Research Guides

▒ ESP/EAP
 

ESP/EAP

  

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Subject Encyclopedia Articles

  

Handbook Chapters

  • Brisk, M. E. (2005). Bilingual education. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 7–24). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Brisk, M. E. (2011). Learning to write in the second language: K-5. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 3, pp. 40–56). New York, NY: Routledge.
  • Carkin, S. (2005). English for academic purposes. In E. HInkel (Ed.), Handbook of research in second language teaching and learning (pp. 85–98). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Christian, D. (2011). Dual language education. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 3–20). New York, NY: Routledge.
  • Cook, V. (2011). Teaching English as a foreign language in Europe. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 140–154). New York, NY: Routledge.
  • Douglas, D. (2005). Testing languages for specific purposes. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 857–868). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Duff, P. A. (2005). ESL in secondary schools: Programs, problematics, and possibilities. In E. HInkel (Ed.), Handbook of research in second language teaching and learning (pp. 45–63). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Hamp-Lyons, L. (2011). English for academic purposes. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 89–105). New York, NY: Routledge.
  • Hawkins, M. R. (2005). ESL in elementary education. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 25–43). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Kachru, Y. (2005). Teaching and Learning of World Englishes. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 155–173). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Kachru, Y. (2011). World Englishes: Contexts and relevance for language education. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 155–172). New York, NY: Routledge.
  • Master, P. (2005). Research in English for specific purposes. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 99–115). Mahwah, NJ: Lawrence Erlbaum Associates.
  • McKay, S. (2011). English as an international lingua franca pedagogy. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 122–139). New York, NY: Routledge.
  • Mohan, B. (2011). Social practice and register: Language as a means of learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 57–74). New York, NY: Routledge.
  • Murray, D. (2011). Vocational ESL. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 75–88). New York, NY: Routledge.
  • Murray, D. E. (2005). ESL in adult education. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 65–84). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Paltridge, E., & Starfield, S. (2011). Research in English for specific purposes. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 106–121). New York, NY: Routledge.
  • Roberts, C. (2005). English in the workplace. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 117–135). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Tomlinson, B. (2005). English as a foreign language: Matching procedures to the context of learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 137–153). Mahwah, NJ: Lawrence Erlbaum Associates.
  

Review Articles

   

Introductory Books

  • Basturkmen, H. (2010). Developing courses in English for Specific Purposes. London, England: Palgrave Macmillan.
  • Dudley-Evans, T., & St John, M. J. (2012). Developments in English for Specific Purposes: A multi-disciplinary approach (15th ed.). Cambridge, England: Cambridge University Press.
  • Ellis, M., & Johns.on, C. (2003). Teaching business English: An introduction to business English for language teachers, trainers, and course organizers (5th ed.). Oxford, England: Oxford University Press.
  • Hutchinson, T., & Waters, A. (2010). English for Specific Purposes (25th ed.). Cambridge, England: Cambridge University Press.
  • Hyland, K. (2012). Disciplinary identities: Individuality and community in academic discourse. Cambridge, England: Cambridge University Press.
  • Hyland, K., & Shaw, P. (Ed.). (2016). The Routledge handbook of English for Academic Purposes. Oxon, England: Routledge.
    

