Vol. 1 No. 2 (2015)

Maria Vanessa aus der WieschenUniversity of Southern DenmarkKeywords: Social Interaction and L2 Classroom Discourse Abstract Social Interaction and L2 Classroom Discourse, Olcay Sert. Edinburgh: Edinburgh University Press (2015). ix+198 pp. ISBN: 978-0-748-69264-4 (pbk.) PDF Share on facebook Share on twitter Share on linkedin Share on whatsapp Share on pinterest

Larissa Moreira BrangelFederal University of Rio Grande do SulKeywords: Oxford Primary Dictionary Abstract Oxford Primary Dictionary, Robert Allen, Andrew Delahunty, Mary O’Neill, and Susan Rennie (Eds.). New York: Oxford University Press (2011). 608 pp. ISBN: 978-0-19-273263-7. PDF Share on facebook Share on twitter Share on linkedin Share on whatsapp Share on pinterest

Bridget Maureen Walker PalmerAmerican University of SharjahKeywords: Intercultural competence, cultural conflict, culture in EFL classrooms, UAE culture, Western culture Abstract In the field of English as a Foreign Language (EFL) teaching, it is common for instructors and students to come from very different cultural backgrounds. Instructors who leave their home countries and go to teach

Andrea DeCapuaLong Island UniversityLingshan TianLong Island UniversityKeywords: Advice, pragmatics, teacher candidates, parent-teacher communication Abstract Teachers in their professional roles are often called upon to give advice, whether to their students, to their colleagues, to their administrators, or to parents of their students. In this article, we investigate advice giving by teacher candidates to parents of

Cem AlptekinBoğaziçi UniversityGülcan ErçetinBoğaziçi UniversityKeywords: Working memory, eye movements, reading span tasks, L2 reading comprehension Abstract In an eye-tracking experiment with late second language (L2) learners, the present study probed into the relationship between eye-movement (EM) measures and the processing and storage outcomes of reading span tasks (RST) to determine whether EM patterns actually reflect

David Newby University of GrazKeywords: Pedagogical grammar, communicative, cognitive, 2nd-language acquisition Abstract One of the most controversial areas of modern language teaching is that of pedagogical grammar. There is little consensus on what methodology should be applied in order to facilitate grammar acquisition; as a result, in classrooms throughout the world, grammar is taught in

Rod EllisUniversity of Auckland and Shanghai International Studies UniversityKeywords: Form-focussed instruction, focus-on-forms, focus-on-form Abstract Long (1991) distinguished two approaches to language teaching, which he called ‘focus-on-forms’ and ‘focus-on-form’. In this article I discuss ‘focus-on-form’ from both a theoretical perspective by outlining the psycholinguistic rationale for this type of instruction and from a practical perspective by

İsmail Hakkı ErtenHacettepe UniversityHüseyin ÖzHacettepe UniversityKeywords:editorial Abstract Dear EJAL Readers, Welcome to our second issue. Yes, we have reached our second issue and are truly optimistic about the future of the fledgling journal of OURS. Ours it is, as it belongs to the international community of applied linguists. We, as the editors, would like to