Articles in Journals Related to TESOL, 2011

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英語教學_{English Teaching & Learning} 36. 3 (2012 Special Issue): 181-226

Articles in Journals Related to TESOL, 2011

Applied Linguistics

Volume 32, Issue 1

Mann, S. A critical review of qualitative interviews in applied linguistics (pp. 6-24).

Talmy, S. The interview as collaborative achievement: Interaction, identity, and ideology in a speech event (pp. 25-42).

Miller, E. R. Indeterminacy and interview research: Co-constructing ambiguity and clarity in interviews with an adult immigrant learner of English (pp. 43-59).

Prior, M. T. Self-presentation in L2 interview talk: Narrative versions, accountability, and emotionality (pp. 60-76).

Roulston, K. Interview ‘problems’ as topics for analysis (pp. 77-94). Richards, K. Using micro-analysis in interviewer training:

‘Continuers’ and interviewer positioning (pp. 95-112).

****************************************************** Volume 32, Issue 2

Millar, N. The processing of malformed formulaic language (pp. 129-148).

Macintyre, P. D., & Legatto, J. J. A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect (pp. 149-171).

O’Halloran, K. Investigating argumentation in reading groups: Combining manual qualitative coding and automated corpus

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analysis tools (pp. 172-196).

Hughes, R., & Reed, B. S. Learning about speech by experiment: Issues in the investigation of spontaneous talk within the experimental research paradigm (pp. 197-214).

Tin, T. B. Language creativity and co-emergence of form and meaning in creative writing tasks (pp. 215-235).

****************************************************** Volume 32, Issue 3

Webb, S., & Kagimoto, E. Learning collocations: Do the number of collocates, position of the node word, and synonymy affect learning? (pp. 259-276).

Pounds, G. ‘Foreignizing’ or ‘domesticating’ the ideology of parental control in translating stories for children: Insights from contrastive discourse analysis (pp. 277-298).

Asención-Delaney, Y., & Collentine, J. A multidimensional analysis of a written L2 Spanish corpus (pp. 299-322).

Szczepaniak, R., & Lew, R. The role of imagery in dictionaries of idioms (pp. 323-327).

****************************************************** Volume 32, Issue 4

Hernández, L. P. Cognitive tools for successful branding (pp. 369-388).

Hyon, S. Evaluation in tenure and promotion letters: Constructing faculty as communicators, stars, and workers (pp. 389-407). Littlemore, J., Chen, P. T., Koester, A., & Barnden, J. Difficulties in

metaphor comprehension faced by international students whose first language is not English (pp. 408-429).

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Articles in Journals Related to TESOL, 2011

Wolter, B., & Gyllstad, H. Collocational links in the L2 mental lexicon and the influence of L1 intralexical knowledge (pp. 430-449).

****************************************************** Volume 32, Issue 5

Mulder, K., & Hulstijn, J. H. Linguistic skills of adult native speakers, as a function of age and level of education (pp. 475-494).

Kormos, J., Kiddle, T., & Csizér, K. Systems of goals, attitudes, and self-related beliefs in second-language-learning motivation (pp. 495-516).

Luzón, M. J. ‘Interesting post, but i disagree’: Social presence and antisocial behaviour in academic weblogs (pp. 517-540).

Forman, R. Humorous language play in a Thai EFL classroom (pp. 541-565).

CALICO Journal

Bueno Alastuey, M. C. Synchronous-voice computer-mediated communication: Effects on pronunciation (pp. 1-20).

Thouësny, S. Investigating learner variability: The impact of task type on language learners’ errors and mistakes (pp. 21-34).

Khamis, H. Communication strategies in computer-mediated communication: An Egyptian EFL context (pp. 35-48).

Stickler, U., & Hampel, R. CyberDeutsch: Language production and user preferences in a Moodle virtual learning environment (pp.

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49-73).

Cheng, R. Computer-mediated scaffolding in L2 students’ academic literacy development (pp. 74-98).

Dikili, S. The nature of automated essay scoring feedback (pp. 99-134).

Uzum, B. An investigation of alignment in CMC from a sociocognitive perspective (pp. 135-155).

Loucky, J. P. Comparing electronic dictionary functions and use (pp. 156-174).

Burston, J. Review of Crossword Compiler Ver. 8.1 (pp. 175-190). Burston, J. Review of WebSwami Ver. 1.4 (pp. 191-203).

Burston, J. Review of Soundbooth (pp. 204-215).

Rodriguez, J. C. Review of Transparent Language System Complete Edition (English) (pp. 216-228).

Wood, P. Review of Transparent Language System Complete Edition (German) (pp. 229-237).

Jones, L. C. Review of Byki French, Deluxe Edition (pp. 238-252). Ashby, W. Review of the Text Machine (pp. 253-260).

Yang, H. Review of SpellCheckPlus (pp. 261-267).

****************************************************** Volume 28, Issue 2

Thorne, S. L., & Smith, B. Second language development theories and technology-mediated language learning (pp. 268-277).

Gebhard, M., Shih, D.-s., & Seger, W. Blogging and emergent L2 literacy development in an Urban elementary school: A functional perspective1 (pp. 278-307).

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González-Lloret, M. Conversation analysis of computer-mediated communication (pp. 308-325).

Reinhardt, J., & Zander, V. Social networking in an intensive English program classroom: A language socialization perspective (pp. 326-344).

Mills, N. Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire (pp. 345-368).

Sauro, S. SCMC for SLA: A research synthesis (pp. 369-391).

Chun, D. M. Developing intercultural communicative competence through online exchanges (pp. 392-419).

Cotos, E. Potential of automated writing evaluation feedback (pp. 420-459).

Schuetze, U. Retention in SLA lexical processing (pp. 460-472). Blin, F. Computer supported collaborative writing in practice: An

activity theoretical study (pp. 473-497).

Lai, C., & Li, G. Technology and task-based language teaching: A critical review (pp. 498-521).

Kessler, G., & Bikowski, D. The influence of SLA training in curricular design among teachers in preparation (pp. 522-545). Iskold, L. Intermediate Ukrainian (pp. 546-559).

Sahin, M. Advanced Turkish (pp. 560-568).

Morningstar, K. D. Brave new digital classroom technology and foreign language learning (pp. 569-570).

******************************************************** Volume 28, Issue 3

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Caws, C., Hamel, M., & Schulze, M. CALL in Canada: Examples of current research -- Introduction to the special issue (pp. 1-7). Craven, M. Looking back: Tracing trends in Canadian CALL (pp.