Recent Articles in IGSE Journals

2016

  • Botha, W. (2016). English and international students in China today: a sociolinguistic study of English-medium degree programs at a major Chinese university. English Today, 32(1), 41–47. http://doi.org/10.1017/S0266078415000449
  • Breeze, R. (2016). Tracing the development of an emergent part-genre: The author summary. English for Specific Purposes, 42, 50–65. Retrieved from http://www.riss.kr/link?id=O67902324
  • Bruce, I. (2016). Constructing critical stance in University essays in English literature and sociology. English for Specific Purposes, 42, 13–25. Retrieved from http://www.riss.kr/link?id=O67902331
  • Capraro, R. M., Capraro, M. M., Scheurich, J. J., Jones, M., Morgan, J., Huggins, K. S., … Han, S. (2016). Impact of sustained professional development in STEM on outcome measures in a diverse urban district. The Journal of Educational Research, 109(2), 181–196. http://doi.org/10.1080/00220671.2014.936997
  • Chen, F., & Chalhoub-Deville, M. (2016). Differential and long-term language impact on math. Language Testing, 33(4), 577–605. http://doi.org/10.1177/0265532215594641
  • Chin, C., & Yook, C. (2016). Beliefs and strategies of college EFL students for vocabulary learning. 영어어문교육/English Language & Literature Teaching, 22(3), 1–33. Retrieved from http://www.riss.kr/link?id=A102129547
  • Choi, Y. H. (2016). Writing strategies in the process of L2 computer-mode academic writing with the use of multiple resources. 영어교육/ENGLISH TEACHING, 71(3), 3–28. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971271
  • Chun, C. W. (2016). Addressing racialized multicultural discourses in an EAP textbook: Working toward a critical pedagogies approach. TESOL Quarterly, 50(1), 109–131. http://doi.org/10.1002/tesq.216
  • Coffey, S. (2016). A dictionary of academic English: a further resource for students in higher education. International Journal of Lexicography, 29(1), 100–123. http://doi.org/10.1093/ijl/ecv020
  • Crossley, S. A., Kyle, K., & McNamara, D. S. (2016). The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality. Journal of Second Language Writing, 32, 1–16. http://doi.org/10.1016/j.jslw.2016.01.003
  • Dafouz, E., & Camacho-Miñano, M. M. (2016). Exploring the impact of English-medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes, 44, 57–67. Retrieved from http://www.riss.kr/link?id=O69103172
  • Dafouz, E., & Smit, U. (2016). Towards a dynamic conceptual framework for English-medium education in multilingual university settings. Applied Linguistics, 37(3), 397–415. http://doi.org/10.1093/applin/amu034
  • Ding, F., & Stapleton, P. (2016). Walking like a toddler: students’ autonomy development in English during cross-border transitions. System, 59, 12–28. http://doi.org/10.1016/j.system.2016.04.003
  • Du, H., & Guan, H. (2016). Hindrances to the new teaching goals of college English in China: being contextually blind and linguistically groundless, current tertiary ELT policy needs to be redefined. English Today, 32(1), 12–17. http://doi.org/10.1017/S0266078415000462
  • Durrant, P. (2016). To what extent is the Academic Vocabulary List relevant to university student writing? English for Specific Purposes, 43, 49–61. Retrieved from http://www.riss.kr/link?id=O67902665
  • Elder, C., & McNamara, T. (2016). The hunt for “indigenous criteria” in assessing communication in the physiotherapy workplace. Language Testing, 33(2), 153–174. http://doi.org/10.1177/0265532215607398
  • Ernst, B. K., Wonder, K., & Adler, J. (2016). Developing a university learning community of critical readers and writers: the story of a liberal arts and IEP partnership. TESOL Journal, 7(1), 67–97. http://doi.org/10.1002/tesj.191
  • Feng, H., & Du-Babcock, B. (2016). “Business is Business”: Constructing cultural identities in a persuasive writing task. English for Specific Purposes, 44, 30–42. Retrieved from http://www.riss.kr/link?id=O69103180
  • Flowerdew, J., & Wang, S. H. (2016). Author’s editor revisions to manuscripts published in international journals. Journal of Second Language Writing, 32, 39–52. http://doi.org/10.1016/j.jslw.2016.03.004
