening subskills (micro-skills) offered in theory. However, these…

This empirical study investigates the effectiveness of using corpus-based activities on 70 Turkish upper-intermediate level teacher candidates' learning of 40 phrasal-prepositional verbs, verb + particle + preposition combinations. The purpose of the study is to determine whether six-hour instruction via corpus-based activities is effective with…

This article proposes basic (shared) and extended (nonshared) language cognition in native speakers as a function of two types of extralinguistic attributes: (a) degree of being multilingual and (b) variables related to amount and type of literacy experiences (e.g., level of education). This approach may throw new light on the question of whether…

Onomatopoeia are disproportionately high in number in infants' early words compared to adult language. Studies of infant language perception have proposed an iconic advantage for onomatopoeia, which may make them easier for infants to learn. This study analyses infants' early word production to show a phonological motivation for onomatopoeia in…

In this article, we address the issue of targeted instruction on interpretive contrasts between native and second-language grammatical meanings. Such mismatches are predicted to create challenges for learners. We illustrate this with French and English pronouns. In French, clitic pronouns (le, la) point to human as well as inanimate referents,…

The paper emphasizes the crucial importance of transdisciplinary approach to qualitative research methodology in teaching and learning contexts involving highly stigmatized minority languages. Autoethnography and participatory action research are herein employed as constructive, critical, qualitative methodological procedures relevant to…

Paradigmatic literacy features refer to ways of thinking and using language associated with academic-scientific discourse or written language. They are intimately bound up with education and appear in their emergent forms, mainly in conversations with adult partners. The present qualitative study investigates whether, and in which ways,…

In learning language, children must discover how to interpret the linguistic significance of phonetic variation. On some accounts, receptive phonology is grounded in perceptual learning of phonetic categories from phonetic distributions drawn over the infant's sample of speech. On other accounts, receptive phonology is instead based on phonetic…

Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley ([Hart, B., 1995]) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language…