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Aslan, Erhan (2015) When the native is also a non-native: “retrodicting” the complexity of language teacher cognition. Canadian Modern Language Review, 71 (3). pp. 244-269. ISSN 1710-1131 doi: https://doi.org/10.3138/cmlr.2575

B

Bell, Daniel and Wright, Clare (2015) Perfective marking in L2 Mandarin: agreement with inherent lexical aspect or the derived Sentential Aspectual class? Newcastle and Northumbria Working Papers in Linguistics, 21 (2). pp. 1-24. ISSN 2041 -1057

C

Clenton, Jon (2015) Testing the Revised Hierarchical Model: evidence from word associations. Bilingualism Language and Cognition, 18 (1). pp. 118-125. ISSN 1366-7289 doi: https://doi.org/10.1017/S136672891400008X

D

Di Fatta, Giuseppe, Reade, James, Jaworska, Sylvia and Nanda, Anupam (2015) Big social data and political sentiment: the tweet stream during the UK General Election 2015 campaign. In: The 8th IEEE International Conference on Social Computing and Networking (SocialCom 2015), Dec. 19-21, 2015, Chengdu, China.

F

Furneaux, Clare (2015) Becoming a post/graduate writer in a social science discipline. In: Badenhorst, C. and Guerin, C. (eds.) Research literacies and writing pedagogies for Masters and doctoral writers. Studies in Writing Series, 31. Brill, Leiden. Netherlands, pp. 166-183. ISBN 9789004304338 doi: https://doi.org/10.1163/9789004304338

Furneaux, Clare, Wright, Clare and Wilding, Elisabeth (2015) From darkness to light: first experiences in developing and facilitating a MOOC. In: Corbeil, Joseph Rene, Corbeil, Maria Elena and Khan, Badrul H. (eds.) The MOOC Casebook: Case Studies in MOOC Design, Development and Implementation. Linus Books, Ronkonkoma, NY, pp. 337-348. ISBN 9781607975618

H

Hafner, C. A., Chik, A. and Jones, Rodney, eds. (2015) Digital literacies and language learning. Language Learning & Technology, 19 (3). Language Learning & Technology.

Hasrati, Mostafa and Tavakoli, Parvaneh (2015) Globalisation and MA TESOL programs in the UK. Higher Education, 69 (4). pp. 547-565. ISSN 0018-1560 doi: https://doi.org/10.1007/s10734-014-9790-5

J

Jaworska, Sylvia (2015) Review of recent research (1998-2012) in German for Academic Purposes (GAP) in comparison with English for Academic Purposes (EAP): cross-influences, synergies and implications for further research. Language Teaching, 48 (2). pp. 163-197. ISSN 1475-3049 doi: https://doi.org/10.1017/S026144481400038X

Jaworska, Sylvia, Krummes, Cedric and Ensslin, Astrid (2015) Formulaic sequences in native and non-native argumentative writing in German. International Journal of Corpus Linguistics, 20 (4). pp. 500-525. ISSN 1569-9811 doi: https://doi.org/10.1075/ijcl.20.4.04jaw

Jones, Rodney (2015) Discourse, cybernetics, and the entextualization of the self. In: Jones, Rodney H., Chik, Alice and Hafner, Christoph (eds.) Discourse and Digital Practices: Doing discourse analysis in the digital age. Routledge, London, pp. 28-47. ISBN 9781138022324

Jones, Rodney H. (2015) Discourse and health communication. In: Tannen, D., Hamilton, H. H. and Schiffrin, D. (eds.) The Handbook of discourse analysis: 2nd edition. Wiley, London, pp. 841-857. ISBN 9780631205968

Jones, R H (2015) Mashing, modding, and memeing. In: Chik, A., Costley, T. and Pennington, M. C.. (eds.) Creativity and discovery in the university writing class. Equinox, Sheffield, pp. 28-47. ISBN 9781781791059

Jones, Rodney H., Chik, Alice and Hafner, Christoph A. (2015) Discourse analysis and digital practices. In: Discourse and Digital Practices: Doing discourse analysis in the digital age. Routledge, London, pp. 1-17. ISBN 9781138022331

Jones, Rodney H. (2015) Generic intertextuality in online social activism: the case of the It Gets Better project. Language in Society, 44 (3). pp. 317-339. ISSN 0047-4045 doi: https://doi.org/10.1017/S0047404515000214

Jones, Rodney H., Chik, Alice and Hafner, Christoph A., eds. (2015) Discourse and digital practices: doing discourse analysis in the digital age. Routledge, Abingdon, Oxon, pp262. ISBN 9781138022324

K

Korenar, Michal (2015) Landau-Kleffner syndrome and swearing. Activitas Nervosa Superior, 57 (3-4). pp. 122-126. ISSN 2510-2788 doi: https://doi.org/10.1007/BF03379944

L

Liu, Xinghua and Furneaux, Clare (2015) Argument structures in Chinese university students’ argumentative writing: a contrastive study. English Text Construction, 8 (1). pp. 65-87. ISSN 1874-8775 doi: https://doi.org/10.1075/etc.8.1.03liu

S

Salamoura, A., Littlemore, J., Murakami, A. and Jaworska, Sylvia (2015) Directions in English profile research. In: Harrison, J. and Barker, F. (eds.) English Profile in Practice. English Profile Studies (5). Cambridge University Press, Cambridge, pp. 106-120. ISBN 9781107493988

T

Tavakoli, Parvaneh and Hasrati, Mostafa (2015) MA TEFL programmes in Iran: change in a globalised era. In: Kennedy, Christopher (ed.) English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges. The British Council, London, pp. 139-150. ISBN 9780863557699

Tavakoli, Parvaneh (2015) Connecting research and practice in TESOL: a community of practice perspective. RELC, 46 (1). pp. 37-52. ISSN 1745-526X doi: https://doi.org/10.1177/0033688215572005

Themistocleous, Christiana (2015) Digital code-switching between Cypriot and Standard Greek: performance and identity play online. International Journal of Bilingualism, 19 (3). pp. 282-297. ISSN 1756-6878 doi: https://doi.org/10.1177/1367006913512727

Thompson, Amy and Aslan, Erhan (2015) Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: what do Turkish students believe? International Journal of Multilingualism, 12 (3). pp. 259-275. ISSN 1747-7530 doi: https://doi.org/10.1080/14790718.2014.973413

W

Wright, Clare (2015) Working memory and L2 development across the lifespan: a commentary. In: Wen, Zhisheng (Edward), Mota, Mailce Borges and McNeill, Arthur (eds.) Working memory in second language acquisition and processing. Multilingual Matters, Bristol, pp. 285-298. ISBN 9781783093588