  • Flowerdew, L. (2016). A genre-inspired and lexico-grammatical approach for helping postgraduate students craft research grant proposals. English for Specific Purposes, 42, 1–12. Retrieved from http://www.riss.kr/link?id=O67902329
  • Gabaudan, O. (2016). Too soon to fly the coop? Online journaling to support students’ learning during their Erasmus study visit. ReCALL, 28(2), 123–146. http://doi.org/10.1017/S0958344015000270
  • Gardner, D., & Davies, M. (2016). A response to “To what extent is the Academic Vocabulary List relevant to university student writing?” English for Specific Purposes, 43, 62–68. Retrieved from http://www.riss.kr/link?id=O67902661
  • Gorsuch, G. (2016). International teaching assistants at universities: a research agenda. Language Teaching, 49(2), 275–290. http://doi.org/10.1017/S0261444815000452
  • Grabe, W., & Zhang, C. (2016). Reading-writing relationships in first and second language academic literacy development. Language Teaching, 49(3), 339–355. http://doi.org/10.1017/S0261444816000082
  • Gromann, D., & Schnitzer, J. (2016). Where do business students turn for help? an empirical study on dictionary use in foreign-language learning. International Journal of Lexicography, 29(1), 55–99. http://doi.org/10.1093/ijl/ecv027
  • Hartig, A. J. (2016). Conceptual blending in legal writing: Linking definitions to facts. English for Specific Purposes, 42, 66–75. Retrieved from http://www.riss.kr/link?id=O67902322
  • He, J.-J., & Chiang, S.-Y. (2016). Challenges to English-medium instruction (EMI) for international students in China: a learners’ perspective: English-medium education aims to accommodate international students into Chinese universities, but how well is it working? English Today, 32(4), 63–67. http://doi.org/10.1017/S0266078416000390
  • Ho, J., & Cheng, W. (2016). Metaphors in financial analysis reports: How are emotions expressed? English for Specific Purposes, 43, 37–48. Retrieved from http://www.riss.kr/link?id=O67902659
  • Hong, J. (2016). 틀 의미론에 기반한 전문 번역 오류 분석 - 경제/금융 텍스트를 중심으로 Analysis of errors by graduate students in economy/finance translation from frame semantics perspective. 응용언어학/Korean Journal of Applied Linguistics, 32(1), 203–235. Retrieved from http://www.riss.kr/link?id=A101958520
  • Hu, G., & Lei, J. (2016). Plagiarism in English academic writing: a comparison of Chinese university teachers’ and students’ understandings and stances. System, 56, 107–118. http://doi.org/10.1016/j.system.2015.12.003
  • Huerta, M., Tong, F., Irby, B. J., & Lara-Alecio, R. (2016). Measuring and comparing academic language development and conceptual understanding via science notebooks. The Journal of Educational Research, 109(5), 503–517. http://doi.org/10.1080/00220671.2014.992582
  • Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing, 31, 58–69. http://doi.org/10.1016/j.jslw.2016.01.005
  • Johnson, N. H., & Lyddon, P. A. (2016). Teaching grammatical voice to computer science majors: The case of less proficient English learners. English for Specific Purposes, 41, 1–11. Retrieved from http://www.riss.kr/link?id=O67902219
  • Jong, C. (2016). Linking reform-oriented experiences to teacher identity: The case of an elementary mathematics teacher. The Journal of Educational Research, 109(3), 296–310. http://doi.org/10.1080/00220671.2014.947398
  • Jung, N., & Kim, J. (2016). 취미 목적 한국어 수업 설계 방안 연구 A study on the method of designing a Korean for hobby purposes course. 이중언어학/Bilingual Research, 64, 249–277. Retrieved from http://www.riss.kr/link?id=A102117305
  • Jurkovič, V. (2016). Maritime English vocabulary in feature films: The Perfect Storm (2000) and Master and Commander (2003). TESOL Journal, 7(3), 566–590. http://doi.org/10.1002/tesj.220
  • Kamiya, N. (2016). What effect does reading academic articles on oral corrective feedback have on ESL teachers? TESOL Journal, 7(2), 328–349. http://doi.org/10.1002/tesj.210
  • Karakas, A. (2016). Turkish lecturers’ views on the place of mother tongue in the teaching of content courses through English medium. Asian Englishes, 18(3), 242–257. http://doi.org/10.1080/13488678.2016.1229831
