Hostname: page-component-77f85d65b8-hzqq2 Total loading time: 0 Render date: 2026-04-20T20:54:11.560Z Has data issue: false hasContentIssue false
  • English
  • Français

Second language research

Published online by Cambridge University Press:  18 March 2016

Wei Ren  and
Jianda Liu
Wei Ren
Affiliation:
Centre for Linguistics and Applied Linguistics, Guangdong Universityweiren@gdufs.edu.cn
Jianda Liu
Affiliation:
Centre for Linguistics and Applied Linguistics, Guangdong Universityjackliu@gdufs.edu.cn
Get access Rights & Permissions [Opens in a new window]

Extract

The Center for Linguistics and Applied Linguistics (CLAL) at Guangdong University of Foreign Studies is recognized as a ‘National Key Research Institute for the Humanities and Social Sciences’ by the Ministry of Education of the People's Republic of China. It is the only center recognized by the Chinese Ministry of Education to have a national key research institute devoted to linguistics and applied linguistics. CLAL has cultivated a core team of scholars whose work in linguistics and applied linguistics is both prolific and broad in scope, spanning three fields of research: second language (L2) learning, societal and public discourse analysis, and theoretical linguistics.

Information

Type
Research in the News
Information
Language Teaching , Volume 49 , Issue 2 , April 2016 , pp. 295 - 298
Copyright
Copyright © Cambridge University Press 2016 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Liu, J. (2015). Some thoughts on developing China Common Framework for English Language Proficiency, China Examinations 1, 7–11.Google Scholar
Liu, J. & Ren, W. (2016). Apologies in emails: Interactions between Chinese EFL learners and their foreign peers. In Chen, Y.-S., Rau, D.-H. V. & Rau, G. (eds.), Email discourse among Chinese using English as a Lingua Franca. Dordrecht: Springer, 230–256.Google Scholar
Liu, J. & Xie, L. (2014). Examining rater effects in a WDCT pragmatics test. Iranian Journal of Language Testing 4.1, 50–65.Google Scholar
Ren, W. (2014). A longitudinal investigation into L2 learners’ cognitive processes during study abroad, Applied Linguistics 35.5, 575–594.Google Scholar
Ren, W. (2015). L2 pragmatic development in study abroad contexts. Bern: Peter Lang.Google Scholar
Ren, W. (2016). Strategies used in Chinese university students’ ELF emails to remedy or prevent problems in understanding. In Chen, Y.-S., Rau, D.-H. V. & Rau, G. (eds.), Email discourse among Chinese using English as a Lingua Franca. Berlin: Springer, 163–181.Google Scholar
Ren, W. & Han, Z. (forthcoming), The representation of pragmatic knowledge in recent ELT textbooks, ELT Journal.Google Scholar
Ren, W., Chen, Y.-S. & Lin, C.-Y. (2016). University students’ perceptions of ELF in mainland China and Taiwan System 56, 13–27.Google Scholar
Wang, C. (2015). Why does the continuation task facilitate L2 learning?, Foreign Language Teaching and Research 47.5, 753–763.Google Scholar
Wang, C. & Wang, M. (2015). Effect of alignment on L2 written production, Applied Linguistics 36.5, 503–526.Google Scholar