Svenja Adolphs is Associate Professor in Applied Linguistics at the University of Nottingham, UK. Her research interests are in corpus linguistics and discourse analysis and she has published widely in these areas. Recent books include Introducing Electronic Text Analysis (Routledge, 2006) and Corpus and Context: Investigating pragmatic functions in spoken discourse (Benjamins, 2008). She has worked on a number of corpus development projects, including the Cambridge and Nottingham Corpus of Discourse in English (CANCODE) which forms the basis of this chapter. More recently, she has started to develop multi-modal corpora of spoken English and to explore the complex relationship between language-in-use, gesture, prosody, and context. To see more about Svenja, go to

Aileen Bloomer has taught English to speakers of other languages from 9 years old to 92 years old (not in the same classes or at the same time) in Sweden, Germany, Vietnam, China and the UK. She worked as an EFL trainer for VSO (Voluntary Services Overseas) and with local EFL trainers when visiting Cameroon and Chile as well as teaching language and linguistics at York St John University. She has also been involved in cross-cultural awareness raising and intercultural communication. When not involved in educational matters she rings church bells, swims, cycles for exercise and loves travelling.

Zoltán Dörnyei received his PhD in psycholinguistics from Eötvös University, Budapest in 1988 where he then worked for 10 years as a teacher trainer and applied linguist. In 1998 he moved to the UK, and he is currently Professor of Psycholinguistics in the School of English Studies, University of Nottingham. He has published over 60 academic papers on various aspects of second language acquisition and language teaching methodology, and is the author of several books, including Motivational Strategies in the Language Classroom (2001, Cambridge University Press), The Psychology of the Language Learner (2005, Lawrence Erlbaum/Routledge), Research Methods in Applied Linguistics (2007, Oxford University Press), Motivation, Language Identity and the L2 Self (2009, Multilingual Matters, co-edited with Ema Ushioda) and The Psychology of Second Language Acquisition (2009, Oxford University Press).

Adrian Holliday is Professor of Applied Linguistics at Canterbury Christ Church University, where he supervises doctoral research in the critical sociology of language education and intercultural communication and is also the Head of the Graduate School. He got his MA and PhD at Lancaster University. He is author of Doing and Writing Qualitative Research, 2nd edition (Sage 2007), The Struggle to Teach English as an International Language (Oxford 2005), which deals with cultural chauvinism in TESOL, Intercultural Communication, with Hyde and Kullman (Routledge, 2004) and Appropriate Methodology and Social Context (Cambridge 1994). He began his career as a British Council teacher in Iran in the 1970s. During the 1980s he set up the ESP Centre at Damascus University, Syria, and was a curriculum consultant at Ain Shams University, Cairo. He is currently writing a book for Sage on Centre-Western chauvinism in intercultural communication and is exploring the contribution of ethnographic reconstruction.

Susan Hunston is Professor of English Language at the University of Birmingham. She has previously taught at Mindanao State University in the Philippines, at the National University of Singapore and at the University of Surrey. She has also worked on dictionaries and grammar books published by COBUILD. She is author of a number of books and articles on discourse analysis and corpus linguistics.

Alison Johnson is a lecturer in English Language in the School of English at the University of Leeds. She has taught English language, linguistics and applied linguistics at undergraduate and postgraduate level since 1994, though her first career was as a police officer (for 6 years). Her research interests are in forensic linguistics, authorship and plagiarism, pragmatics and narrative, and discourse and conversation analysis. Recent publications include: ‘So…?: pragmatic implications of so-prefaced questions in formal police interviews’ in J. Cotterill (ed.) Language in the Legal Process (2002); ‘Police Questioning’ in K. Brown (ed.) The Encyclopedia of Language and Linguistics (2nd edition, 2006) and An Introduction to Forensic Linguistics: Language in Evidence (with Malcolm Coulthard 2007). She is a member of the International Association of Forensic Linguists (IAFL) and the International Pragmatics Association (IPrA) and has presented her research at a number of their biennial conferences.

Chris Kennedy was attracted to a career in teaching as a volunteer some years ago in Nigeria and has since worked as teacher, trainer, adviser, manager and academic in more than fifty countries in Africa, Europe, the Middle East, Central and South-East Asia, and South America. In the course of his travels he has survived a riot, an earthquake, and an attempted kidnapping! His research and publications focus on Language Policy, Curriculum Innovation, and English as a Global Language, with interests also in Primary ELT, Professional Communication and Applied Corpus Linguistics. He is a Past President of IATEFL, was for many years Chair of the British Council's English Teaching Advisory Committee and is at present a member of their English Advisory Board. He is Director of the Centre for English Language Studies at the University of Birmingham, UK, which runs campus and distance Masters and PhD programmes in ELT, Applied Linguistics, and Translation Studies.