  • Khabiri, M., & Marashi, H. (2016). Collaborative teaching: How does it work in a graduate TEFL class? TESOL Journal, 7(1), 179–202. http://doi.org/10.1002/tesj.196
  • Kim, H. Y. (2016). Talking to learn: The hidden curriculum of a fifth-grade science class. English for Specific Purposes, 43, 1–12. Retrieved from http://www.riss.kr/link?id=O67902668
  • Kim, J. (2016). EFL learners’ perceptions of learning context, writing achievement, and gender. 영어어문교육/English Language & Literature Teaching, 22(2), 23–45. Retrieved from http://www.riss.kr/link?id=A101954041
  • Kim, Y., & Kim, J. (2016). 한국 성인 학습자의 영어에 대한 요구 조사: K사이버대학생을 중심으로 An analysis of English needs of Korean adult learners: Focusing on students in K Cyber University. 영어교육연구/English Languae Teaching, 28(3), 63–90. Retrieved from http://www.riss.kr/link?id=A102117068
  • Kobayashi, M. (2016). L2 academic discourse socialization through oral presentations: an undergraduate student’s learning trajectory in study abroad. Canadian Modern Language Review, 72(1), 95–121. http://doi.org/10.3138/cmlr.2494
  • Korur, F., Enil, G., & Göçer, G. (2016). Effects of two combined methods on the teaching of basic astronomy concepts. The Journal of Educational Research, 109(2), 205–217. http://doi.org/10.1080/00220671.2014.946121
  • Kuteeva, M., & Negretti, R. (2016). Graduate students’ genre knowledge and perceived disciplinary practices: Creating a research space across disciplines. English for Specific Purposes, 41, 36–49. Retrieved from http://www.riss.kr/link?id=O67902221
  • Kwan, N., & Dunworth, K. (2016). English as a lingua franca communication between domestic helpers and employers in Hong Kong: A study of pragmatic strategies. English for Specific Purposes, 43, 13–24. Retrieved from http://www.riss.kr/link?id=O67902664
  • Lee, G. (2016). Korean college students’ reflections on peer reviews and variables involved in the review process. 영어교육/ENGLISH TEACHING, 71(1), 97–117. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824315
  • Lee, J. J., & Deakin, L. (2016). Interactions in L1 and L2 undergraduate student writing: interactional metadiscourse in successful and less-successful argumentative essays. Journal of Second Language Writing, 33, 21–34. http://doi.org/10.1016/j.jslw.2016.06.004
  • Lee, M. (2016). 이민자 사회통합교육을 위한 한국어 교재 개발 The development of Korean language textbooks for social integration education for immigrants. 외국어교육/Foreign Languages Education, 23(1), 267–288. Retrieved from http://www.riss.kr/link?id=A102073504
  • Lee, M. H. H. H. (2016). On the Use of metadiscourse in EFL undergraduate student writing. 영어교육/ENGLISH TEACHING, 71(3), 99–120. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971316
  • Lewin, L. A., & Seong, M. (2016). A case study of a university preparatory English program for incoming freshmen. 영어어문교육/English Language & Literature Teaching, 22(3), 127–146. Retrieved from http://www.riss.kr/link?id=A102129552
  • Li, M., & Kim, D. (2016). One wiki, two groups: dynamic interactions across ESL collaborative writing tasks. Journal of Second Language Writing, 31, 25–42. http://doi.org/10.1016/j.jslw.2016.01.002
  • Li, W. (2016). The cultural ID in the modal system: a contrastive study of English abstracts written by Chinese and native speakers: can modality differences be an important indicator of the China English variety? English Today, 32(4), 6–11. http://doi.org/10.1017/S0266078415000577
  • Liardét, C. L. (2016). Nominalization and grammatical metaphor: Elaborating the theory. English for Specific Purposes, 44, 16–29. Retrieved from http://www.riss.kr/link?id=O69103179
  • Lindstromberg, S., Eyckmans, J., & Connabeer, R. (2016). A modified dictogloss for helping learners remember L2 academic English formulaic sequences for use in later writing. English for Specific Purposes, 41, 12–21. Retrieved from http://www.riss.kr/link?id=O67902222
  • Liu, J. (2016). How does studying abroad change chinese students’ choices of reading strategies. Canadian Modern Language Review, 72(1), 40–65. http://doi.org/10.3138/cmlr.2049
