Acknowledgements

First and foremost, we would like to thank all the authors of the volume for accepting our invitation to contribute to this project and for their patience and cooperation during the revision process of the book. Special thanks go to Marta González-Lloret for her willingness to write the foreword, and for her support and infinite friendship across the years.

We are also very grateful for the insightful and detailed comments provided by the external reviewers whose suggestions and comments helped improve the volume greatly. In alphabetical order, they are: Jennifer Rose Ament (Universitat Autònoma de Barcelona, Spain), Spyridoula Bella (University of Athens, Greece), María Luz Celaya (Universitat de Barcelona, Spain), Maria Economidou-Kogetsidis (University of Nicosia, Cyprus), María Pia Gómez-Laich (Carnegie Mellon University in Qatar, Doha, Qatar, USA), Thorsten Huth (University of Tennessee, Knoxville, USA), Manel Lacorte (University of Maryland, USA), Carmen Maíz-Arévalo (Universidad Complutense de Madrid, Spain), Sofía Martín-Laguna (Universitat Jaume I, Castelló, Spain), Troy McConachy (University of Warwick, Coventry, UK), Manuel Padilla (University of Seville, Spain), Rafael Salaberri (Rice University, Houston, Texas, USA), Gila Schauer (University of Erfurt, Germany), Zia Tajeddin (Tarbiat Modares University, Tehran, Iran), Veronica Timpe-Laughlin (Educational Testing Service, Princeton, NJ, USA) and Esther Usó-Juan (Universitat Jaume I, Castelló, Spain).

In addition, our gratitude goes to Nina Spada, Nelleke van Deusen Scholl and Laura Gurzynski-Weiss, the editors of Language Learning & Language Teaching Series for taking on the volume. Special thanks also go to Kees Vaes of John Benjamins for his constant availability and help during the editing process of the volume.

The first co-editor, as a member of the LAELA (Lingüística Aplicada a l'Ensenyament de la Llengua Anglesa) research group at Universitat Jaume I (Castelló, Spain), would like to state that some studies included in this volume are part of the research project PID2020-117959GB-I00 funded by MCIN/ AEI /10.13039/501100011033. Additional funding has been granted by Generalitat Valenciana (AICO/2021/310), the Universitat Jaume I (UJI-B2019-23), and Projecte d’Innovació Educativa de la Unitat de Suport Educatiu 47310/23. The second co-editor would also like to thank the members of the EngInHE (The Role of English in the Internationalisation of Spanish Higher Education) research group at the Universidad Complutense de Madrid, for their continuous support in academic matters. And the third co-editor would like to thank the GRAL (Grup de Recerca en Adquisició de Llengües) research group at Universitat de Barcelona, which is funded by the Generalitat of Catalunya.

Finally, we would like to express our most sincere gratitude to Eva Alcón-Soler, for her always encouraging attitude and optimism, and for inspiring us on our career paths in the field of interlanguage pragmatics.