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| Issue | Title | |
| Vol 4, No 1 (2020) | Early Instructed Second Language Acquisition: Pathways to Competence, edited by J. Rokita-Jaśkow and M. Ellis (2019) | Abstract |
| Marco Magnani | ||
| Vol 4, No 1 (2020) | Evidence-Based Second Language Pedagogy : A Collection of Instructed Second Language Acquisition Studies, edited by M. Sato and S. Lowen (2019) | Abstract |
| Adriana Mendes Porcellato | ||
| Vol 4, No 1 (2020) | Learning Context Effects : Study Abroad, Formal Instruction and International Immersion Classrooms, edited by C. Pérez Vidal, S. López-Serrano, J. Ament and D. J. Thomas-Wilhelm (2018) | Abstract |
| Talia Walker | ||
| Vol 2, No 1 (2018) | A micro process-product study of a CLIL lesson: linguistic modifications, content dilution and vocabulary knowledge | Abstract |
| Michael H. Long, Assma Al Thowaini, Buthainah Al Thowaini, Jiyong Lee, Payman Vafaee | ||
| Vol 2, No 2 (2018): Special Issue: Second Language Teaching and Generative Linguistics | Addressing fluctuation in article choice by Japanese learners of L2 English through explicit instruction | Abstract |
| Neal Snape, Mari Umeda | ||
| Vol 3, No 2 (2019): Special Issue: Linguistic complexity and instruction in second language acquisition | Beginning L2 complexity development in CLIL and non-CLIL secondary education | Abstract PDF |
| Bram Bulte, Alex Housen | ||
| Vol 2, No 2 (2018): Special Issue: Second Language Teaching and Generative Linguistics | Classroom input to accelerate feature reassembly of English generics | Abstract |
| May Abumelha | ||
| Vol 3, No 2 (2019): Special Issue: Linguistic complexity and instruction in second language acquisition | Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts | Abstract PDF |
| Olena Vasylets, Roger Gilabert, Rosa Maria Manchón | ||
| Vol 1, No 1 (2017) | Editorial | Abstract |
| Alessandro Benati, Elena Nuzzo | ||
| Vol 2, No 1 (2018) | Editorial | Details |
| Alessandro Benati, Elena Nuzzo | ||
| Vol 2, No 2 (2018): Special Issue: Second Language Teaching and Generative Linguistics | Editorial | Details |
| Alessandro Benati, Elena Nuzzo | ||
| Vol 3, No 1 (2019) | Editorial | Details PDF |
| Alessandro Benati, Elena Nuzzo | ||
| Vol 4, No 1 (2020) | Editorial | Details |
| Alessandro Benati, Elena Nuzzo | ||
| Vol 3, No 2 (2019): Special Issue: Linguistic complexity and instruction in second language acquisition | Effects of task type on morphosyntactic complexity across proficiency : evidence from a large learner corpus of A1 to C2 writings | Abstract PDF |
| Marije Michel, Akira Murakami, Theodora Alexopoulou, Detmar Meurers | ||
| Vol 3, No 1 (2019) | Frequency of Input: An Analysis at the Macro and Micro-levels of Learning Italian | Abstract PDF |
| Justin P. White, Alessia Martini | ||
| Vol 3, No 1 (2019) | How Vocabulary is Learned, by S. Webb and P. Nation (2017) | Abstract PDF |
| Jonathan Edward Malone | ||
| Vol 4, No 1 (2020) | Implicit and explicit corrective feedback and feedback exposure conditions | Abstract |
| Takehiro Iizuka, Kimi Nakatsukasa | ||
| Vol 1, No 1 (2017) | Instructed second language acquisition (ISLA): geopolitics, methodological issues, and some major research questions | Abstract |
| Michael H. Long | ||
| Vol 3, No 2 (2019): Special Issue: Linguistic complexity and instruction in second language acquisition | Investigating teachers’ perceptions of syntactic complexity in L2 academic writing | Abstract PDF |
| Folkert Kuiken, Ineke Vedder | ||