9-17).

Weinberg, A., Knoerr, H., & Vandergrift, L. Creating podcasts for academic listening in French: Student perceptions of enjoyment and usefulness (pp. 588-605).

Kost, C. Investigating writing strategies and revision behavior in collaborative wiki projects (pp. 606-620).

Peters, M., Weinberg, A., Sarma, N., & Frankoff, M. From the mouths of Canadian university students: Web-based information-seeking activities for language learning (pp. 621-638).

Cobb, T., & Horst, M. Does Word Coach coach words? (pp. 639-661). Wood, P. Computer assisted reading in German as a foreign language,

developing and testing an NLP-based application (pp. 662-676). Allard, D., Bourdeau, J., & Mizoguchi, R. Addressing cultural and

native language interference in second language acquisition (pp. 677-698).

Hoven, D., & Palalas, A. (Re)Conceptualizing design approaches for mobile language learning (pp. 699-720).

Walker, N. R., Trofimovich, P., & Gatbonton, E. Using ASR technology in language training for specific purposes: A perspective from Quebec, Canada (pp. 721-743).

Thomson, R. I. Computer assisted pronunciation training: Targeting second language vowel perception improves pronunciation (pp. 744-765).

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Kissling, E. Transparent Spanish, Premium Edition (pp. 777-784).

Computer Assisted Language Learning

Amaral, L., Meurers, D., & Ziai, R. Analyzing learner language: Towards a flexible natural language processing architecture for intelligent language tutors (pp. 1-16).

Nakata, T. Computer-assisted second language vocabulary learning in a paired-associate paradigm: a critical investigation of flashcard software (pp. 17-38).

Yun, J. The effects of hypertext glosses on L2 vocabulary acquisition: a meta-analysis (pp. 39-58).

Chen, H.-J. H. Developing and evaluating a web-based collocation retrieval tool for EFL students and teachers (pp. 59-76).

Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., & Moonen, M. Verbal interaction in Second Life: Towards a pedagogic framework for task design (pp. 77-101).

******************************************************** Volume 23, Issue 2

Nah, K. C. Optimising the use of wireless application protocol (WAP) sites for listening activities in a Korean English as a foreign language (EFL) context (pp. 103-116).

Chen, H.-J. H. Developing and evaluating SynctoLearn, a fully automatic video and transcript synchronization tool for EFL learners (pp. 117-130).

McBride, K. The effect of rate of speech and distributed practice on the development of listening comprehension (pp. 131-154).

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Chang, C.-K., & Hsu, C.-K. A mobile-assisted synchronously collaborative translation-annotation system for English as a foreign language (EFL) reading comprehension (pp. 155-180). Yang, Y.-F. Engaging students in an online situated language learning

environment (pp. 181-198).

******************************************************** Volume 24, Issue 3

Ushioda, E. Language learning motivation, self and identity: Current theoretical perspectives (pp. 199-210).

Esit, Ö. Your verbal zone: An intelligent computer-assisted language learning program in support of Turkish learners’ vocabulary learning (pp. 211-232).

Pérez-Paredes, P., Sánchez-Tornel, M., Calero, J. M. A., & Jiménez, P. A. Tracking learners’ actual uses of corpora: Guided vs. non-guided corpus consultation (pp. 233-253).

Gao, Z.-M. Exploring the effects and use of a Chinese-English parallel concordance (pp. 255-275).

Wehner, A. K., Gump, A. W., & Downey, S. The effects of Second Life on the motivation of undergraduate students learning a foreign language (pp. 277-289).

******************************************************** Volume 24, Issue 4

Smith, S. Learner construction of corpora for general English in Taiwan (pp. 291-316).

Lai, C., & Gu, M. Self-regulated out-of-class language learning with technology (pp. 317-335).

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computer-mediated communication (pp. 337-352).

Kim, H. K. Promoting communities of practice among non-native speakers of English in online discussions (pp. 353-370).

Wold, K. A. Blending theories for instructional design: creating and implementing the structure, environment, experience, and people (SEEP) model (pp. 371-382).

******************************************************** Volume 24, Issue 5

Gorjian, B., Moosavinia, S. R., Kavari, K. E., Asgari, P., & Hydarei, A. The impact of asynchronous computer-assisted language learning approaches on English as a foreign language high and low achievers’ vocabulary retention and recall (pp. 383-391). Gardoso, W. Learning a foreign language with a learner response

system: The students’ perspective (pp. 393-417).

Alastuey, M. C. B. Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom (pp. 419-432).

Strobl, C., & Jacobs, G. Assessing QuADEM: Preliminary notes on a new method for evaluating online language learning courseware (pp. 433-449).

Chen, I.-J., & Chang, C.-C. Content presentation modes in mobile language listening tasks: English proficiency as a moderator (pp. 451-470).

Garcia, I., & Pena, M. I. Machine translation-assisted language learning: Writing for beginners (pp. 471-487).

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ELT Journal

Lee, I. Feedback revolution: What gets in the way? (pp. 1-12).

Scheffler, P., & Cinciała, M. Explicit grammar rules and L2 acquisition (pp. 13-23).

Jones, C., & Waller, D. If only it were true: The problem with the four conditionals (pp. 24-32).

Rebuck, M. Using the L1 ‘errors’ of native speakers in the EFL classroom (pp. 33-41).

Dooly, M., & Masats, D. Closing the loop between theory and praxis: New models in EFL teaching (pp. 42-51).

Renandya W. A., & Farrell, T. S. C. ‘Teacher, the tape is too fast!’ Extensive listening in ELT (pp. 52-59).

Ning, H. Adapting cooperative learning in tertiary ELT (pp. 60-70). Tavakoli, P. Pausing patterns: differences between L2 learners and

native speakers (pp. 71-79).

******************************************************** Volume 65, Issue 2

Rivers, D. J. Politics without pedagogy: Questioning linguistic exclusion (pp. 103-113).

Bullock, D. Learner self-assessment: An investigation into teachers’ beliefs (pp. 114-125).

Gün, B. Quality self-reflection through reflection training (pp. 126-135).

Wette, R. Product-process distinctions in ELT curriculum theory and practice (pp. 136-144).

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teachers’ responses (pp. 145-153).

Kim, E.-Y. Using translation exercises in the communicative EFL writing classroom (pp. 154-160).

Macalister, J. Today’s teaching, tomorrow’s text: Exploring the teaching of reading (pp. 161-169).

