Publications
Fiorentini, Ilaria and Andrea Sansò. 2019. From digressive marker to topic shifter and beyond. The case of Italian tra parentesi (‘in brackets’). Journal of Pragmatics 141 : 102–115. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Mohammadi, Ariana N. 2019. Meaning potentials and discourse markers: The case of focus management markers in Persian. Lingua 229 : 102706. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Zheng, Wuxi. 2019. Polyfunction derived from fillers: The case of làmò in Longxi Qiang. Journal of Pragmatics 139 : 79–96. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Verspoor, Marjolijn H., Ron Oostdam and Liz Dale. 2018. Searching for identity and focus: towards an analytical framework for language teachers in bilingual education. International Journal of Bilingual Education and Bilingualism 21 (3) : 366–383. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Ozerov, Pavel. 2018. Tracing the sources of Information Structure: Towards the study of interactional management of information. Journal of Pragmatics 138 : 77–97. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Peled, Yael. 2011. Language, rights and the language of language rights: The need for a new conceptual framework in the political theory of language policy. Journal of Language and Politics 10 (3) : 436–456. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Engberg, Jan. 2010. Knowledge construction and legal discourse: The interdependence of perspective and visibility of characteristics. Journal of Pragmatics 42 (1) : 48–63. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Dufter, Andreas and Daniel Jacob. 2009. Focus and Background in Romance Languages. (Studies in Language Companion Series 112). John Benjamins. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Viti, Carlotta. 2009. Pragmatic implications of head and dependent marking. Folia Linguistica 43 (2) : 463–485. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Cyffer, Norbert, Erwin Ebermann and Georg Ziegelmeyer, eds. 2009. Negation Patterns in West African Languages and Beyond. (Typological Studies in Language 87). John Benjamins. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
García Mayo, Maria del Pilar and Edward Dalley Benson. 2008. Awareness of orthographic form and morphophonemic learning in EFL. In Mackenzie, J. Lachlan, María Ángeles Gómez González and Elsa M. González Álvarez, eds. Languages and Cultures in Contrast and Comparison. (Pragmatics & Beyond New Series 175). John Benjamins. pp. 299–326. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Huang, Shu-Chen. 2008. Raising learner-initiated attention to the formal aspects of their oral production through transcription and stimulated reflection. International Review of Applied Linguistics in Language Teaching 46 (4) : 375–392. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Callies, Marcus and Wolfram R. Keller. 2008. The Teaching and Acquisition of Focus Constructions: An Integrated Approach to Language Awareness Across the Curriculum. Language Awareness 17 (3) : 249–266. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Louw, Henk. 2008. The effectiveness of standardised feedback when L2 students revise writing. Language Matters: Studies in the Languages of Africa 39 (1) : 88–110. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Spevak, Olga. 2008. The position of Focus constituents in Latin: A comparison between Latin and Czech. Journal of Pragmatics 40 (1) : 114–126. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Stoyanova, Marina. 2008. Unique Focus. Languages without multiple wh-questions. (Linguistik Aktuell/Linguistics Today 123). John Benjamins. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)