This volume represents the seventh entry in our ongoing series dedicated to current research results in English Language Teaching (ELT) and Applied Linguistics. It slightly alters the focus from previous volumes which emphasized experience with technology and the development of attitudes to the teaching process. Instead, data-driven, empirical research takes a pivotal role. The present volume thus compiles papers which emphasize the empirically grounded approach to acquiring as well as teaching the English language. This spectrum of perspectives is reflected in the contributions to this volume - different backgrounds contribute and enhance their common objective. They are here assembled and organized by the different disciplines: English teaching methodology, linguistic and cultural and literary studies. Academic research results are the true Pathways to Professionalism in ELT and their Reflection and Innovation can be found in these pages.
Natalia Orlova is the Head of the Department of English and Associate Professor of TEFL at the Faculty of Education, University of J. E. Purkyn, Czech Republic. She has also worked at Herzen State Pedagogical University in Saint-Petersburg, Russia, and is the co-author of a number of textbooks for school and university students. Her main research interests include ways of developing pre-service EFL teachers' professional competence and cross-cultural issues.Christoph Haase is a Researcher and Lecturer in English Language and Linguistics. With a background in the natural sciences and in English and German linguistics, he is primarily interested in morphosyntactic phenomena of temporality and causation from a cognitive perspective. His other research interests are in first and second language acquisition, English language teaching, and corpus studies in the field of English for academic purposes. After 10 years at German universities, he has made the English Department at the University of J. E. Purkyn, Czech Republic, his academic home.