Almut Koester is Senior Lecturer in English Language in the School of English, Drama and American and Canadian Studies at the University of Birmingham, where she teaches courses in Discourse Analysis, Business English, Applied Linguistics and English for Academic Purposes. She has a PhD in Applied Linguistics from the University of Nottingham, and is author of two books — The Language of Work (2004) and Investigating Workplace Discourse (2006) — and has written for international journals and contributed to edited volumes. Her research focuses on spoken workplace discourse, and her publications have examined genre, modality, relational language, vague language and idioms. She also has many years of experience as a teacher and teacher trainer in General and Business English in France, Germany, the United States and United Kingdom. She is interested in the application of research in discourse analysis to teaching English, and she has run workshops for teachers and written teaching material.

Ruby Macksoud has a Master of Arts in Teaching English as a Foreign and Second Language (TEFL/TESL) from the University of Birmingham, UK. She has taught English as a foreign and second language, English for academic purposes (EAP), English for specific purposes (ESP), technical writing, and TESL at schools, universities, and companies in Canada, Japan, the UK, Puerto Rico, and the US. Ruby is a faculty member in the department of English at Arizona State University, USA where she teaches undergraduate writing courses and supervises practicum internships for graduate students in the Master of Teaching English to Speakers of Other Languages program as well as writing internships for undergraduate English majors. In addition, she works as a technical writing editor and instructional design consultant in the private sector. Ruby's research interests include teacher education and development, ESP/EAP instructional design, writing across the disciplines, workers' language education, and global education.

Kirsten Malmkjaer studied English and Philosophy at the University of Birmingham, 1978–81, and received her PhD from there in 1984. She was a lecturer in Modern English Language and MA course tutor at the University of Birmingham from 1985 until 1989, when she moved to the Research Centre for English and Applied Linguistics, the University of Cambridge. She directed the Centre's M.Phil in English and Applied Linguistics until April 1999, when she was appointed Professor of Translation Studies and Head of the Centre for Research in Translation at Middlesex University, UK. Since August 2007 she has been Head of the Department of English, Languages and Philosophy in the School of Arts and Education at Middlesex. She is the author of a number of books and articles on Translation Studies and she co-edits the journal Target (founding editor Gideon Toury) with José Lambert and Lieven D'Hulst.

David Oakey is an Assistant Professor in the Applied Linguistics Program at Iowa State University, USA. He has an MEd in Teaching English to Speakers of Other Languages and a PhD from the School of Education at the University of Leeds, UK. He began his teaching career in 1992 in Turkey, teaching English for Specific Purposes in the areas of Business and Economics. He then taught English for Academic Purposes at the University of Hull before taking up a lectureship in English language at the University of Birmingham, where he taught academic English and courses in English language pedagogy. He currently teaches undergraduate and graduate classes in English grammar and corpus linguistics. David's research uses corpus linguistics to investigate the way English is used in different academic disciplines, and currently focuses on identifying the typical linguistic features of interdisciplinary research. One application of this work is to make collaborating researchers aware of different phraseological and epistemic practice in other disciplines.

Kieran O'Halloran is a Senior Lecturer in Linguistics in the Centre for Language and Communication at the Open University, UK. He is interested in the application of corpus linguistics to discourse analysis — specifically to critical discourse analysis, literary stylistics and argumentation — as well as cognitive issues in critical discourse analysis. He was co-investigator on an Arts and Humanities Research Council (AHRC) funded project The Discourse of Reading Groups (2008) ( Publications include Critical Discourse Analysis and Language Cognition (Edinburgh University Press, 2003), Applying English Grammar: Functional and Corpus Approaches (Hodder Arnold, 2004 with Coffin and Hewings), The Art of English: Literary Creativity (Palgrave Macmillan, 2006 with Goodman), ‘Researching argumentation in educational contexts: new directions, new methods’ (Special Issue) International Journal of Research and Method in Education 31(3) (with Coffin), and Applied Linguistics Methods: A Reader (Routledge, 2009 with Coffin and Lillis).

