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percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 481529; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_481529"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_481529 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="481529"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 481529; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=481529]").text(description); $(".js-view-count-work_481529").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_481529").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="481529"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6223" href="https://www.academia.edu/Documents/in/English">English</a>, <script data-card-contents-for-ri="6223" type="text/json">{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a><script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=481529]'), work: {"id":481529,"title":"Age in second language 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})();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_415159" data-work_id="415159" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/415159/Frontotemporal_Dementia_Sociality_and_Identity_Comparing_Adult_Child_and_Caregiver_Frontotemporal_Dementia_Patient_Interactions">Frontotemporal Dementia, Sociality and Identity: Comparing Adult-Child and Caregiver-Frontotemporal Dementia Patient Interactions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Frontotemporal Dementia (FTD) is a neurodegenerative diseases that affects the prefrontal cortex, and impairs various aspects relevant to social cognition. Such impairments can emerge as a visible phenomenon in social interaction and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_415159" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Frontotemporal Dementia (FTD) is a neurodegenerative diseases that affects the prefrontal cortex, and impairs various aspects relevant to social cognition. Such impairments can emerge as a visible phenomenon in social interaction and therefore can have very real consequences for those who interact with the afflicted (Goodwin, 2003). In this paper, I examine how attitudes toward FTD patients are indexed through speech features employed by their interlocutors. I focus on three different speech features typically employed by adults and directed towards subordinates or children: directives, let's/we framed sequences, and initiation-response-evaluation (IRE) sequences. These forms are used as strategies to affect and guide FTD patient behaviors and index how FTD patients are socially constructed as "child-like" and in need of assistance and guidance though not necessarily warranted. Thus, FTD patients may be subject to a diminished status as a result of their social impairments.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/415159" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4391ee1bdb1169977f4a14277b86311d" rel="nofollow" data-download="{"attachment_id":51455958,"asset_id":415159,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51455958/download_file?st=MTczMjc5NDcxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="169452" href="https://csun.academia.edu/AnnaJoaquin">Anna Joaquin</a><script data-card-contents-for-user="169452" type="text/json">{"id":169452,"first_name":"Anna","last_name":"Joaquin","domain_name":"csun","page_name":"AnnaJoaquin","display_name":"Anna Joaquin","profile_url":"https://csun.academia.edu/AnnaJoaquin","photo":"https://0.academia-photos.com/169452/94768/16073335/s65_anna_dina_l..joaquin.jpeg"}</script></span></span></li><li class="js-paper-rank-work_415159 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="415159"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 415159, container: ".js-paper-rank-work_415159", }); });</script></li><li class="js-percentile-work_415159 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 415159; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_415159"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_415159 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="415159"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 415159; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=415159]").text(description); $(".js-view-count-work_415159").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_415159").removeClass('hidden') })</script></div></li></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_4254572" data-work_id="4254572" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/4254572/Participation_Pragmatics_and_the_Prefrontal_Cortex_Storytelling_Strategies_of_an_Individual_with_Frontotemporal_Dementia">Participation, Pragmatics, and the Prefrontal Cortex: Storytelling Strategies of an Individual with Frontotemporal Dementia </a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/4254572" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="57b4a911825bfadb231ed7e9db321008" rel="nofollow" data-download="{"attachment_id":51455989,"asset_id":4254572,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51455989/download_file?st=MTczMjc5NDcxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="169452" href="https://csun.academia.edu/AnnaJoaquin">Anna Joaquin</a><script data-card-contents-for-user="169452" type="text/json">{"id":169452,"first_name":"Anna","last_name":"Joaquin","domain_name":"csun","page_name":"AnnaJoaquin","display_name":"Anna Joaquin","profile_url":"https://csun.academia.edu/AnnaJoaquin","photo":"https://0.academia-photos.com/169452/94768/16073335/s65_anna_dina_l..joaquin.jpeg"}</script></span></span></li><li class="js-paper-rank-work_4254572 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="4254572"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 4254572, container: ".js-paper-rank-work_4254572", }); });</script></li><li class="js-percentile-work_4254572 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 4254572; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_4254572"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_4254572 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="4254572"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 4254572; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=4254572]").text(description); $(".js-view-count-work_4254572").