Towards a Cognitive Approach to Notions of Acceptability and Transgression in Spelling and Punctuation in Workplace Communication
Much ESP teaching is guided, to a great extent, by a general communicative approach. Likewise, the assessment criteria put forward by the CEFR are based on language learners’ language multimodality (capacity to use the four skills, reading, writing, listening and speaking) in different socio-profess...
Enregistré dans:
| Dans: | URI:https://journals.openedition.org/ilcea, |
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| Auteur principal: | |
| Format: | Article ou chapitre numérique |
| Langue: | Anglais |
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ILCEA
2014
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| Accès en ligne: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |