Engaging a complexity theory view of learning, this study examined an atypical timescale for tracking L2 authorial voice development through the interaction of cognitive processes that inform voice construction. A microgenetic analysis of seven adult Japanese learners of English in a three-week writing course designed to help students develop…

This study analyzes the conversational styles of two dyads who engaged in a semester-long, video-mediated telecollaboration between Japan and America. While one dyad expressed the greatest satisfaction and developed the autonomy to continue the project beyond the curricular requirement, the other dyad expressed the greatest frustration, requiring…

For learners of Japanese, a conundrum arises at university level as they are expected to be able to shift between direct and indirect language in various writing tasks. The apparent indirectness in inductive language is required of regular writing tasks such as response essays and e-mails, while the directness of deductive academic writing, a…

This collection of papers falls into three categories: stylistics, discourse analysis, and language pedagogy. The papers are: "Feedback on Writing: Attitudes and Uptake" (Kenneth Anderson, Cathy Benson, and Tony Lynch); "An Alternative View of 'Like': Its Grammaticalisation in Conversational American English and Beyond" (Isabelle Buchstaller);…