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The interest in the phraseological nature of language generated many studies on phraseology in different genres. The focus of the current study is on key phrase frames in business management research article discussions. Key phrase frames are recurrent phraseological expressions with a variable slot and are specific to the studied context, for example genre or discipline. The analysis of the study is based on a corpus of research article discussions, extracted from six leading journals in business management, published between 2017 and 2021. Four-word phrase frames in the corpus were searched using the KfNgram program and refined based on the exclusion criteria to generate a list of phrase frames that was compared with the Corpus of Contemporary American English.The comparison yielded a total of 63 four-word key phrase frames in business management that were analyzed following Biber and Gray's (2013) structural classification and Simpson-Vlach and Ellis's (2010) functional taxonomy. In terms of structure, most key phrase frames were found to be non-verb content word frames while functionally, most serve referential discourse functions. The results suggest that phraseological variation in business management is associated with both lexical and grammatical constructions. These findings are crucial as they have implications on discipline-specific academic writing. most key phrase frames were found to be non-verb content word frames while functionally, most serve referential discourse functions.The results suggest that phraseological variation in business management is associated with both lexical and grammatical constructions. These findings are crucial as they have implications on discipline-specific academic writing. most key phrase frames were found to be non-verb content word frames while functionally, most serve referential discourse functions. The results suggest that phraseological variation in business management is associated with both lexical and grammatical constructions. These findings are crucial as they have implications on discipline-specific academic writing.

Despite learning styles being one of the main topics of interest in education, not many studies have considered the influence of learning styles regarding students learning foreign languages in Malaysia. This study investigates the learning style preferences of 35 Spanish beginner level students aged between 20 and 24 years, the teaching style preferences of their Spanish teacher, and the relationship between the matching of teacher and learner styles and the learners’ language achievement. Data were collected using an adapted perceptual learning style preference questionnaire, a teaching style questionnaire, interviews and class observations. The findings show that the learners preferred kinaesthetic and auditory learning styles, while the teacher preferred kinaesthetic and tactile teaching. Interestingly, the results suggest that improvement in terms of achievement may not necessarily be related to a match between teacher and learner style. It was found that learners who improved were those who could adapt to the teacher’s styles and also those who would use multiple strategies to learn Spanish. Also, the results indicate that application of multiple teaching styles help students learn Spanish in a more enjoyable and effective manner. These insights are of interest to research on learner styles in general, and specifically to Spanish teachers in their instruction planning.

As a global phenomenon, Harry Potter has attracted most diverse audiences and provoked many contradictory responses and debates. While many critics have highlighted the enforcement of heteronormativity in the storyworld, fan responses – and especially slash fan fiction – provides us with an abundance of contradictory queer responses and non-heteronormative re-readings and rewritings of Harry Potter. By constantly confronting and intertwining the academic strategy of queer reading as introduced by Kosofsky Sedgwick with the responses of slash fans, I want to discuss the tensions between latent meanings and resistant readings that embrace the Harry Potter universe. In reference to Iser’s concept of the Leerstelle, the various omissions, indeterminacies, and contradictions in Harry Potter that provide a fertile ground for the interpretation of subtextual contents and for transgressive re-writings alike will be explored and discussed within the larger framework of film history and the fantasy genre.