Shahini, G., & Riazi, A. M. A PBLT approach to teaching ESL speaking, writing, and thinking skills (pp. 170-179).

******************************************************** Volume 65, Issue 3

Wharton, S. Critical text analysis: Linking language and cultural studies (pp. 221-229).

Mok, J. A case study of students’ perceptions of peer assessment in Hong Kong (pp. 230-239).

Xie, X. Turn allocation patterns and learning opportunities (pp. 240-250).

Fenton-Smith, B., & Stillwell, C. Reading discussion groups for teachers: Connecting theory to practice (pp. 251-259).

Harumi, S. Classroom silence: Voices from Japanese EFL learners (pp. 260-269).

Copland, F., & Neokleous, G. L1 to teach L2: Complexities and contradictions (pp. 270-280)

Kuo, I.-C. Student perceptions of student interaction in a British EFL setting (pp. 281-290).

******************************************************** Volume 65, Issue 4

Reber, E. Interjections in the EFL classroom: Teaching sounds and sequences (pp. 365-275).

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Holmes, J., & Riddiford, N. From classroom to workplace: Tracking socio-pragmatic development (pp. 376-386).

Evans, S., & Morrison, B. The first term at university: Implications for EAP (pp. 387-397).

Ruecker, T. The potential of dual-language cross-cultural peer review (pp. 398-407).

Cross, J. Metacognitive instruction for helping less-skilled listeners (pp. 408-416).

Wyatt, M. Teachers researching their own practice (pp. 417-425). Hamano-Bunce, D. Talk or chat? Chatroom and spoken interaction in

a language classroom (pp. 426-436).

Trajtemberg, C., & Yiakoumetti, A. Weblogs: A tool for EFL interaction, expression, and self-evaluation (pp. 437-445).

Yáñez, L., & Coyle, Y. Children’s perceptions of learning with an interactive whiteboard (pp. 446-457).

Yuen, K.-M. The representation of foreign cultures in English textbooks (pp. 458-466).

English for Specific Purposes

Soler-Monreal, C., Carbonell, M., & Gil-Salom, L. A contrastive study of the rhetorical organisation of English and Spanish PhD thesis introductions (pp. 4-17).

Pérez-Llantada, C., Plo, R., & Ferguson, G. R. “You don’t say what you know, only what you can”: The perceptions and practices of senior Spanish academics regarding research dissemination in

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English (pp. 18-30).

Gray, B., & Cortes, V. Perception vs. evidence: An analysis of this and these in academic prose (pp. 31-43).

Kuteeva, M. Wikis and academic writing: Changing the writer-reader relationship (pp. 44-57).

Durrant, P., & Mathews-Aydinli, J. A function-first approach to identifying formulaic language in academic writing (pp. 58-72). ******************************************************** Volume 30, Issue 2

Hanford, M., & Matous, P. Lexicogrammar in the international construction industry: A corpus-based case study of Japanese-Hong-Kongese on-site interactions in English (pp. 87-100).

Walker, C. How a corpus-based study of the factors which influence collocation can help in the teaching of business English (pp. 101-112).

Koyalan, A., & Mumford, S. Changes to English as an Additional Language writers’ research articles: From spoken to written (pp. 113-123).

Soler, V. Comparative and contrastive observations on scientific titles written in English and Spanish (pp. 124-137).

Lung, J. Discursive hierarchical patterning in Economics cases (pp. 138-149).

******************************************************** Volume 30, Issue 3

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to prove knowledge claims (pp. 164-175).

Peters, S. Asserting or deflecting expertise? Exploring the rhetorical practices of master’s theses in the philosophy of education (pp. 176-185).

Dahm, M. Exploring perception and use of everyday language and medical terminology among international medical graduates in a medical ESP course in Australia (pp. 186-197).

Evan, S., & Morrison, B. Meeting the challenges of English-medium higher education: The first-year experience in Hong Kong (pp. 198-208).

Thøgersen, J., & Airey, J. Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style (pp. 209-221).

Chang, C.-F., & Kuo, C.-H. A corpus-based approach to online materials development for writing research articles (pp. 222-234).

******************************************************** Volume 30, Issue 4

Hsu, W. The vocabulary thresholds of business textbooks and business research articles for EFL learners (pp. 247-257).

Milagros, M., & Rubio, S. A pragmatic approach to the macro-structure and metadiscoursal features of research article (pp. 258-271).

Chou, M.-h. The influence of learner strategies on oral presentations: A comparison between group and (pp. 272-285).

Hyland, K. The presentation of self in scholarly life: Identity and marginalization in academic homepages (pp. 286-297).

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Tessuto, G. Legal Problem Question Answer Genre across jurisdictions and cultures (pp. 298-309).

Foreign Language Annals

Byrd, D. R., Hlas, A. C., Watzke, J., & Valencia, M. F. M. An examination of culture knowledge: A study of L2 teachers’ and teacher educators’ beliefs and practices (pp. 4-39).

Carreira, M., & Kagan, O. The Results of the National Heritage Language Survey: Implications for teaching, curriculum design, and professional development (pp. 40-64).

Miao, P., & Heining-Boynton, A. L. Initiation/response/follow-up, and response to intervention: Combining two models to improve teacher and student performance (pp. 65-79).

Koike, D. A., & Palmiere, D. T. L. First and second language pragmatics in third language oral and written modalities (pp. 80-104).

Brown, N. A., Solovieva, R. V., & Eggett, D. L. Qualitative and quantitative measures of second language writing: Potential outcomes of informal target language learning abroad (pp. 105-121).

Hong, W. Refusals in Chinese: How do L1 and L2 differ? (pp. 122-136).

Saugera, V. Scriptwriting as a tool for learning stylistic variation (pp. 137-152).

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153-180).

Zayafoon, L. B. Y. Teaching about women and Islam in North Africa: integrating postcolonial feminist theory in the classroom (pp. 181-233).

******************************************************** Volume 44, Issue 2

Sullivan, J. H. Taking charge: Teacher candidates’ preparation for the oral proficiency interview (pp. 241-257).

Pufahl, I., & Rhodes, N. Foreign language instruction in U.S. Schools: Results of a national survey of elementary and secondary schools (pp. 258-288).

Haleey, M. H., & Ferro, M. S. Understanding the perceptions of Arabic and Chinese teachers toward transitioning into U.S. schools (pp. 289-307).

Correa, M. Advocating for critical pedagogical approaches to teaching Spanish as a heritage language: Some considerations (pp. 308-320).

