Just remember this: Lexicogrammatical relevance markers in lecturesThis paper presents a comprehensive overview of lexicogrammatical devices which highlight important or relevant points in lectures. Despite the established usefulness of discourse organizational cues for lecture comprehension and note-taking, very little is known about the marking of relevance in this genre. The current overview of lexicogrammatical relevance markers combines a qualitative and quantitative investigation of 160 lectures from the British Academic Spoken English (BASE) corpus. These markers could mostly be classified according to their main element into adjective, noun, verb and adverb patterns. Verb patterns were the most common, followed by noun patterns. The verb pattern V clause (e.g. remember slavery had already been legally abolished) and the noun pattern MN v-link (e.g. the point is) are the predominant types of relevance markers. The discrepancy between the prevalent markers and what may be thought of as prototypical or included in EAP textbooks as relevance markers also demonstrates the need for corpus linguistic research. Implications for EAP course design, teaching English for lecturing purposes, and educational research are discussed.

This paper reports on the results of a study exploring learners' beliefs on the learning and teaching of English grammar, pronunciation and vocabulary at tertiary level. While the importance of learners' beliefs on the acquisition process is generally recognized, few studies have focussed on and compared learners' views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners' views on grammar, pronunciation and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners' language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and PREPRINT.Simon, Ellen & Miriam Taverniers (in press) Advanced EFL learners' beliefs about language learning and teaching: A comparison between grammar, pronunciation, and vocabulary. English Studies [2011].2 vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching.

This paper focusses on the concept of 'grammatical metaphor' as it is conceived of in the framework of systemic functional linguistics. After an illustration of major sub-types of grammatical metaphor, the concept is explained in relation to lexical metaphor, using onomasiological and semasiological perspectives as two complementary viewpoints on metaphorical meaning in general.

Hearing parents of deaf or partially deaf infants are confronted with the complex question of communication with their child. This question is complicated further by conflicting advice on how to address the child: in spoken language only, in spoken language supported by signs, or in signed language. This paper studies the linguistic environment created by one such mother (language input and parental behaviour) and her child's language production longitudinally during the first two years of life of the infant to discover possible relationships. The mother-child dyad was observed when the child was seven, nine, twelve, eighteen, and twenty-four months old. Changes in the mother's approach to communication with her child and their consequent effects on the child's language development will be highlighted. The infant concerned has a hearing loss of more than 90dB on both ears, which qualified her for cochlear implantation. At the age of ten months she was implanted on her left side (30/04/2010). Five months later she received a second implant (24/09/2010). By means of several assessments instruments the created linguistic environment, the language development of the infant in question and possible causal relationships were investigated before and after implantation. These instruments include: Pragmatics Profile of Everyday Communication; Profile of Actual Linguistic Skills; video-images of interaction analysed in ELAN; MacArthur-Bates Communicative Development Inventory for spoken Dutch and Flemish Sign Language (from nine months onwards). Results for each individual assessment moment are given as well as an overarching interpretation of evolution in the language development. The child seems to be profiting from a bimodal/bilingual approach to communication up to nine months of age. She is progressing considerably in both spoken Dutch and Flemish Sign Language, with a possible onset of functional code-switch. However, a setback is evidenced in the child's language development, mirrored in a setback in the mother's sensitive behaviour as she moves to a more monolingual approach after cochlear implantation. Highlights: This paper presents a study of communication between hearing mother and deaf child.  This will be done longitudinally before and after cochlear implantation (CI).  Benefit from bimodal/bilingual approach is apparent up to 0;9 before CI.  After CI (0;10) there seems to be a setback in linguistic behaviour of the dyad.

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