  • Luo, N., & Hyland, K. (2016). Chinese academics writing for publication: english teachers as text mediators. Journal of Second Language Writing, 33, 43–55. http://doi.org/10.1016/j.jslw.2016.06.005
  • Macqueen, S., Pill, J., & Knoch, U. (2016). Language test as boundary object: Perspectives from test users in the healthcare domain. Language Testing, 33(2), 271–288. http://doi.org/10.1177/0265532215607401
  • Manias, E., & McNamara, T. (2016). Standard setting in specific-purpose language testing: What can a qualitative study add? Language Testing, 33(2), 235–249. http://doi.org/10.1177/0265532215608411
  • McGrath, L. (2016). Open-access writing: An investigation into the online drafting and revision of a research article in pure mathematics. English for Specific Purposes, 43, 25–36. Retrieved from http://www.riss.kr/link?id=O67902660
  • Miller, R. T., & Pessoa, S. (2016). Where’s your thesis statement and what happened to your topic sentences? Identifying organizational challenges in undergraduate student argumentative writing. TESOL Journal, 7(4), 847–873. http://doi.org/10.1002/tesj.248
  • Miller, R. T., & Pessoa, S. (2016). Role and genre expectations in undergraduate case analysis in Information Systems. English for Specific Purposes, 44, 43–56. Retrieved from http://www.riss.kr/link?id=O69103178
  • Min, Y.-K. (2016). Rethinking ESL service courses for international graduate students. TESOL Journal, 7(1), 162–178. http://doi.org/10.1002/tesj.195
  • Murray, N. (2016). An academic literacies argument for decentralizing EAP provision. ELT Journal, 70(4), 435–443. http://doi.org/10.1093/elt/ccw030
  • Nathan, P. (2016). Analysing options in pedagogical business case reports: Genre, process and language. English for Specific Purposes, 44, 1–15. Retrieved from http://www.riss.kr/link?id=O69103173
  • Neiderhiser, J. A., Kelley, P., Kennedy, K. M., Swales, J. M., & Vergaro, C. (2016). “Notice the similarities between the two sets …”: imperative usage in a corpus of upper-level student papers. Applied Linguistics, 37(2), 198–218. http://doi.org/10.1093/applin/amu017
  • OHagan, S., Pill, J., & Zhang, Y. (2016). Extending the scope of speaking assessment criteria in a specific-purpose language test: Operationalizing a health professional perspective. Language Testing, 33(2), 195–216. http://doi.org/10.1177/0265532215607920
  • Pae, T. Il. (2016). A Study on a Model of L2 Vocabulary Achievement for Korean University EFL Learners. 영어교육/ENGLISH TEACHING, 71(3), 29–51. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971288
  • Park, C., Yun, S., & Jo, I. (2016). 대학교육 핵심역량과 전공핵심역량 The core competence for university education and students majoring a specific field: focused on English major. 영어어문교육/English Language & Literature Teaching, 22(2), 147–165. Retrieved from http://www.riss.kr/link?id=A101954055
  • Park, J. (2016). Integrating reading and writing through extensive reading. ELT Journal, 70(3), 287–295. http://doi.org/10.1093/elt/ccv049
  • Park, K. (2016). Employing TBLT at a military-service academy in Korea : Learners’ reactions to and necessary adaptation of TBLT. 영어교육/ENGLISH TEACHING, 71(4), 105–139. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010025058654
  • Park, K.-C. (2016). Pedagogical implications of naval officers’ needs for developing communicative English programs for naval purposes. 응용언어학/Korean Journal of Applied Linguistics, 32(1), 107–141. Retrieved from http://www.riss.kr/link?id=A101820740
  • Pierini, F. (2016). Multilingualism and Englishization in international business communication: the case of some Italian wine producers: is English going to be supplanted as the language of international business? English Today, 32(1), 48–55. http://doi.org/10.1017/S0266078415000528
  • Pill, J. (2016). Drawing on indigenous criteria for more authentic assessment in a specific-purpose language test: Health professionals interacting with patients. Language Testing, 33(2), 175–193. http://doi.org/10.1177/0265532215607400
  • Pill, J., & McNamara, T. (2016). How much is enough? Involving occupational experts in setting standards on a specific-purpose language test for health professionals. Language Testing, 33(2), 217–234. http://doi.org/10.1177/0265532215607402
