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\"Spanish speakers learning English will find that words in English are nearly the same as their Spanish counterparts, except for the word ending. This unique book identifies the 23 most common word-ending patterns between Spanish and English, and provides almost 4,000 words that follow them. For example, many Spanish words that end in \"-ancia\" (distancia, importancia, etc.) correspond to English words that end in \"-ance\" (distance, importance, etc.). Similarly, Spanish words ending in \"-ario\" (necesario, ordinario, etc.) correspond to English words that end in \"-ary\" (necessary, ordinary, etc.). Using this system for learning, students can add thousands of new English words to their vocabulary. Perfect as a classroom supplement or for self-study for ESL students and other Spanish speakers who are learning English, it is appropriate for all ages and levels of experience. The accompanying audio (available for free download) allows students to master pronunciation of the most common words and phrases from each chapter by repeating them after a native English speaker.\"

When is language considered 'impolite'? Is impolite language only used for anti-social purposes? Can impolite language be creative? What is the difference between 'impoliteness' and 'rudeness'? Grounded in naturally-occurring language data and drawing on findings from linguistic pragmatics and social psychology, Jonathan Culpeper provides a fascinating account of how impolite behaviour works. He examines not only its forms and functions but also people's understandings of it in both public and private contexts. He reveals, for example, the emotional consequences of impoliteness, how it shapes and is shaped by contexts, and how it is sometimes institutionalised. This book offers penetrating insights into a hitherto neglected and poorly understood phenomenon. It will be welcomed by students and researchers in linguistics and social psychology in particular.

Undergraduate dissertations (UDs) are the final academic piece of work undertaken by undergraduate students and their purpose is to evaluate mastery of the skills acquired throughout the curriculum. They include an introduction that, among other rhetorical functions, sets the general style of the entire dissertation, presents the research context and objectives, and seeks to persuade the evaluation committee of its quality and, thus, its relevance in the academic context. Based on Swales’s model (1990, 2004) for the analysis of research article introductions, we examine the rhetorical structure of UD introductions written by native and non-native speakers of English to establish whether there are differences in the rhetorical structure and the order of its moves and steps. The data analysed were retrieved from a comparable corpus of 40 introductions. Results indicate that non-native English speakers write shorter introductions with fewer steps and with a more linear rhetorical structure than their counterparts, and both groups fail to state the value of their research. Findings indicate that students require additional guidance in the writing of this academic genre. Los Trabajos Fin de Grado (TFG) son el trabajo académico final que realizan los estudiantes de grado y cuyo propósito es evaluar si se han alcanzado las competencias de la titulación. Incluyen una introducción que, entre otras funciones retóricas, establece el estilo general del documento, presenta el contexto y los objetivos de la investigación realizada, e intenta convencer al comité de evaluación de su calidad y, por tanto, de su relevancia en el contexto académico. Basándonos en el modelo de Swales (1990, 2004) para el análisis de introducciones de artículos de investigación, examinamos la estructura retórica de introducciones de los TFG escritas por hablantes nativos y no nativos de inglés para establecer si existen diferencias en la estructura retórica y el orden de sus movimientos y pasos. Los datos analizados se extrajeron de un corpus comparable de 40 introducciones. Los resultados indican que los hablantes no nativos escriben introducciones más breves, con menos pasos y con una estructura retórica más lineal que sus homólogos nativos de lengua inglesa, y ambos grupos omiten indicar la importancia de su investigación. Las conclusiones indican que los estudiantes necesitan orientación académica adicional para la redacción de este género académico.

The historical development and change of the English complementation system has received a great deal of attention in recent years, but work remains to be done on Present-day English. Previous studies on the complement-taking predicate regret have shown that in British English the choice between a that-clause and the gerundial -ing is non-categorical or probabilistic, with the speaker being able to choose between them. This non-categorical variation is the focus of the present article, which aims to identify any existing differences in the clausal complementation profile of regret in British and American English, as well as any linguistic variables that might determine speaker choice.

