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Narratives of infertile Muslim women: the construction of personal and socio-cultural identities in weblogs
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The influence of student perception of teacher emotional intelligence and happiness on foreign language learning
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Science in exile: EAL academic literacies development of established Syrian academics
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Abstract:
This study aimed to investigate English as an Additional Language (EAL) academic literacies development of four Syrian established academics in exile in relation to their (i) academic networking, (ii) co-authorship practices, (iii) and authorial voice. Ethnography was used as a method via talk-around-text interviews; as a methodology, via questionnaires, semi-structured interviews, writing logs, academic network plots, and Text Histories; and as deep theorizing (Lillis, 2008) via conducting analysis of both conceptual as well as textual authorial voice. In relation to academic networking, it was found that all the types of networks, i.e., strong/weak, formal/informal, symmetrical/asymmetrical, durable/temporary, direct/indirect, and local/global played a role in the development of EAL academic literacies. Additionally, the relevant properties of nodes the co-authors possessed, i.e., the ability to conduct network, text-production, disciplinary, and publishing interventions, were essential for the Syrian academics’ EAL academic literacies development. Co-authorship was found to be a two-way interactive relation where EAL academic literacies development occurred as a result of a mutual investment by both sides. The participants and their co-authors invested in the collaborative work to different extents each depending on their level of motivation. Authorial voice was examined as conceptualisation and as a textual practice; the latter was investigated through a combination of a priori categories (metadiscourse features) and a posteriori categories, emerging as relevant from the data (disciplinary discourse conventions, textual positioning, and textual ownership). These components of voice were found to be in a dynamic interactive relationship, with the participants’ use of the relevant textual features becoming more frequent, more appropriate, and employed with more awareness as they progressed in their academic journeys. The study concludes with theoretical, methodological, and pedagogical implications.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/45822/ https://eprints.bbk.ac.uk/id/eprint/45822/1/Baraa%20Khuder-%20PhD%20thesis.pdf
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The influence of L2 on L1: metapragmatic judgments of L1 non-verbal greetings by Saudi L2 speakers of English - a mixed methods study
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Whose Karate? Language and cultural learning in a multilingual Karate club in London
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Deux ou trois choses que je sais d’elles : les variantes émergentes en français multiculturel de la région parisienne
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Emotion recognition ability across different modalities: the role of language status (L1/LX), proficiency and cultural background
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Visual cues and perception of emotional intensity among L1 and LX users of English
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Closest conjunct agreement in replacives: experimental evidence from Estonian
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Do you see / hear / understand how he feels? Multimodal perception of a Chinese speaker’s emotional state across languages and cultures
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How to prepare psychotherapists for interpreter-mediated therapy?
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Academic socialisation through collaboration: textual interventions in supporting exiled scholars’ academic literacies development
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Negotiating the language(s) for psychotherapy talk: a mixed methods study from the perspective of multilingual clients
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The role of intellectual humility in foreign language enjoyment and foreign language classroom anxiety
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The East India Company Language Policy in the early 19th Century
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Activism signage, emplacement, and sense of public space: a mixed methods study of the linguistic landscape of Bloomsbury
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The foreign language classroom anxiety scale and academic achievement: an overview of the prevailing literature and a meta-analysis
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The predictive power of sociobiographical and linguistic variables on foreign language anxiety of Chinese university students
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Are EFL pre-service teachers’ judgment of teaching competence swayed by the belief that the EFL teacher is a L1 or LX user of English?
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