María Luisa Carrió-Pastor – författare

This collection sheds light on the ways in which corpus linguistics and the use of learner corpora might be applied to the study of academic discourse, revealing linguistic and rhetorical patterns and insights into variation across a range of disciplinary genres. Organized into three sections, the book highlights key tools and methodologies in corpus analysis to study such features as discourse markers, lexical bundles, linguistic complexity, lexico-grammatical conventions, and modality in case studies in studies of academic discourse, both in a second language and in English for specific purposes. The volume features examples from disciplinary genres not often covered in the existing literature, including MA theses, academic book reviews, and online student forums. Taken together with the study of learner corpora, the book demonstrates the impact of corpus linguistic tools in better understanding linguistic patterns of specific languages and language use and in turn, their role in helping to identify the needs of language learners. The book will be of interest to students and scholars in corpus linguistics, applied linguistics, and English for Specific Purposes.

This collection sheds light on the ways in which corpus linguistics and the use of learner corpora might be applied to the study of academic discourse, revealing linguistic and rhetorical patterns and insights into variation across a range of disciplinary genres. Organized into three sections, the book highlights key tools and methodologies in corpus analysis to study such features as discourse markers, lexical bundles, linguistic complexity, lexico-grammatical conventions, and modality in case studies in studies of academic discourse, both in a second language and in English for specific purposes. The volume features examples from disciplinary genres not often covered in the existing literature, including MA theses, academic book reviews, and online student forums. Taken together with the study of learner corpora, the book demonstrates the impact of corpus linguistic tools in better understanding linguistic patterns of specific languages and language use and in turn, their role in helping to identify the needs of language learners. The book will be of interest to students and scholars in corpus linguistics, applied linguistics, and English for Specific Purposes.

This edited book examines the use of English as a Medium of Instruction (EMI) in a variety of international higher education contexts.

This edited book examines the use of English as a Medium of Instruction (EMI) in a variety of international higher education contexts.

This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice.

This edited book explores critical issues relating to Content and Language Integrated Learning (CLIL) and English as a Medium of Instruction (EMI), setting out their similarities and differences to demystify the terms and their implications for classroom practice.

This book proposes a shift in early higher education instruction, arguing that novice students should initially focus on mastering recurrent academic language functions such as defining, classifying, and explaining, rather than attempting to grasp complex, discipline-specific genres. Motivated by challenges such as the Bologna reform, the spread of English-Medium Instruction, and diverse student profiles, the authors suggest that this functional approach facilitates academic socialization. The central argument is that proficiency in these Cognitive Discourse Functions precedes the ability to construct comprehensive communicative events. The text provides an empirical exploration of Cognitive Discourse Functions emergence and realization in undergraduate writing across various disciplines. By focusing on the transition of students into expert roles, the research offers critical insights into academic literacy. The book advocates for prioritizing these functions to aid students' academic journey and will be valuable to ESP educators, researchers, and discourse analysis scholars interested in genre variation.

This volume reflects on this topic and adds information about the different approaches within discourse analysis and language acquisition that consider artificial intelligence (AI). This book challenges the traditional approach to discourse and language acquisition, incorporating technology and AI's role in language studies. It is distinctive in the sense that it offers several chapters that focus on linguistic analysis considering AI. The particular benefits offered by its content, scope, organization and/or educational features are that it provides two aspects that are crucial in Linguistics: on the one hand, it shows the use of AI in discourse analysis and, on the other, it focuses on the advances in language acquisition with the incorporation of AI. The needs it aims to satisfy are to show examples of the use of AI and the advances in language that include AI, demonstrating that linguistic studies can be complemented with AI.

The adoption of Content and Language Integrated Learning (CLIL) in Higher Education teaching has been widespread. This learning strategy has developed the need to learn foreign languages and to communicate with people with different cultural backgrounds. Culture learning should be part of language and content teaching as Higher Education involves language skills, topic comprehension and sociological capabilities. Teachers explore new teaching strategies which imply diverse goals and focus on different cultural backgrounds.The contributions of this book comment the multicultural awareness of the students involved in learning another language and the facts implied in teaching in a multicultural environment.

This monograph mainly focuses on the idea that language teaching in higher education involves making use of new approaches and technology. It identifies the key determinants of the materials needed to improve language teaching on the basis of the actual experimental research included in the respective contributions. Thanks to its unique perspective, the book offers a distinctive approach to addressing empirical research on second language teaching, translator training and technology. As universities are some of the best arenas for analyzing teaching techniques for various subjects, higher education teachers can use this book to thoroughly prepare for the application of pilot studies and learn more about students' responses to new teaching and translation techniques. An enlightening guide for scholars and students with an academic interest in acquiring the basic principles of language teaching and translation, this book mainly provides actual cases in which the implementation of technology was useful to second language teachers and translation trainers. As the authors are experienced scholars, readers will not only come to understand how to use new teaching strategies, but also discover that the proposals described in each chapter can be useful to any level of second language training for teachers and translators.

An enlightening guide for scholars and students with an academic interest in acquiring the basic principles of language teaching and translation, this book mainly provides actual cases in which the implementation of technology was useful to second language teachers and translation trainers.

This book sheds new light on language and literature teaching, and offers examples of teaching language in virtual environments. Further it describes tools for second/ foreign language teaching and proposals for specific second language teaching in virtual environments.