I first learned that linguistic knowledge mattered at the age of four. I began my academic career in a tough primary school in Paddington, London, where I was regularly bullied for my non-Cockney accent. When the bullying got too much, my parents moved me to a posh preparatory school in St. John's Wood, where I was regularly bullied because my accent was not upper class enough. ...Read more
Given the era of globalization, English has become an international language (EIL) in cross-cultural communication and a lingua franca (ELF) among speakers and writers who do not have the same native language in professional and academic settings. What kind of English should learners use to achieve success in these settings? What other language can they use to achieve similar success? To what extent have corpus studies advanced and expanded to answer these questions? What do cross-disciplinary studies including, but not limited to, psycholinguistics, sociolinguistics, and neuroscience have to say about language acquisition/learning in these professional and academic contexts? What are their potential applications that could contribute to our understanding of language learning and pedagogical practice? How can practitioners help learners acquire successful language skills in these professional and academic contexts? Are traditional and blended learning environments sufficient for fostering these language skills? What can computer/technology offer to students in these contexts?
Applied Linguistics; Language Acquisition; Text/Corpus Linguistics