Beaidrie, S. M. Spanish heritage language programs: A snapshot of current programs in the Southwestern United States (pp. 321-337).

Rabin, L. M. Community service and activism in heritage languages, New York City, 1915-1956 (pp. 338-352).

Vogel, S., Herron, C., Cole, S. P., & York, H. Effectiveness of a guided inductive versus a deductive approach on the learning of grammar in the intermediate-level college French classroom (pp. 353-380).

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high school and gap-year exchange students (pp. 381-398). Wang, H.-C., & Shih, S.-C. The role of language for thinking and task

selection in EFL learners’ oral collocational production (pp. 399-416).

Chien, S.-C. Discourse organization in high school students’ writing and their teachers’ writing instruction: The case of Taiwan (pp. 417-435).

******************************************************** Volume 44, Issue 3

Anya, U. Connecting with communities of learners and speakers: Integrative ideals, experiences, and motivations of successful black second language learners (pp. 441-466).

Jean, G., & Simard, D. Grammar teaching and learning in L2: Necessary, but boring? (pp. 467-494).

Ducate, L. C., Anderson, L. L., & Mereno, N. Wading through the world of wikis: An analysis of three wiki projects (pp. 495-524). Byram, K. Using the concept of perspective to integrate cultural,

communicative, and form-focused language instruction (pp. 525-543).

Castañeda, M. E., & Zirger, M. Making the most of the “new” study abroad: Social capital and the short-term sojourn (pp. 544-564). Marqués-Pascual, L. Study abroad, previous language experience, and

Spanish L2 development (pp. 565-582).

Overland, P., Fields, L., & Noonan, J. Can communicative principles enhance classical language acquisition? (pp. 583-598).

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Davin, K., Troyan, F. J., Donato, R., & Hellman, A. Research on the integrated performance assessment in an early foreign language learning program (pp. 605-625).

Abraham, L. B., & Williams, L. Expanding discourse options through computer-mediated communication: Guiding learners toward autonomy (pp. 626-645).

Comer, W. J., & deBenedette, L. Processing instruction and Russian: Further evidence is IN (pp. 646-673).

Wei, M. A comparative study of the oral proficiency of Chinese learners of English across task functions: A discourse marker perspective (pp. 674-691).

Castañeda, D. A. The effects of instruction enhanced by video/photo blogs and wikis on learning the distinctions of the Spanish preterite and imperfect (pp. 692-711).

Mady, C. The results of short-term bilingual exchanges keep on ticking: Long-term impacts of brief bilingual exchanges (pp. 712-726.

Tsou, W. The application of readers theater to FLES (foreign language in the elementary schools) reading and writing (pp. 727-748).

Journal of English for Academic Purposes

Hamp-Lyons, L. English for academic purposes: 2011 and beyond (pp. 2-4).

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in Malaysian classrooms: The impact of teacher beliefs on classroom practices and student learning (pp. 5-18).

Arnó-Macià, E., & Rueda-Ramos, C. Promoting reflection on science, technology, and society among engineering students through an EAP online learning environment (pp. 19-31).

Miller, D. ESL reading textbooks vs. university textbooks: Are we giving our students the input they may need? (pp. 32-46).

Charles, M. Adverbials of result: Phraseology and functions in the problem-solution pattern (pp. 47-60).

******************************************************** Volume 10, Issue 2

Lynch, T. Academic listening in the 21st century: Reviewing a decade of research (pp. 79-88).

Taylor, L., & Geranpayeh, A. Assessing listening for academic purposes: Defining and operationalising the test construct (pp. 89-101).

Field, J. Into the mind of the academic listener (pp. 102-112). Graham, S. Self-efficacy and academic listening (pp. 113-117). ******************************************************** Volume 10, Issue 3

Yayli, D. From genre awareness to cross-genre awareness: A study in an EFL context (pp. 121-129).

Yoon, C. Concordancing in L2 writing class: An overview of research and issues (pp. 130-139).

Chang, P., & Schleppegrell, M. Taking an effective authorial stance in academic writing: Making the linguistic resources explicit for L2

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writers in the social sciences (pp. 140-151).

Mansourizadeh, K., & Ahmad, U. K. Citation practices among non-native expert and novice scientific writers (pp. 152-161). Eckstein, G., Chariton, J., & McCollum, R. M. Multi-draft composing:

An iterative model for academic argument writing (pp. 162-172). Terraschke, A., & Wahid, R. The impact of EAP study on the

academic experiences of international postgraduate students in Australia (pp. 173-182).

Grant, L. E. The frequency and functions of just in British academic spoken English (pp. 183-197).

******************************************************** Volume 10, Issue 4

Kumar, V., & Stracke, E. Examiners’ reports on theses: Feedback or assessment? (pp. 211-222).

Kuzborska, I. Teachers’ decision-making processes when designing EAP reading materials in a Lithuanian university setting (pp. 223-237).

Sheldon, E. Rhetorical differences in RA introductions written by English L1 and L2 and Castilian Spanish L1 writers (pp. 238-251).

Tatzl, D. English-medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences and challenges (pp. 252-270).

Liu, J.-Y., Chang, Y.-J., Yang, F.-Y., & Sun, Y.-C. Is what I need what I want? Reconceptualising college students’ needs in English courses for general and specific/academic purposes (pp. 271-280).

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Journal of Second Language Writing

Gentil, G. A biliteracy agenda for genre research (pp. 6-23).

Costino, K. A., & Hyon, S. Sidestepping our “scare words”: Genre as a possible bridge between L1 and L2 compositionists (pp. 24-44).

Gebhard, M., & Harman, R. Reconsidering genre theory in K-12 schools: A response to school reforms in the United States (pp. 45-55).

John, A. M. The future of genre in L2 writing: Fundamental, but contested, instructional decisions (pp. 56-68).

Cheng, A. Language features as the pathways to genre: Students’ attention to non-prototypical features and its implications (pp. 69-82).

******************************************************** Volume 20, Issue 2

Negretti, R., & Kuteeva, M. Fostering metacognitive genre awareness in L2 academic reading and writing: A case study of pre-service English teachers (pp. 95-110).

Yasuda, S. Genre-based tasks in foreign language writing: Developing writers’ genre awareness, linguistic knowledge, and writing competence (pp. 111-133).

DePalma, M.-J., & Ringer, J. M. Toward a theory of adaptive transfer: Expanding disciplinary discussions of “transfer” in second-language writing and composition studies (pp. 134-147).

