This study compares integrated and isolated form‐focused instruction for vocabulary development in an English as a second language (ESL) reading lesson. Two classes of ESL learners (N = 20) from a university preparation academic English course were involved in the study. Each class did two reading treatments in which they read an article and studied vocabulary from that article. In one of the treatments participants were taught the words in isolation prior to reading the article, and in the other the vocabulary instruction was integrated with reading the article. Paribakht and Wesche's (1997) vocabulary knowledge scale was used as the instrument to measure learning and retention gains for words taught in isolated instruction, in integrated instruction, and words acquired incidentally. Statistical analysis showed both types of instruction led to more learning and retention of vocabulary knowledge than incidental exposure alone. Although retention rates were similar for isolated and integrated instruction, there was a trend for isolated instruction to lead to higher rates of learning.

This article explores the discursive behaviour of professional male team sports players in postmatch interviews from a social identity construction perspective. Drawing on a data set of 160 televised post-match interviews from two different team sports and two different regions of the world, this article identifies stances players orient to when presenting themselves in these media interviews. A supplementary data set of ethnographic semi-structured interviews with professional team sports players is also used to develop insider perspectives on the discursive behaviour of professional team sports players when speaking to the media. What is argued is that the acts and stances employed by team sports players can be interpreted as indexing a media self, or media identity, one that professional team sports players construct in order to strategically negotiate a public version of self that presents them positively to their audience and maintains their relationships with other members of their team.

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In line with recent developments in leadership research which conceptualise leadership as a discursive and collaborative process rather than a set of static attributes and characteristics displayed by individuals, this paper explores some of the discursive processes through which leadership emerges in a sports team. Drawing on over ten hours of naturally occurring interactions among the players of a women’s netball team in the UK, and applying the concepts of deontic and epistemic status and stance, we identify and describe some of the specific processes through which leadership is claimed and assigned, as well as rejected, passed on, and eventually accepted by different team members at different points throughout an interaction. While the processes outlined in our analysis contribute to theoretical discussions regarding the notion of emergent leadership, this paper also demonstrates the benefits of taking a discourse analytical approach to leadership, and outlines how such an approach enables researchers to empirically capture emergent leadership in situ.