Laura Alba-Juez is the Principal Investigator of the EMO-FunDETT project. She is currently a tenured Professor of English Linguistics at the National Distance Education University (UNED) in Madrid, Spain. She holds a Bachellor’s degree (Licenciatura) in English Language and Literature from the National University of San Juan (Argentina), a Master’s degree in Applied Linguistics from the National Autonomous University of Mexico (UNAM), and a Ph.D. in Linguistics from the Complutense University of Madrid, Spain. From 1997 to 2001, she carried out postdoctoral research as a Visiting Researcher and Scholar in the Linguistics Department at Georgetown University (Washington D. C., U.S.A.), where she also held the position of Lecturer. In 2013 she stayed at King’s College London (University of London, U.K.) as a Visiting Senior Research Fellow in the Department of Education and Professional Studies (Center for Language, Discourse and Communication). She has taught English Linguistics (at Bachelor’s, Master’s and PhD levels) in four different universities in Argentina, the USA and Spain. Her main areas of research are Discourse Analysis, Pragmatics, Functional Linguistics and (Computerized) Language Teaching. She has participated in different linguistic research projects. She has published twelve books and numerous articles in the field of Linguistics and Applied Linguistics. Among her latest books are Pragmatics: Cognition, Context and Culture (McGraw Hill, 2016) in co-authorship with J. Lachlan Mackenzie (VU University Amsterdam), Evaluation in Context (John Benjamins, 2014) in co-edition with Geoff Thompson (University of Liverpool), Strands of Language I and II (co-authored by Mónica Aragonés, 2010, 2011) and Perspectives on Discourse Analysis. Theory and Practice (Cambridge Scholars, 2009). She is now working on the preparation of a monographic volume entitled Emotion in Discourse, in co-edition with J. Lachlan Mackenzie (John Benjamins). She has also published numerous articles in linguistic journals related to areas such as Politeness Theory, verbal irony, discourse markers, stance-taking, and the computerized oral evaluation of languages.
|