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Kormos, J. Task complexity and linguistic and discourse features of narrative writing performance (pp. 148-161).

******************************************************** Volume 20, Issue 3

Enright, K. A., & Gilliland, B. Multilingual writing in an age of accountability: From policy to practice in U.S. high school classrooms (pp. 182-195).

Fránquiz M. E., & Salinas, C. S. Newcomers developing English literacy through historical thinking and digitized primary sources (pp. 196-210)

Kibler, A. “I write it in a way that people can read it”: How teachers and adolescent L2 writers describe content area writing (pp. 211-226).

******************************************************** Volume 20, Issue 4

Ryshina-Pankova, M. Developmental changes in the use of interactional resources: Persuading the reader in FL book reviews (pp. 243-256).

Liu, Y. Power perceptions and negotiations in a cross-national email writing activity (pp. 257-270).

Crossley, S. A., & McNamara, D. S. Shared features of L2 writing: Intergroup homogeneity and text classification (pp. 271-285). Shehadeh, A. Effects and student perceptions of collaborative writing

in L2 (pp. 286-305).

Language Learning

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Edwards, R., & Collins, L. Lexical frequency profiles and Zipf’s law (pp. 1-30).

Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de Glopper, K. Modeling the development of L1 and EFL writing proficiency of secondary school students (pp. 31-79).

Sagarra, N., & Herschensohn, J. Proficiency and animacy effects on L2 gender agreement processes during comprehension (pp. 80-116).

Serrano, R. The time factor in EFL classroom practice (pp. 117-145). Park, E. S. Learner-generated noticing of written L2 input: What do

learners notice and why? (pp. 146-186).

Rai, M. K., Loschky, L. C., Harris, R. J., Peck, N. R., & Cook, L. G. Effects of stress and working memory capacity on foreign language readers’ inferential processing during comprehension (pp. 187-218).

Vidal, K. A comparison of the effects of reading and listening on incidental vocabulary acquisition (pp. 219-258).

Trude, A. M., & Tokowics, N. Negative transfer from Spanish and English to Portuguese pronunciation: The roles of inhibition and working memory (pp. 259-280).

van Gelderen, A., Oostdam, R., & van Schooten, E. Does foreign language writing benefit from increased lexical fluency? Evidence from a classroom experiment (pp. 281-321).

******************************************************** Volume 61, Issue s1

Robinson, P. Task-based language learning: A review of issues (pp. 1-36).

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Tavakoli, P., & Foster, P. Task design and second language performance: The effect of narrative type on learner output (pp. 37-72).

ALbert, A., & Komors, J. Creativity and narrative task performance: An exploratory study (pp. 73-99).

Kim, Y.-J. The Role of Task-induced involvement and learner proficiency in L2 vocabulary acquisition (pp. 100-140).

Toth, P. D. Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for morphosyntactic development (pp. 141-188).

Gass, S., Mackey, A., & Ross-Feldman, L. Task-based interactions in classroom and laboratory settings (pp. 189-220).

******************************************************** Volume 61, Issue 2

Elgort, I. Deliberate learning and vocabulary acquisition in a second language (pp. 367-413).

Wu, S.-L. Learning to Express Motion Events in an L2: The case of Chinese directional complements (pp. 414-454).

Baten, K. Processability theory and German case acquisition (pp. 455-505).

Strapp, C. M., Helmick, A. L., Tonkovich, H. M., & Bleakney, D. M. Effects of negative and positive evidence on adult word learning (pp. 506-532).

de Jong, N., & Perfetti, C. A. Fluency training in the ESL classroom: An experimental study of fluency development and proceduralization (pp. 533-568).

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advantages of lexical bundles: Evidence from self-paced reading and sentence recall tasks (pp. 569-613).

Bolger, P., & Zapata, G. Semantic categories and context in L2 vocabulary learning (pp. 614-646).

Laufer, B., & Waldman, T. Verb-noun collocations in second language writing: A corpus analysis of learners’ English (pp. 647-672).

****************************************************** Volume 61, Issue 3

Jeong, H., Hashizume, H., Sugiura, M., Sassa, Y., Yokoyama, S., & Shiozaki, S. Testing second language oral proficiency in direct and semidirect settings: A social-cognitive neuroscience perspective (pp. 675-699).

Hirata-Edds, T. Influence of second language Cherokee immersion on children’s development of past tense in their first language, English (pp. 700-733).

Nicoladis, E., & Marchak, K. Le carte blanc or la carte blanche? Bilingual children’s acquisition of French adjective agreement (pp. 734-758).

Simard, D., & Jean, G. An exploration of L2 teachers’ use of pedagogical interventions devised to draw L2 learners’ attention to form (pp. 759-785).

Gilmore, A. “I prefer not text”: Developing Japanese learners’ communicative competence with authentic materials (pp. 786-819).

Cross, J. Social-cultural-historical contradictions in an L2 listening lesson: A joint activity system analysis (pp. 820-867).

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Andringa, S., de Glopper, K., & Hacquebord, H. Effect of explicit and implicit instruction on free written response task performance (pp. 868-903).

Taguchi, N. The Effect of L2 proficiency and study-abroad experience on pragmatic comprehension (pp. 904-939).

Jiang, N., Novokshanova, E., Masuda, K., & Wang, X. Morphological congruency and the acquisition of L2 morphemes (pp. 940-967).

Ockey, G. Self-consciousness and assertiveness as explanatory variables of L2 oral ability: A latent variable approach (pp. 968-989).

****************************************************** Volume 61, Issue 4

Back, M. Legitimate peripheral participation and language learning: Two Quichua learners in a transnational community (pp. 1039-1057).

Marsden, E., & Chen, H.-Y. The roles of structured input activities in processing instruction and the kinds of knowledge they promote (pp. 1058-1098).

Lee, C. H., & Kalyuga, S. Effectiveness of different pinyin presentation formats in learning Chinese characters: A cognitive load perspective (pp. 1099-1118).

Liu, Y., Wang, M., Perfetti, C. A., Brubacker, B., Wu, S., & MacWhinny, B. Learning a tonal language by attending to the tone: An in vivo experiment (pp. 1119-1141).

Brooks, P. J., Kempe, V., & Donachie, A. Second language learning benefits from similarity in word endings: Evidence from

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Russian (pp. 1142-1172).

Aarts, R., Demir, S., & Vallen, T. Characteristics of academic language register occurring in caretaker-child interaction: Development and validation of a coding scheme (pp. 1173-1221).