Nadie discute hoy en día que, a parte de los factores sociales y contextuales, las diferencias afectivas e individuales inciden en el proceso de aprendizaje de una segunda lengua (L2). Estas diferencias, no menos importantes que las cognitivas, se han examinado en numerosos trabajos con la intención de determinar los factores que influyen en el comportamiento verbal y en el aprendizaje de la L2. La mayor parte de los autores que han relacionado diferentes aspectos de la personalidad con el aprendizaje de una lengua, no dudan en atribuir una importancia notable a las variables afectivas. Con la intención de atender a las limitaciones anteriormente presentadas, este estudio pretende, desde un enfoque cualitativo, delimitar algunos de los rasgos afectivos que influyen en el comportamiento verbal de los estudiantes. Igualmente, examinaremos y someteremos a tratamiento estadístico el efecto de los factores afectivos en el aprendizaje del inglés como lengua extranjera. Descriptores: • ansiedad • Aprendizaje • extroversión • independencia • inglés

Most Vietnamese university lecturers, especially those who teach English as a foreign language (EFL), have always considered research practice an unfamiliar area and seem disempowered from conducting research activities. Hence, this qualitative study investigates the research engagement of 21 Vietnamese EFL lecturers from a positioning theory perspective, as evidenced in semi-structured interviews. The findings revealed the participants’ insights into research when they play different roles: (a) lecturer, (b) action researcher, (c) EFL teacher, and (d) impossible-mission accomplisher. Regardless of the participants’ positions, their research engagement was low and depended on their perception of such roles. The study discusses implications for fostering academics’ research in higher education within and beyond Vietnam. La mayoría de los profesores universitarios vietnamitas, especialmente aquellos que enseñan inglés, consideran la práctica investigativa un área poco familiar y parecen desmotivados para llevar a cabo actividades investigativas. Este estudio cualitativo analiza la participación en la investigación de 21 profesores vietnamitas de inglés desde la perspectiva de la teoría del posicionamiento, utilizando entrevistas semiestructuradas. Los hallazgos revelaron las percepciones de los participantes sobre la investigación cuando asumen diferentes roles: (a) profesor, (b) investigador de acción, (c) docente de inglés y (d) realizador de misiones imposibles. Independientemente de sus roles, la participación en la investigación fue baja y dependió de cómo percibían dichos roles. El estudio discute implicaciones para fomentar la investigación académica en la educación superior dentro y fuera de Vietnam.

Palabras Clave: Competencia comunicativa intercultural, América Latina, Inglés como lengua extranjera, Revisión sistemática de la literatura, Enseñanza del idioma inglés Fecha de recepción: 10-08-2023 Fecha de aceptación: 12-01-2024 Versión final: 30-01-2024 In 1997, Byram integrated the two concepts of intercultural competence and communicative language teaching in the foreign language classroom with his \"savoirs model\" of Intercultural Communicative Competence (ICC), which became a foundational text over the next two decades (Byram 2021; Risager 2022). In addition to Byram's ICC Savoirs model, arguably the most influential in foreign language acquisition, researchers have proposed numerous Intercultural Competence and Intercultural Sensitivity models which are used in EFL research. In order to contextualize those themes, first, a descriptive analysis will be presented, including a comparison of the Latin American papers with a recent global systematic review, a review of the methodologies used in LA, and investigators' epistemologies and positionality. [...]the findings will be presented and organized in four themes; a) what has been studied in the EFL classrooms in schools, b) ICC English Language Teaching degree programs, c) EFL in higher education, and finally, d) development and analysis of ICC in didactic materials for EFL didactic materials and the development of authentic materials.

This book is designed to enable non-native English speakers to write science research for publication in English. It can also be used by English speakers and is a practical, user-friendly book intended as a fast, do-it-yourself guide for those whose English language proficiency is above intermediate. The approach is based on material developed from teaching graduate students at Imperial College London and has been extensively piloted. The book guides the reader through the process of writing science research and will also help with writing a Master's or Doctoral thesis in English.

Master degree programs have rapidly increased in Colombia to the point where they are one of the most favored options for English teachers seeking to bolster their professional development. This survey study characterizes eighty participants, their five master programs, and their perceptions concerning the influence these graduate courses exerted on their teaching. While participants’ pedagogical and research work seemed to have benefited the most from their studies, their practices involving language policy and administration were regarded as distant from what they learnt. Findings suggest that innovation, reflection, and collaboration permeated participants’ overarching categories of development. Challenges to respondents’ integration of their newly acquired education with their teaching included competing ideologies and agendas exhibited by stakeholders in school communities.

In conclusion, we found out that the English language has considerably changed since its occurrence, and all these transformations are results of globalisation, the realisation of new technologies, development of media and strengthening of communication between different countries.