  • Reynolds, B. L. (2016). Troublesome English translations of Taiwanese dishes: how to help students become analytical translators of local cuisine? English Today, 32(2), 15–23. http://doi.org/10.1017/S026607841500067X
  • Samraj, B. (2016). Discourse structure and variation in manuscript reviews: Implications for genre categorization. English for Specific Purposes, 42, 76–88. Retrieved from http://www.riss.kr/link?id=O67902330
  • Schneider, E. W. (2016). Grassroots Englishes in tourism interactions: how many speakers acquire “grassroots English” in direct interactions, and what this may mean to them, and perhaps to linguists. English Today, 32(3), 2–10. http://doi.org/10.1017/S0266078416000183
  • Shawer, S. F. (2016). Four language skills performance, academic achievement, and learning strategy use in preservice teacher training programs. TESOL Journal, 7(2), 262–303. http://doi.org/10.1002/tesj.202
  • Shin, C. Y. (2016). Exploring beauty students’ motivation for learning English. 영어교육연구/English Languae Teaching, 28(1), 143–164. Retrieved from http://www.riss.kr/link?id=A101823134
  • Sprague, A. (2016). Improving the ESL graduate writing classroom using socrative: (Re)Considering exit tickets. TESOL Journal, 7(4), 989–998. http://doi.org/10.1002/tesj.295
  • Swales, J. M. (2016). Configuring image and context: Writing “about” pictures. English for Specific Purposes, 41, 22–35. Retrieved from http://www.riss.kr/link?id=O67902220
  • Townley, A., & Jones, A. (2016). The role of emails and covering letters in negotiating a legal contract: A case study from Turkey. English for Specific Purposes, 44, 68–81. Retrieved from http://www.riss.kr/link?id=O69103175
  • Warren, M. (2016). Signalling intertextuality in business emails. English for Specific Purposes, 42, 26–37. Retrieved from http://www.riss.kr/link?id=O67902332
  • Wei, H., Cromwell, A. M., & McClarty, K. L. (2016). Career readiness: An analysis of text complexity for occupational reading materials. The Journal of Educational Research, 109(3), 266–274. http://doi.org/10.1080/00220671.2014.945149
  • Wei, J. (2016). Thematic choice in Chinese college students’ English essays. English for Specific Purposes, 41, 50–67. Retrieved from http://www.riss.kr/link?id=O67902216
  • Wette, R., & Hawken, S. J. (2016). Measuring gains in an EMP course and the perspectives of language and medical educators as assessors. English for Specific Purposes, 42, 38–49. Retrieved from http://www.riss.kr/link?id=O67902323
  • Wicking, P. (2016). The role of formative assessment in global human resource development. JALT Journal, 38(1), 27–43.
  • Woodward-Kron, R., & Elder, C. (2016). A comparative discourse study of simulated clinical roleplays in two assessment contexts: Validating a specific-purpose language test. Language Testing, 33(2), 251–270. http://doi.org/10.1177/0265532215607399
  • Xu, M., Huang, C., & You, X. (2016). Reasoning patterns of undergraduate theses in translation studies: An intercultural rhetoric study. English for Specific Purposes, 41, 68–81. Retrieved from http://www.riss.kr/link?id=O67902217
  • Yanagi, M., & Baker, A. A. (2016). Challenges experienced by Japanese students with oral communication skills in Australian universities. TESOL Journal, 7(3), 621–644. http://doi.org/10.1002/tesj.229
  • Yang, W. (2016). Evaluative language and interactive discourse in journal article highlights. English for Specific Purposes, 42, 89–103. Retrieved from http://www.riss.kr/link?id=O67902325
  • Yates, L., Dahm, M. R., Roger, P., & Cartmill, J. (2016). Developing rapport in inter-professional communication: Insights for international medical graduates. English for Specific Purposes, 42, 104–116. Retrieved from http://www.riss.kr/link?id=O67902326
  • Yoon, C. (2016). Individual differences in online reference resource consultation: case studies of Korean ESL graduate writers. Journal of Second Language Writing, 32, 67–80. http://doi.org/10.1016/j.jslw.2016.04.002
  
 
 
 
 
 
    

 



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