Xi, X., & Mollaun, P. Using raters from India to score a large-scale speaking test (pp. 1222-1255).

Edwards, J. G. H. Deletion of /t, d/ and the acquisition of linguistic variation by second language learners of English (pp. 1256-1301).

Bochner, J. H., Christie, K., Hauser, P. C., & Searts, J. M. When is a difference really different? Learners’ discrimination of linguistic contrasts in American Sign Language (pp. 1302-1327).

Kozaki, Y., & Ross, S. J. Contextual dynamics in foreign language learning motivation (pp. 1328-1354).

******************************************************

Language Learning & Technology

Bower, J. Negotiation of meaning and corrective feedback in Japanese/English eTandem (pp. 41-71).

Vinagre, M. Computer-mediated corrective feedback and language accuracy in telecollaborative exchanges (pp. 72-103).

Kabata, K. Tandem language learning through a cross-cultural keypal project (pp. 104-121).

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Yang, Y.-F. Learner interpretations of shared space in multilateral English blogging (pp.122-146).

Stickler, U. LITERALIA: Towards developing intercultural maturity online (pp. 147-168).

******************************************************** Volume 15, Issue 2

Cross, J. Comprehending news videotexts: The Influence of the visual content (pp. 44-68).

Dooly, M. Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process (pp. 69-91). Pasfield-Neofitou, S. Online domains of language use: Second

language learners’ experiences of virtual community and foreignness (pp. 92-108).

******************************************************** Volume 15, Issue 3

Collentine, K. Learner autonomy in a task-based 3D world and production (pp. 50-67).

Hafner, C. A., & Miller, L. Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment (pp. 68-85).

Lee, L. Blogging: Promoting learner autonomy and intercultural competence through study abroad (pp. 87-109).

Nielson, K. B. Self-study with language learning software in the workplace: What happens? (pp. 110-129).

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Language Testing

Fulcher, G., Davidson, F., & Kemp, J. Effective rating scale development for speaking tests: Performance decision trees (pp. 5-29).

Zhang, Y., & Elder, C. Judgments of oral proficiency by non-native and native English speaking teacher raters: Competing or complementary constructs? (pp. 31-50).

Barkaoui, K. Think-aloud protocols in research on essay rating: An empirical study of their veridicality and reactivity (pp. 51-75). Gao, L., & Rogers, T. Use of tree-based regression in the analyses of

L2 reading test items (pp. 77-104).

Schmitt, N., Ching, J. W., & Garras, J. The Word Associates Format: Validation evidence (pp. 105-126).

O’Toole, J., & King, R. The deceptive mean: Conceptual scoring of cloze entries differentially advantages more able readers (pp. 127-144).

******************************************************** Volume 28, Issue 2

Bae, J., & Lee, Y.-S. The validation of parallel test forms: ‘Mountain’ and ‘beach’ picture series for assessment of language skills (pp. 155-177).

Knoch, U. Investigating the effectiveness of individualized feedback to rating behavior -- A longitudinal study (pp. 179-200).

Carey, M. D., Mannell, R. H., & Dunn, P. K. Does a rater’s familiarity with a candidate’s pronunciation affect the rating in oral proficiency interviews? (pp. 201-219).

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Cheng, L., Andrews, S., & Yu, Y. Impact and consequences of school-based assessment (SBA): Students’ and parents’ views of SBA in Hong Kong (pp. 221-249).

Huang, S.-C. Convergent vs. divergent assessment: Impact on college EFL students’ motivation and self-regulated (pp. 251-271).

Fairclough, M. Testing the lexical recognition task with Spanish/English bilinguals in the United States (pp. 273-297). ******************************************************** Volume 28, Issue 3

Bunch, M. B. Testing English language learners under No Child Left Behind (pp. 323-341).

Bailey, A., & Huang, B. H. Do current English language development/proficiency standards reflect the English needed for success in school? (pp. 343-365).

Llosa, L. Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research (pp. 367-382).

Kenyon, D. M., MacGregot, D., Li, D., & Cook, G. Issues in vertical scaling of a K-12 English language proficiency test (pp. 383-400).

Stansfield, C. W. Oral translation as a test accommodation for ELLs (pp. 401-416).

******************************************************** Volume 28, Issue 4

McNamara, T. Applied linguistics and measurement: A dialogue (pp. 435-440).

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incorporate complexities of testing in the language domain (pp. 441-462).

Roever, C. Testing of second language pragmatics: Past and future (pp. 463-481).

Nakatsuhara, F. Effects of test-taker characteristics and the number of participants in group oral tests (pp. 483-508).

Kim, Y.-H. Diagnosing EAP writing ability using the Reduced Reparameterized Unified Model (pp. 509-541).

Lim, G. S. The development and maintenance of rating quality in performance writing assessment: A longitudinal study of new and experienced raters (pp. 543-560).

Crossley, S. A., Salsbury, T., McNamara, D. S., & Javis, S. Predicting lexical proficiency in language learner texts using computational indices (pp. 561-580).

Modern Language Journal

Toth, P. D. Social and cognitive factors in making teacher-led classroom discourse relevant for second language development (pp. 125).

Schmitt, N., Jiang, X., & Grabe, W. The percentage of words known in a text and reading comprehension (pp. 26-43).

Akbari, R., & Dadvand, B. Does formal teacher education make a difference? A comparison of pedagogical thought units of B.A. versus M.A. teachers (pp. 44-60).

Mills, N. Teaching assistants’ self-efficacy in teaching literature: Sources, personal assessments, and consequences (pp. 61-80).

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MacIntyre, P. D., Burns, C., & Jessome, A. Ambivalence about communicating in a second language: A qualitative study of French immersion students’ willingness to communicate (pp. 81-96).

Matsumoto, Y. Successful ELF communications and implications for ELT: Sequential Analysis of ELF pronunciation negotiation strategies (pp. 97-114).

Yilmaz, Y. Task effects on focus on form in synchronous computer-mediated communication (pp. 115-132).

******************************************************** Volume 95, Issue 2

Dippold, D. Argumentative discourse in L2 German: A sociocognitive perspective on the development of facework strategies (pp. 171-187).

Gatbonton, E., Trofimovich, P., & Segalowitz, N. Ethnic group affiliation and patterns of development of a phonological variable (pp. 188-204).

Pein, M. V., & Tarriba, J. Testing the development of linguistic knowledge in adult naïve learners of American Sign Language (pp. 205-216).

Jeon, E. H. Contribution of morphological awareness to second-language reading comprehension (pp. 217-235).