| Vol 2, No 1 (2018) | Is L2 vocabulary learned better via context or via translation? | Abstract |
| Michael John Alroe, Hayo Reinders, Punchalee Wasanasomsithi | ||
| Vol 3, No 2 (2019): Special Issue: Linguistic complexity and instruction in second language acquisition | Linguistic complexity and instruction in second language acquisition: introduction | Details PDF |
| Folkert Kuiken, Ineke Vedder, Marije Michel | ||
| Vol 2, No 2 (2018): Special Issue: Second Language Teaching and Generative Linguistics | No fear of George Kinglsley Zipf: Language classroom, statistics and Universal Grammar | Abstract |
| Stefano Rastelli, Kook-Hee Gil | ||
| Vol 4, No 1 (2020) | Pragmatic instruction in L2-Russian: a study on requests and advice | Abstract |
| Daniele Artoni, Valentina Benigni, Elena Nuzzo | ||
| Vol 3, No 1 (2019) | Second Language Acquisition in Action: Principles from Practice, by A. Nava and L. Pedrazzini (2018) | Abstract PDF |
| Margherita Berti | ||
| Vol 1, No 1 (2017) | Situating instructed language acquisition: facts about second language acquisition | Abstract |
| Bill VanPatten | ||
| Vol 2, No 2 (2018): Special Issue: Second Language Teaching and Generative Linguistics | Specificity and article use: a theoretically informed classroom intervention | Abstract |
| Mona Sabir | ||
| Vol 3, No 2 (2019): Special Issue: Linguistic complexity and instruction in second language acquisition | Structure-based or dynamic usage‑based instruction : long-term effects on (morpho)syntactic and lexical complexity in writing samples | Abstract PDF |
| Audrey Rousse-Malpat, Rasmus Steinkrauss, Marjolijn Verspoor | ||
| Vol 3, No 1 (2019) | Task-Based Approaches to Teaching and Assessing Pragmatics, edited by N. Taguchi and Y.-J. Kim (2018) | Abstract PDF |
| Sara Gesuato | ||
| Vol 4, No 1 (2020) | The effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language | Abstract |
| Isriani Hardini, Bruno Di Biase, Satomi Kawaguchi, Carol Reid | ||
| Vol 3, No 1 (2019) | The effects of explicit pronunciation instruction on the production of second language Spanish voiceless stops: a classroom study | Abstract PDF |
| Pablo Camus | ||
| Vol 3, No 1 (2019) | The effects of hybrid online planning and L2 proficiency on video-based speaking task performance | Abstract PDF |
| Zhan Wang, Peter Skehan, Gaowei Chen | ||
| Vol 2, No 1 (2018) | The effects of motivation on processing instruction in the acquisition of Modern Standard Arabic gender agreement | Abstract |
| Ayah Farhat, Alessandro Benati | ||
| Vol 3, No 1 (2019) | The effects of written corrective feedback: a critical synthesis of past and present research | Abstract PDF |
| Khaled Karim, Hossein Nassaji | ||
| Vol 2, No 2 (2018): Special Issue: Second Language Teaching and Generative Linguistics | The positive effect of explicit positive evidence : Hebrew speakers unlearning null subjects in L2 English | Abstract |
| Noa Brandel | ||
| Vol 2, No 1 (2018) | Using French Language Facebook Posts to Increase Beginning Students' Instrumentality and Cultural Interest | Abstract |
| Shelly Wyatt, Glenda Gunter | ||
| Vol 2, No 2 (2018): Special Issue: Second Language Teaching and Generative Linguistics | What absolute beginners learn from input : from laboratory to classroom research | Abstract |
| Susanne E. Carroll, Angela George | ||
| Vol 3, No 2 (2019): Special Issue: Linguistic complexity and instruction in second language acquisition | 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? | Abstract PDF |
| Rick de Graaff | ||
| 1 - 37 of 37 Items | ||
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