Jun Lei – författare

First Step is an elementary Chinese textbook for students with no previous background in the language. Focusing on the basics of modern Chinese phonetics and grammatical structure, the book uses everyday topics to help students establish a solid foundation in the Chinese language. The textbook, which includes color illustrations, contains thirty lessons, each of which can be covered in a week's worth of classes. Each lesson features a lively dialogue or a short essay, representing a real-life situation, which is then followed by vocabulary lists and grammar notes. Explanatory notes on Chinese culture and customs are also provided. The companion workbook for First Step is sold separately and includes comprehensive exercises and character writing sheets with information on the stroke orders of newly introduced characters. Free online audio files, accessible on smartphones, tablets, and laptops, allow students to listen to First Step dialogues and practice their pronunciation at their leisure. This vital audio supplement gives students the chance to learn Chinese intonation with greater accuracy.First Step provides students with the necessary tools to begin practical daily communication in Chinese. * Emphasis is on basic grammar structure and principles* Textbook features both traditional and simplified characters, pinyin, and English translation* Perforated workbook (which is sold separately) facilitates easy handling of homework* Free audio recordings of dialogues and other content available online* Appropriate for college and high school students

This workbook is a companion volume to First Step, the elementary Chinese textbook. Featuring both traditional and simplified characters along with pinyin and English translation, the workbook includes comprehensive exercises and character writing sheets with information on the stroke orders of newly introduced characters. Perforated pages facilitate student use and easy handling of homework, and the workbook also includes more than 120 color illustrations. Listening exercises that help students learn to identify and pronounce the tones used in contemporary spoken Chinese are paired with free online audio files, accessible on smartphones, tablets and laptops.

This Element aims to provide a comprehensive and in-depth exploration of the issue of plagiarism in second language writing. It first outlines the importance of plagiarism as a real-world issue cutting across educational and cultural contexts and touches upon several prominent controversies over the issue. Then the Element defines and conceptualises plagiarism by critically examining the diverse extant definitions and discussing various discourses on plagiarism. Following that, it explores L2 students' perceptions of and stances on plagiarism, and identifies factors that contribute to L2 students' plagiarism. Informed by the current theoretical and empirical research, the Element critically evaluates three major approaches to dealing with plagiarism and, based on the critical evaluation, proposes pedagogical activities and strategies for fostering L2 students' intertextual competence. Finally, the Element calls for a reconceptualisation of plagiarism that embraces a multidimensional approach to dealing with plagiarism in second language writing, and outlines directions for further research.

This Element aims to provide a comprehensive and in-depth exploration of the issue of plagiarism in second language writing. It first outlines the importance of plagiarism as a real-world issue cutting across educational and cultural contexts and touches upon several prominent controversies over the issue. Then the Element defines and conceptualises plagiarism by critically examining the diverse extant definitions and discussing various discourses on plagiarism. Following that, it explores L2 students' perceptions of and stances on plagiarism, and identifies factors that contribute to L2 students' plagiarism. Informed by the current theoretical and empirical research, the Element critically evaluates three major approaches to dealing with plagiarism and, based on the critical evaluation, proposes pedagogical activities and strategies for fostering L2 students' intertextual competence. Finally, the Element calls for a reconceptualisation of plagiarism that embraces a multidimensional approach to dealing with plagiarism in second language writing, and outlines directions for further research.

Global Storytelling: Journal of Digital and Moving Images, housed at the Academy of Film and published by Michigan Publishing, is an open access, peer-reviewed international and interdisciplinary journal for intellectual debates concerning the politics, economics, culture, media, and technology of the moving image.

This book brings together policies, practices, and identities pertaining to doctoral publication through an in-depth longitudinal multiple-case study of doctoral students’ scholarly publishing endeavors. Informed by the theoretical frameworks of neoliberalism and activity theory, it examines doctoral students’ scholarly publishing activities within the context of their doctoral studies. It demonstrates how policies, practices, and identities intersect with each other and reveals how policies may shape doctoral students’ publishing practices and evolving identities. Postgraduates, researchers, and practitioners in the fields of applied linguistics and doctoral education will find it of particular interest. It is also a valuable guide for doctoral students seeking to have their work published and supervisors looking to support their doctoral students’ publishing efforts.

This book brings together policies, practices, and identities pertaining to doctoral publication through an in-depth longitudinal multiple-case study of doctoral students’ scholarly publishing endeavors. Informed by the theoretical frameworks of neoliberalism and activity theory, it examines doctoral students’ scholarly publishing activities within the context of their doctoral studies. It demonstrates how policies, practices, and identities intersect with each other and reveals how policies may shape doctoral students’ publishing practices and evolving identities. Postgraduates, researchers, and practitioners in the fields of applied linguistics and doctoral education will find it of particular interest. It is also a valuable guide for doctoral students seeking to have their work published and supervisors looking to support their doctoral students’ publishing efforts.

This book brings together policies, practices, and identities pertaining to doctoral publication through an in-depth longitudinal multiple-case study of doctoral students’ scholarly publishing endeavors. Informed by the theoretical frameworks of neoliberalism and activity theory, it examines doctoral students’ scholarly publishing activities within the context of their doctoral studies. It demonstrates how policies, practices, and identities intersect with each other and reveals how policies may shape doctoral students’ publishing practices and evolving identities. Postgraduates, researchers, and practitioners in the fields of applied linguistics and doctoral education will find it of particular interest. It is also a valuable guide for doctoral students seeking to have their work published and supervisors looking to support their doctoral students’ publishing efforts.