Kanno, Y., & Stuart, C. Learning to become a second language teacher: Identities-in-practice (pp. 236-252).

Sparks, R., Humbach, N., Patton, J., & Ganschow, L. Subcomponents of second-language aptitude and second-language proficiency (pp. 253-273).

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living in foreign language housing: The effect of language use and second-language type on oral proficiency gains (pp. 274-290).

******************************************************** Volume 95, Issue 3

Francesshini, R. Multilingualism and multicompetence: A conceptual view (pp. 344-355).

Cenoz, J., & Gorter, D. Focus on Multilingualism: A study of trilingual writing (pp. 356-369).

Wei, L. Multilinguality, multimodality, and multicompetence: Code- and modeswitching by minority ethnic children in complementary schools (pp. 370-384).

Garcia, O., & Sylvan, C. Pedagogies and practices in multilingual classrooms: Singularities in pluralities (pp. 385-400).

Canagarajah, S. Codemeshing in academic writing: Identifying teachable strategies of translanguaging (pp. 401-417).

Shohamy, E. Assessing multilingual competencies: Adopting construct valid assessment policies (pp. 418-429).

McNamara, T. Multilingualism in education: A poststructuralist critique (pp. 430-441).

Gorter, D., & Cenoz, J. A multilingual approach: Conclusions and future perspectives: Afterword (pp. 442-445).

******************************************************** Volume 95, Issue s1

Burnett, J. Two case studies of secondary language teaching: A critical look at the intersection of management and the local and social realities that shape our classrooms (pp. 4-26).

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Drewelow, I. Learners’ selective perceptions of information during instructed learning in French: Consequences (pp. 27-41).

Adams, R., Nuevo, A. M., & Egi, T. Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner-learner interactions? (pp. 42-63). He, A. Possibility of crosslingual transfer: A comparative study of

Chinese (L1) and English (L2) lessons (pp. 64-80).

Lai, C., Zhao, Y., & Wang, J. Task-based language teaching in online ab initio foreign language classrooms (pp. 81-103).

Lyddon, P. A. The efficacy of corrective feedback and textual enhancement in promoting the acquisition of grammatical redundancies (pp. 104-129).

Miller, E. R., & Zuengler, J. Negotiating access to learning through resistance to classroom practice (pp. 130-147).

Pomerantz, A., & Bell, N. D. Humor as safe house in the foreign language classroom (pp. 148-161).

Révész, A. Task complexity, focus on L2 constructions, and individual differences: A classroom-based study (pp. 162-181). Turnbull, M., Cormier, M., & Bourque, J. The first language in

science class: A quasi-experimental study in late French immersion (pp. 182-198).

******************************************************** Volume 95, Issue 4

Leeman, J., Rabin, L., Román-mendoza, E. Identity and activism in heritage language education (pp. 481-495).

Erler, L., & Macaro, E. Decoding ability in French as a foreign language and language learning motivation (pp. 496-518).

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context: Japanese language learners’ use of the interactional particle ne (pp. 519-540).

Pytlyk, C. Shared orthography: Do shared written symbols influence the perception of L2 sounds? (pp. 541-557).

Sammy, K., Kim, S., Lee, J. A., & Kasai, M. A participative inquiry in a TESOL program: Development of three NNES graduate students’ legitimate peripheral participation to fuller participation (pp. 558-574).

Shi, X. Negotiating power and access to second language resources: A study on short-term Chinese MBA students in America (pp. 575-588).

Song, S., & Kellogg, D. Word meaning as a palimpsest: A defense of sociocultural theory (pp. 589-604).

Taguchi, N. Pragmatic development as a dynamic, complex process: General patterns and case histories (pp. 605-627).

Second Language Research

Rothman, J., Iverson, M., & Judy, T. Introduction: Some notes on the generative study of L3 acquisition (pp. 5-19).

Montrul, S., Dias, R., & Santos, H. Clitics and object expression in the L3 acquisition of Brazilian Portuguese: Structural similarity matters for transfer (pp. 21-58).

Falk, Y., & Bardel, C. Object pronouns in German L3 syntax: Evidence for the L2 status factor (pp. 59-82).

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generative account (pp. 83-105).

Rothman, J. L3 syntactic transfer selectivity and typological determinacy: The typological primacy model (pp. 107-127). del Pilar, M., Mayo, G., & Olaizola, I. V. The development of

suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals (129-149).

******************************************************** Volume 27, Issue 2

Nelson, R. Vigilance, expectancy, and noise: Attention in second language lexical learning and memory (pp. 153-171).

Papadopoulou, D., Varlokosta, S., Spyropoulos, V., Kaili, H., Prokou, S., & Revithiadou, A. Case morphology and word order in second language Turkish: Evidence from Greek learners (pp. 173-204).

Kweon, S.-O., & Bley-Vroman, R. Acquisition of the constraints on wanna contraction by advanced second language learners: Universal grammar and imperfect knowledge (pp. 207-228). Shea, C. E., & Curtin, S. Experience, representations and the

production of second language allophones (pp. 229-250).

Siyanova-Chanturia, A., Conklin, K., & Schmitt, N. Adding more fuel to the fire: An eye-tracking study of idiom processing by native and non-native speakers (pp. 251-272).

Eckman, F. R. Review article: Spanish-English and Portuguese-English interlanguage phonology (pp. 273-282).

******************************************************** Volume 27, Issue 3

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through to Universal Grammar: Spatial modifiers in second language acquisition (pp. 289-311).

Schulz, B. Syntactic creativity in second language English: Wh-scope marking in Japanese-English interlanguage (pp. 313-341).

Salsbury, T., Crossley, S. A., & McNamara, D. S. Psycholinguistic word information in second language oral discourse (pp. 343-360).

Donaldson, B. Nativelike right-dislocation in near-native French (pp. 361-390).

Vokic, G. When alphabets collide: Alphabetic first-language speakers’ approach to speech production in an alphabetic second language (pp. 391-417).

Spinner, P. Review article: Second language acquisition of Bantu languages: A (mostly) untapped research opportunity (pp. 418-430).

******************************************************** Volume 27, Issue 4

Cardoso, W. The development of coda perception in second language phonology: A variationist perspective (pp. 433-465).

Costello, W., & Shirai, Y. The Aspect Hypothesis, defective tense, and obligatory contexts: Comments on Haznedar, 2007 (pp. 467-480).