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_4254572").removeClass('hidden') })</script></div></li></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_12311500 coauthored" data-work_id="12311500" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/12311500/Examining_Prewriting_Strategies_in_L2_Writing_Do_They_Really_Work_Co_Authored_with_Stephanie_Hyeri_Kim_and_Sun_Young_Shin_">Examining Prewriting Strategies in L2 Writing: Do They Really Work? (Co-Authored with Stephanie Hyeri Kim and Sun-Young Shin)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Prewriting strategies are often taught to L2 learners to help them find a way into the writing topic and organize their ideas before writing an essay. However, little attention has been directed toward understanding whether prewriting and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_12311500" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Prewriting strategies are often taught to L2 learners to help them find a way into the writing topic and organize their ideas before writing an essay. However, little attention has been directed toward understanding whether prewriting and what type of prewriting actually benefits L2 writers. This paper examines the use and efficacy of prewriting strategies among 513 university level English language learners who have taken a timed essay placement exam. Our results show that more than half of the students chose to prewrite, and the majority of those that prewrote chose outlining, listing, or a combination of strategies in the L2. The students that prewrote outperformed those that did not, which confirms previous research findings that prewriting facilitates the writing process for L2 writers. However, in contrast to other studies, among those that prewrote, outlining and listing were not the more effective strategies, and there was no significant difference in test scores among those that used combined strategies. Another finding is that students who elaborated their prewriting scored higher than those who prewrote minimally or in a standard manner. This study provides ESL/EFL researchers and teachers with useful insights into understanding the use and efficacy of prewriting strategies in L2 writers.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/12311500" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f10b3582c15881a83136e0901e674139" rel="nofollow" data-download="{"attachment_id":56012475,"asset_id":12311500,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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});</script></span><script>$(function() { $(".js-view-count-work_5903421").removeClass('hidden') })</script></div></li></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41438361" data-work_id="41438361" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41438361/Rizgar_Mahmood_EFL_Kurdish_Students_Perceptions_of_WCF_Completed20191226_45236_1arzqmy">Rizgar Mahmood EFL Kurdish Students Perceptions of WCF Completed20191226 45236 1arzqmy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">One of the most controversial topics among teachers and researchers is students' various responses to Written Corrective Feedback (WCF) (Waller, 2015). When most English language learners are exposed to the English language during the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41438361" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">One of the most controversial topics among teachers and researchers is students' various responses to Written Corrective Feedback (WCF) (Waller, 2015). When most English language learners are exposed to the English language during the learning process, they compose paragraphs and essays in their writing classes, where they receive different types of WCF from their teachers (Radecki & Swales, 1988). Previous research shows that learners have different perceptions of WCF and its types. Although there has been a lot of research on this topic with ESL/EFL learners in different contexts, there is no single study on Kurdish EFL learner’s perceptions of WCF and its types. This paper examines the perceptions of WCF, along with its types, and if learners value, and use WCF as a learning tool among 20 university-level English language learners from two different contexts: ESL and EFL in the USA and Iraqi Kurdistan. A survey questionnaire was used to collect data for the paper. My results show that almost all the learners expected to receive WCF from their teachers and they benefited from it, but the Kurdish EFL learners were inconsistent in their perceptions of WCF and its types as compared to the ESL learners. In addition, the results indicate that Kurdish EFL learners preferred implicit WCF rather than explicit WCF. The results of this paper provide teachers and ESL/EFL learners with useful information about a better understanding of learners’ perceptions of WCF, and how to use it as a learning tool in writing classes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41438361" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1351a8d2462ee7d1ad2b4359e0584979" rel="nofollow" data-download="{"attachment_id":61615037,"asset_id":41438361,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61615037/download_file?st=MTczMjc5NDcxMSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="140217459" href="https://csun.academia.edu/RizgarMmahmood">Rizgar Mmahmood</a><script data-card-contents-for-user="140217459" type="text/json">{"id":140217459,"first_name":"Rizgar","last_name":"Mmahmood","domain_name":"csun","page_name":"RizgarMmahmood","display_name":"Rizgar Mmahmood","profile_url":"https://csun.academia.edu/RizgarMmahmood","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_41438361 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41438361"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41438361, container: ".js-paper-rank-work_41438361", }); 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$(".js-view-count[data-work-id=41438361]").text(description); $(".js-view-count-work_41438361").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41438361").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41438361"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="184145" href="https://www.academia.edu/Documents/in/TESL_TEFL">TESL/TEFL</a>, <script data-card-contents-for-ri="184145" type="text/json">{"id":184145,"name":"TESL/TEFL","url":"https://www.academia.edu/Documents/in/TESL_TEFL","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="302094" href="https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL">Applied Linguistics and TESOL</a><script data-card-contents-for-ri="302094" type="text/json">{"id":302094,"name":"Applied Linguistics and TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_and_TESOL","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41438361]'), work: {"id":41438361,"title":"Rizgar Mahmood EFL Kurdish Students Perceptions of WCF Completed20191226 45236 1arzqmy","created_at":"2019-12-26T23:26:50.278-08:00","owner_id":140217459,"url":"https://www.academia.edu/41438361/Rizgar_Mahmood_EFL_Kurdish_Students_Perceptions_of_WCF_Completed20191226_45236_1arzqmy","slug":"Rizgar_Mahmood_EFL_Kurdish_Students_Perceptions_of_WCF_Completed20191226_45236_1arzqmy","dom_id":"work_41438361","summary":"One of the most controversial topics among teachers and researchers is students' various responses to Written Corrective Feedback (WCF) (Waller, 2015). 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