This study examines how two French and two U.S. companies engage in self-praise in press releases. Drawing on politeness theory and previous research on press releases, it focuses on salient forms of self-praise (sentences containing at least one intensified subjective or objective linguistic element) and explores how these are pragmatically mitigated.

The results show several shared tendencies across the French and U.S. corpora. Roughly half of all salient self-praise remains pragmatically unmitigated, while explicit self-praise clearly dominates. Mitigation strategies mainly operate through shifts in perspective, including third-party praise, self-quotation, and several forms of implicit self-praise that redirect attention to benefits for third parties, product qualities, or emotional stances.

Despite these similarities, cross-cultural differences emerge. U.S. press releases contain a significantly higher density of self-praise markers than French ones, suggesting a greater tolerance for assertive self-promotion. Differences also appear in the use of point-of-view distancing and self-quotations. Overall, the findings suggest that the modesty principle operates not only in interpersonal facework but also in the management of professional face in institutional communication.

Multilingual experience is seen as a cognitive reserve factor that may protect against neurodegeneration. Accurate language use measurement is essential to understand its cognitive and neural effects. Traditional assessments often rely on a single retrospective questionnaire, which may not reflect the dynamic, context-dependent nature of multilingualism. This study introduces complementary tools – Language History Questionnaire (LHQ), Daily Report Form (DR), Online Messages (OM) and In-lab Language Tasks (EXP) – to assess language use across social contexts in native and non-native languages. Correlational, ANOVA and network analyses showed that self-report tools had high internal consistency, while objective and experimental methods varied in sensitivity to context and modality. Consistency across tools was higher for native language use, especially when aggregating data across contexts. In contrast, non-native English assessments were more affected by contextual variability and tool-specific biases. Findings highlight the need for multimodal, context-rich assessments to improve validity and comparability in real-world multilingual research.

The present study investigated Thai speakers’ perceptions of native English accents and Thai-accented English (TaE) in two contexts: language teaching and everyday communication. Using a direct attitudinal approach, data from 125 Thai speakers revealed attitudinal patterns toward native Englishes and TaE. Native accents were viewed as highly desirable in the academic setting and served as models for participants’ aspiration. Unlike Thai teachers with TaE, those with a native-like accent received high levels of acceptance, nearly comparable to native English teachers, despite their non-native speaker status. Thus, having native(-like) accent appears to be a critical factor for suitability as a language teacher to a greater extent than nativeness. In addition, while TaE was generally accepted by most participants, this acceptance did not extend to considering TaE speakers suitable as language teachers. The present study extends the native speaker fallacy by proposing the native accent fallacy which suggests that ideal language teachers are defined by their native(-like) accents. Implications are discussed within the Global Englishes Language Teaching (GELT) paradigm to mitigate native-speakerism and language-based discrimination in teacher recruitment and pedagogy.

Research on German modal particles (MPs) has long noted their tendency to occur in combination with one another. Prior studies have investigated this phenomenon relying mostly on qualitative and introspective methods. The present article demonstrates the benefits of employing quantitative methods to investigate MP combinations. In a corpus-linguistic study of spoken German, we address the question of ordering tendencies within these sequences, as well as the question of co-occurrence, that is, which MPs exhibit a tendency to combine with which others. Based on the results obtained we point out how longstanding questions on MP combinations may profit from the quantitative methods employed.*

Previous research shows that speakers use prosody to disambiguate between string-identical canonical information questions and noncanonical questions conveying surprise. In this study, we investigated whether the prosodic cues produced by speakers are enough for naïve listeners to distinguish between the two readings of two distinct question structures in French that can express either a request for information or an emotive reaction of surprise: ‘qu’est-ce que’ and ‘c’est quoi ce NP’ questions. This article provides experimental evidence that listeners can in fact disambiguate between the two interpretations based on prosodic cues alone, in particular the contour and the duration of the question word.

This study explores how secondary school English teachers in Portugal and Spain perceive extramural English (EE) and integrate it into English Language Teaching (ELT). EE involves any exposure to English outside the classroom, through watching videos, listening to music, or playing games – these being the activities identified by teachers in both countries as the most common among their students. The study analyzes teachers’ perspectives on the frequency of students’ exposure to EE activities, the impact of these activities on different language areas, and, more broadly, the relationship between EE and ELT. A total of 244 participants took part in the study. A survey was used as the research instrument. Data were analyzed by means of mixed ANOVA and an exploratory factor analysis. Findings showed that Portuguese teachers reported higher frequencies of student engagement in all EE activities compared to their Spanish counterparts. However, teachers from both countries shared similar perceptions of the impact of EE on language learning, and identified listening skills, informal language use, and the development of vocabulary as the areas most positively influenced by EE. Finally, teachers from both territories supported the integration of EE into ELT.

This study investigates the role of working memory (WM) in the development of receptive and productive abilities in Spanish among intermediate second/additional language (L2/A) learners. Participants completed WM assessments and receptive and productive language tasks targeting grammatical gender agreement on articles and adjectives (receptive: acceptability judgment task [AJT]; productive: information gap activity). Results showed group-level improvement for productive performance, but substantial variability in growth for both receptive and productive performance. WM did not significantly predict growth in either ability, suggesting that WM may not strongly influence the development of gender agreement accuracy at this intermediate proficiency level. To extend the analysis beyond behavioral outcomes, an exploratory post hoc analysis examined associations between WM and neural responses during receptive processing. By examining parallel receptive and productive performance and integrating behavioral and neurocognitive approaches, this study highlights the value of interdisciplinary methods moving forward for understanding the role of WM in L2/A development.