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In recent decades, there has been a growing move towards publication in English-medium journals among multilingual researchers and a growing demand for materials (Swales and Feak, 2004) and courses in skills relevant to publishing in English for Research Publication Purposes (ERPP) (Moreno 2011). Research into academic writing has also flourished world-wide (Swales 2004), with crosscultural and intercultural studies of academic discourse across various languages and English being an area of increasing interest (Moreno 2010). Despite this, little is known about the training needs vis-à-vis ERPP of writers for whom English is an Additional Language (EAL) and how teaching resources might best address them (Swales 2002). The present project focusses on a neglected population of EAL writers, Spanish researchers, and advocates for a critical pragmatic approach that addresses access and difference simultaneously. Thus the project highlights the importance of giving priority to those aspects of ERPP writing with which specific groups of Spanish researchers tend to have difficulties when communicating with an international audience (the intercultural perspective). Additionally, based on revealing results from Spanish-English crosscultural studies of academic discourse, the project seeks to explain some of Spanish researchers’ writing problems by virtue of the contrastive rhetoric hypothesis, according to which writers from different cultural and language backgrounds have distinct preferences for articulating messages with share a similar purpose (the crosscultural perspective). It is believed that raising Spanish researchers’ awareness of crosscultural differences in ERPP writing related to audience types (national/local versus international) will help them to produce more successful texts in the eyes of English-medium journal gatekeepers. Convinced that this type of research would benefit from interdisciplinary collaborations, the ENEIDA (Spanish team for Intercultural Studies of Academic Discourse) research group was officially set up in 2010. It consists of researchers with background and expertise in supplementary research fields from one Spanish research-only institution (the CSIC), four Spanish universities (Universidad de León, Universidad de La Laguna, Universitat Jaume I and Universidad de Zaragoza) and three foreign universities (The University of London, The University of Michigan and the Open University). The first phase of the ENEIDA project on “Rhetorical Strategies to Get Published in International Journals from a Spanish-English Intercultural Perspective (I)” (Ref.: FFI2009-08336) sets out to collect relevant data to investigate Spanish researchers’ writing difficulties publishing in English-medium international journals by means of a large-scale confidential online survey. The present panel aims to give account of the methodology used to carry out this survey and to offer first descriptive results on the basis of the responses given by the whole sample of participants.

El estudio interdisciplinar que se presenta en este artículo continúa en la línea de recientes investigaciones del conflicto académico. Examinamos artículos de investigación de seis disciplinas distintas. De los datos obtenidos, desarrollamos una taxonomía de las estrategias retóricas que emplean los autores en estos campos para expresar el conflicto académico, incluyendo el concepto de mediación del “redactor” en la expresión de la crítica. La aplicación de esta taxonomía mostró que disciplinas con contactos fuera de la comunidad académica normalmente evitaban o mitigaban la crítica, pero por otro lado no se pudo establecer ninguna otra correlación. Sugerimos que sucesivas investigaciones deberían aplicar un enfoque más cualitativo y tener más en cuenta la recepción. The interdisciplinary study of academic conflict (AC) presented in this paper expands on a growing body of research. We examined research articles from six distinct disciplines. From the data obtained, we developed a taxonomy of the rhetorical strategies used by the writers in these fields, expanding on earlier work by introducing the concept of writer mediation. The application of this taxonomy to the disciplines showed that those with extra-mural ties were more likely to avoid or mitigate AC, but few other correlations were discernible. It is suggested that future research on AC should take a qualitative approach and that more attention should be paid to reception.

Nowadays, the presence of oral communication strategies when it comes to learning a foreign language is indisputably fundamental. In this research project, the objective is the introduction and development of oral communication strategies through activities based on three different methodologies, which are Communicative Language Teaching, Task-Based Language Teaching, and Cooperative Language Learning. This hypothesis is supported by three theoretical assumptions established after a period of research, and these can be summarised in the following way: These three methodologies undoubtedly foster the development of the communicative competence rather than the grammatical competence; the focus of attention of these methodologies is oriented mostly towards real-life events and authentic language production; and these methodologies coincide in contributing together to the development of L2 students in terms of their oral communication strategies. These methodologies have been tested and discussed by means of the implementation of spoken interaction activities during the practicum period that is part of the masters’ degree in English teaching. Two groups of Spanish high school students have participated in this study; they are in the first year of Bachillerato, therefore belonging to an intermediate level of English. This masters’ thesis has been conducted due to several materials destined to collect data: a students’ questionnaire as well as a teachers’ questionnaire; a continuous assessment rubric and a communicative task rubric; my own observations in class combined with diary entries and notes, and my high school tutor’s perceptions about each lesson. The results obtained from the application of the activities have been presented and examined, to then state that the data that has been gathered is unfortunately not enough, making the outcomes sort of unresolved. Consequently, it has been considerably complex to verify the authenticity of my hypothesis and provide an answer to the research questions proposed for this masters’ thesis. Even though my hypothesis has been considerably demonstrated, some ideas in relation to the topic of this research project have been acquired in order to continue investigating and apply them in future studies or in my future profession as an English teacher

