| Descriptive versus dialogic reflection and positive versus negative stance in the reflective writing of Turkish prospective English Language teachers | AYŞEGÜL AMANDA JANE AUDREY YEŞİLBURSA | 169–182 |
| Acquisition sequence of four categories of non-generic use of the English definite article the by Turkish speakers | KENAN DİKİLİTAŞ,MERYEM ALTAY | 183–198 |
| Does The rebranding of British universities reduce international students to economic resources? A Critical Discourse analysis | Christopher LEYLAND | 199–214 |
| Washback effects of The Inter-university Foreign Language Examination on Foreign Language competences of candidate academics | KEMAL SİNAN ÖZMEN | 215–228 |
| Negotiating communicative style, situational context and Tt models in advanced L2 cultural mediation pedagogy: A case Study from the Italian–english translation | Dermot HEANEY | 229–246 |
| The effect of textbooks on elt trainees’ use of pragmalinguistic features | Esim GÜRSOY | 247–264 |
| Do classroom textbooks encourage learner autonomy? | Hayo REINDERS,CEM BALÇIKANLI | 265–272 |
| Developing collocational competence through web based concordance activities | Serkan ÇELİK | 273–286 |
| Mediating processes of expert interpreting: A deliberate practice approach | Behzad GHONSOOLY,Majid Elahi SHIRVAN | 287–298 |
| The effect of motivational factors on the foreign language success of students at the Turkish military academy | Yaşar E. KURUM | 299–307 |