Evaluating English Textbook: A Sociolinguistic Perspective

Evaluating an Instructional Textbook: A Critical Discourse Perspective

A critical discourse analysis (CDA) of English language teaching (ELT) textbooks can provide a theoretical description of existing ideological effects in the texts and a means to link linguistic and social practices. This study, thus, seeks to evaluate Summit 2B (i.e., the advanced book of Top Notch series) with a focus on the representation of male and female social actors. In so doing, this s...

Evaluating the SAMT English Textbook for BSc Students of Physics

English for Academic Purposes (EAP) and English for Specific Purposes (ESP) are developing branches of English as a Foreign Language (EFL) instruction in Iran. These branches have a marginal status in the tertiary education, and the Ministry of Science, Research, and Technology’s high commission offers no clear guidance for selecting and developing basic academic instructional materials related...

Simulated consultations: a sociolinguistic perspective

BACKGROUND Assessment of consulting skills using simulated patients is widespread in medical education. Most research into such assessment is sited in a statistical paradigm that focuses on psychometric properties or replicability of such tests. Equally important, but less researched, is the question of how far consultations with simulated patients reflect real clinical encounters--for which so...

English in Argentina: a sociolinguistic profile

A Sociolinguistic Study of English Taboo Language

In every society there are things which are believed to be not appropriate if spoken on public occasions. A large number of words are therefore taken as silly, vulgar or obscene when used in communication. These words are “taboos”. This paper investigates all the major varieties of English taboo, i.e., bodily excretions, death and disease, sex, four-letter words, privacy and discriminatory lang...