Can collocations be considered a pivotal element in English courses? Does the educative community around teaching English as L2 know about the importance of collocations for Secondary Students? Are collocations practised in coursebooks? How can we make collocation learning an efficient process working all skills? This dissertation set out to try to answer these questions by carrying out a coursebook analysis. The data gathered in thisstudy comes from three coursebooks from theOutcomes Series, published by Hugh Dellar and Andrew Walkley in 2010. The main objective was to discover how collocations were practised in the three books chosen from the coursebooks series, which also implied to find out the way collocations were practised, meaning, type of exercises, type of collocations and unit’s sections in which collocations were presented. At the same time, this paper set out to carry a revision of Paul Nation’s (1996) Four Strands Theory, to determine whether Nation’s theory could be applied to the designing process of coursebooks. What this dissertation found is that it is possible to use such a theory in coursebook’s designs, as well as that collocations are an oftendisregarded concept in vocabulary syllabus. Further research on the matter of collocations is needed to identify exact ways in which learning collocations can help students, and where collocations stand in real English courses and curriculums. ¿Deberían considerarse las colocaciones como elementos necesarios en la enseñanza inglesa? ¿Cómo comunidad educativa, se reconoce la importancia que tiene la enseñanza de colocaciones para el alumnado de secundaria? ¿Se practican colocaciones en los libros de texto? ¿Cómo podemos hacer de la enseñanza de colocaciones un proceso beneficioso en todas las destrezas? Esta tesis trata de responder dichas preguntas a través de un análisis de libros de texto. Los datos recolectados provienen de tres libros de texto pertenecientes a la serie Outcomes, publicada por Hugh Dellar y Andrew Walkley en 2010. El objetivo principal de esta investigación es el descubrimiento de cómo se trabaja el concepto de colocaciones en los tres libros. Lo que implica encontrar el tipo de ejercicios en la que se trabajan, el tipo de colocaciones y las secciones de las unidades en las que se trabajaban colocaciones. Además, este estudio también trata de revisar la teoría de las Four Strands de Paul Nation (1996) y determinar su aplicación en el proceso de diseño de libros de texto. Lo que este estudio descubrió es la posibilidad de aplicar dicha teoría en los diseños de libros de texto, además concluí con la idea de que las colocaciones son un concepto de vocabulario frecuentemente olvidado. Es necesario investigar más a fondo la materia de las colocaciones para identificar las formas exactas en las que su aprendizaje beneficia a los alumnos y donde podemos encontrar la enseñanza de colocaciones dentro de las aulas y el currículo de la asignatura.

Research publication in the international arena, is crucial for multilingual scholars in mostdisciplinary areas. For many, among them Spanish scholars, it still represents a consider-able hurdle. Thefindings we report here are part of a wider research project involving alarge onlinesurveyof scholars atfive universities and research institutions in Spain. Weaimed to identify the needs of Spanish researchers in terms of research publishing skills inboth English and Spanish, learn about their attitudes, motivations and experiences ofresearch publication and of writing training. The present paper compares the results forscholars in History and Psychology. Through analysis of quantitative and comment data,we show how the motivations of these scholars with regard to research publication in thetwo languages work together with the strategies and resources available to them todetermine language selection. We also review their experience of training in researchwriting and their willingness to pursue further training. Although the two groups ofscholars differ in terms of attitudes to publication in English, they share a willingness tonegotiate the challenges presented by institutional constraints, making strategic decisionsabout the choice of language in which to publish and their own language development., This study is part of a project financed by the Ministry of Science and Innovation (Ref.: FFI2009-08336/FILO), of which Ana I. Moreno is the PI.

This Master’s Thesis (TFM) seeks to call into question published ELT learning materials with a view to examining their potential when used with adolescents. Such materials are undeniably one of the most prevalent resources employed by teachers at many institutions owing to the convenience they offer in planning and assessing foreign language skills. For this reason, a series of queries arise: Do these published materials reflect the current educational legislation? Does a careful progression in terms of the language level of the learners take place? Do these materials lend themselves to being adapted to the students' needs? With the purpose of addressing these concerns, a detailed analysis of the materials currently in use at the high school in which I completed my Master's internship will be proposed, followed by a subsequent discussion on suggestions to optimise the use of foreign language learning resources. Keywords: English as a Second Language, coursebook, Language teaching, Secondary Education, materials, language progression, and teaching resources

El Trabajo de Fin de Máster que aquí expongo propone proyectos de animación a la lectura en la materia de Primera Lengua Extranjera. Primero, se establece la definición de dicho concepto y se profundiza en los orígenes de las prácticas de la animación a la lectura en diferentes sociedades europeas, entre las que se encuentra la nuestra. También se reflexiona acerca de aspectos que rodean la animación a la lectura como los animadores o la importancia de tener una buena comprensión lectora para disfrutar del placer de la lectura. Segundo, se plantea un proyecto que pretende poner en práctica lo establecido en el trabajo y animar a los adolescentes a la lectura a partir de una historia escrita en inglés por el autor Roald Dahl. This master’s project suggests different projects to encourage reading in the subject of The First Foreign Language. Firstly, a definition of the main topic of this project is provided and the origins of projects to encourage reading all across European societies, including ours, are explored. There are other aspects related to projects to encourage reading that are explored, such as the role of story-tellers and the importance of having a high level of written comprehension in order to enjoy reading. Secondly, a reading encouraging project is suggested in this paper in order to put into practise everything that has been described throughout the pages and to encourage teenagers to read by reading a short story written by Roald Dahl.