Juup Stelma is a lecturer in TESOL and works as a tutor and programme director for the MA TESOL course at the University of Manchester. Juup is from a Dutch family, but was born and raised in Norway. After completing a Cambridge CELTA course in 1993, Juup started working as a language teacher. His main teaching experience was in Seoul, South Korea, where he worked as a young learner teacher and as an ELT administrator. In 1998, Juup did an MA TESOL degree at Leeds, and following this worked towards a PhD in Education and TESOL, which he received from the University of Leeds in 2003. His main academic interests include the teaching of young learners, the psychology of language learning, and developing researcher competence among language teachers.

Joan Swann is a sociolinguist with a particular interest in the analysis of spoken interaction. She has researched and written about classroom interaction, and also talk in a range of other settings. She has a long-standing interest in language and identity, including language and gender, and a more recent interest in creativity in everyday language. Current projects include a study of the discourse of reading groups ( and the production of a co-edited volume on language and creativity (with Ronald Carter and Rob Pope). Her recent books include Introducing Sociolinguistics (2000, 2nd edition in press 2009, with Rajend Mesthrie, Ana Deumert and William Leap; A Dictionary of Sociolinguistics (2004, with Ana Deumert, Theresa Lillis and Rajend Mesthrie); and the Routledge Companion to English Language Studies (in press 2009, co-edited with Janet Maybin).

Geoff Thompson is Senior Lecturer in Applied Linguistics in the School of English at the University of Liverpool. He previously taught EFL and Applied Linguistics in a number of countries including China, Saudi Arabia and Hungary. His main interests centre around the analysis of a variety of grammatical features in discourse. Recent publications include Introducing Functional Grammar (Arnold, 2nd edition 2004), and papers on topics such as conjunction, Theme, grammatical metaphor and evaluation. With Susan Hunston he co-edited Evaluation in Text: Authorial Stance and the Construction of Discourse (OUP, 2000) and System and Corpus: Exploring Connections (Equinox, 2006); and with Gail Forey he co-edited Text-Type and Texture (Equinox, 2008). I am one of the Editors of the journal Functions of Language, and I am currently Chair of the International Systemic Functional Linguistics Association.

Dave Willis has worked as a teacher and teacher trainer in Ghana, Cyprus, Iran and Singapore, as well as the UK. He was a British Council Officer for almost twenty years, before moving to the Centre for English Language Studies at the University of Birmingham in 1990. He wrote The Collins Cobuild English Course with Jane Willis, and co-edited with her Challenge and Change in Language Teaching (Heinemann 1996). He is author of The Lexical Syllabus (Collins Cobuild 1990) and co-author (with Ramesh Krishnamurthy) of The Cobuild Students' Grammar and with John Wright of The Cobuild Basic Grammar. His latest books are Rules, Patterns and Words: Grammar and Lexis in English Language Teaching (CUP 2003), and Doing Task-based Teaching (OUP 2006), co-authored with Jane Willis. He is now happily retired in the English Lake District, but maintains his interest in ELT through writing, conference attendance, and occasional consultancies.

Jane Willis has worked extensively overseas (Ghana, Cyprus, Iran and Singapore) as an English teacher and trainer. She worked for 12 years at Aston University, Birmingham, on their Distance Learning Masters programmes in TESOL & TESP and teaching English. She still runs workshops for teachers and takes part in ELT consultancies worldwide. Her recent books include Task-based Instruction in Foreign Language Education: practices and programs co-edited with Betty Lou Leaver, (Georgetown University Press,) and two prize-winning titles: English for Primary Teachers (with Mary Slattery) (OUP) and Teachers Exploring Tasks in English Language Teaching co-edited with Corony Edwards, (PalgraveMacmillan). Doing Task-based Teaching, co-authored with Dave, (OUP) was recently short-listed for the Ben Warren prize. Jane's last book — a CLiL title for teachers of Young Learners — English Through Music (OUP) was co-authored with music specialist Anice Paterson. Jane enjoys walking, riding, learning languages, playing Tai Chi and spending time with her five grandchildren who live close by.

David Woolls has been involved with computational forensic linguistics since the mid-1980s. He is an Honorary Visiting Fellow in the Centre for Forensic Linguistics at Aston University and the founder of CFL Software Limited. The company specialises in algorithms and tools for the identification and prevention of plagiarism and collusion, and since 2006 in tools for live web environments, providing real-time monitoring, interpretation and analysis of online submissions of reviews and other data. His particular interest is in what allows us as humans to recognise even parts of sentences as similar across long stretches of text and across time, and exploring the potential for writing computer programs that approximate these abilities. He is the author of the entry on Plagiarism in the Elsevier Encyclopedia of Language and Linguistics 2nd Edition (2006) and has co-authored papers on forensic linguistics and authorship attribution, two of which have appeared in the journal Forensic Linguistics'

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