This volume underlines the relevance of an empirical, data-based and scientifically informed approach to the teaching of a second or foreign language, even though the contributions gathered here carry out this task through very different means and with various theoretical underpinnings. This is evident especially in the different and versatile perspectives on academic issues in the linguistic and methodological sections of the volume. The contributions here are assembled according to their disciplinary categories of linguistics, methodology of teaching English, and cultural and literary studies.

• Contents
• Preface
• Acknowledgements
• Section 1
• Polysemy and Vocabulary Building in ELT
• Word Order as a Language- and Culture-Specific Phenomenon
• A Corpus-Based Analysis of Seemingly Synonymous Adjectives
• Nomads between Languages and Literatures
• Parasitic Language and Language Abuse
• Section 2
• Coddling the Teacher’s Mind
• Teaching PhD Students Interacting with the Scientific World
• Design-Based Research in Teaching ESP in Tertiary Education for Medical Professionals
• Online Collaborative Professional Development Methods for Integrating Pedagogically Meaningful Use of ICT in English Language Teaching
• Creating WebQuests for Cooperative Peer Teaching
• Speedy English Grammar
• Creative for a Reason
• Teaching Foreign Language Students with Autistic Spectrum Disorders
• Exploring EFL Novice Teachers’ Views on Teaching Practicum
• Section 3
• Building Resilience in Yazidi IDP Children through ELT
• American Anthems
• Intertextual Games in Postmodernist Fiction
• Characteristics of Semantics Textbooks and Their Usability in the Curriculum