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Vol 3, No 2 (2019)

Special Issue: Linguistic complexity and instruction in second language acquisition

Guest Editors: Folkert Kuiken, Ineke Vedder and Marije Michel

Table of Contents

Editorial

Linguistic complexity and instruction in second language acquisition: introduction PDF
Folkert Kuiken , Ineke Vedder , Marije Michel 119–123

Articles

Effects of task type on morphosyntactic complexity across proficiency : evidence from a large learner corpus of A1 to C2 writings PDF
Marije Michel , Akira Murakami , Theodora Alexopoulou , Detmar Meurers 124–152
Beginning L2 complexity development in CLIL and non-CLIL secondary education PDF
Bram Bulte , Alex Housen 153-180
Structure-based or dynamic usage‑based instruction : long-term effects on (morpho)syntactic and lexical complexity in writing samples PDF
Audrey Rousse-Malpat , Rasmus Steinkrauss , Marjolijn Verspoor 181-205
Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts PDF
Olena Vasylets , Roger Gilabert , Rosa Maria Manchón 206-227
Investigating teachers’ perceptions of syntactic complexity in L2 academic writing PDF
Folkert Kuiken , Ineke Vedder 228-248
You’ve got to crack a few eggs to make an omelette. Linguistic complexity and instruction in SLA: what’s in it for language teaching? PDF
Rick de Graaff 249–258


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