Jegerski, J., VanPatten, B., & Keating, G. D. Cross-linguistic variation and the acquisition of pronominal reference in L2 Spanish (pp. 481-507).

Charters, H., Dao, L., & Jansen, L. Reassessing the applicability of processability theory: The case of nominal plural (pp. 509-533).

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Han, J.-I., Hwang, J.-B., & Choi, T.-H. The acquisition of phonetic details: Evidence from the production of English reduced vowels by Korean learners (pp. 535-557).

Studies in Second Language Acquisition

Charkova, K. D., & Halliday, L. J. Second- and foreign-language variation in tense backshifting in indirect reported speech (pp. 1-32).

Leung, J. H. C., & Williams, J. N. The implicit learning of mappings between forms and contextually derived meanings (pp. 33-55). Lee-Ellis, S. The elicited production of Korean relative clauses by

heritage speakers (pp. 57-89).

Tolentino, L. C., & Tokowicz, N. Across languages, space, and time -- A review of the role of cross-language similarity in L2 (morpho) syntactic processing as revealed by fMRI and ERP methods (pp. 91-125).

******************************************************** Volume 33, Special Issue 2

Montrul, S. Introduction -- The linguistic competence of heritage speakers (pp. 155-161).

Montrul, S. Morphological errors in Spanish second language learners and heritage speakers (pp. 163-192).

Keating, G. D., & VanPatten, B. Who was walking on the beach? -- Anaphora resolution in Spanish heritage speakers and adult second language learners (pp. 193-221).

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O’Grady, W., Kwak, H.-Y., Lee, O.-S., & Lee, M. An emergentist perspective on heritage language acquisition (pp. 223-245). Bowles, M. A. Measuring implicit and explicit linguistic knowledge

-- What can heritage language learners contribute? (pp. 247-271).

Albirini, A., Benmamoun, E., & Saadah, E. Grammatical features of Egyptian and Palestinian Arabic heritage speakers’ oral production (pp. 273-303).

Polinsky, M. Reanalysis in adult heritage language -- New evidence in support of attrition (pp. 305-328).

******************************************************** Volume 33, Issue 3

Tremblay, A. Proficiency assessment standards in second language acquisition research -- “Clozing” the gap (pp. 339-372).

Fitzpatrick, T., & Izura, C. Word association in L1 and L2 -- An exploratory study of response types, response times, and interlingual mediation (pp. 373-398).

Donaldson, B. Left dislocation in near-native French (pp. 399-432). Bundgaard-Nielsen, R. L., Best, C. T., & Tyler, M. D. Vocabulary size

is associated with second-language vowel perception performance in adult learners (pp. 433-461).

******************************************************** Volume 33, Issue 4

Truscott, J., & Smith, M. S. Input, intake, and consciousness -- The quest for a theoretical foundation (pp. 497-528).

Spinner, P. Second language assessment and morphosyntactic development (pp. 529-561).

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Omaki, A., & Schulz, B. Filler-gap dependencies and island constraints in second-language sentence processing (pp. 563-588).

Ellis, N. C., & Sagarra, N. Learned attention in adult language acquisition -- A replication and generalization study and meta-analysis (pp. 589-624).

System

Oscarson, M., & Apelgren, B. M. Mapping language teachers’ conceptions of student assessment procedures in relation to grading: A two-stage empirical inquiry (pp. 2-16).

Nassaji, H. Immediate learner repair and its relationship with learning targeted forms in dyadic interaction (17-29).

Atai, M. R., & Nazari, O. Exploring reading comprehension needs of Iranian EAP students of health information management (HIM): A triangulated approach (pp. 30-43).

VanPatten, B., & Uludag, O. Transfer of training and processing instruction: From input to output (pp. 44-53).

Farrell, T. S. C. Exploring the professional role identities of experienced ESL teachers through reflective practice (pp. 54-62). Hu, G. Metalinguistic knowledge, metalanguage, and their

relationship in L2 learners (pp. 63-77).

Gardner, D., & Miller, L. Managing self-access language learning: Principles and practice (pp. 78-89).

Carreira, J. M. Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese

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elementary school students (pp. 90-102).

Psaltou-Joycey, A., & Kantaridou, Z. Major, minor, and negative learning style preferences of university students (pp. 103-112). ******************************************************** Volume 39, Issue 2

Serrano, R., Llanes, A., & Tragant, E. Analyzing the effect of context of second language learning: Domestic intensive and semi-intensive courses vs. study abroad in Europe (pp. 133-143). Wong, L. L. C., & Nunan, D. The learning styles and strategies of

effective language learners (pp. 144-163).

Qi, Y., & Ding, Y. Use of formulaic sequences in monologues of Chinese EFL learners (pp. 164-174).

Kwary, D. A. A hybrid method for determining technical vocabulary (pp. 175-185).

Huang, K.-M. Motivating lessons: A classroom-oriented investigation of the effects of content-based instruction on EFL young learners’ motivated behaviours and classroom verbal interaction (pp. 186-201).

Mak, B. An exploration of speaking-in-class anxiety with Chinese ESL learners (pp. 202-214).

Bao, M., Egi, T., & Han, Y. Classroom study on noticing and recast features: Capturing learner noticing with uptake and stimulated recall (pp. 215-228).

Evans, N. W., Hartshorn, K. J., & Strong-Krause, D. The efficacy of dynamic written corrective feedback for university-matriculated ESL learners (pp. 229-239).

Halenko, N., & Jones, C. Teaching pragmatic awareness of spoken requests to Chinese EAP learners in the UK: Is explicit

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instruction effective? (pp. 240-250).

McMillan, B., & Rivers, D. J. The practice of policy: Teacher attitudes toward “English only” (pp. 251-263).

******************************************************** Volume 39, Issue 3

Barcelos, A. M. F., & Kalaja, P. Introduction to Beliefs about SLA revisited (pp. 281-289).

Navarro, D., & Thornton, K. Investigating the relationship between belief and action in self-directed language learning (pp. 290-301).

Aragão, R. Beliefs and emotions in foreign language learning (pp. 302-313).

Peng, J.-E. Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances (pp. 314-324).

Yang, J.-S., & Kim, T.-Y. Sociocultural analysis of second language learner beliefs: A qualitative case study of two study-abroad ESL learners (pp. 325-334).

Mercer, S. Language learner self-concept: Complexity, continuity and change (pp. 335-346).

Costa, P. I. D. Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China (pp. 347-358).

Negueruela-Azarola, E. Beliefs as conceptualizing activity: A dialectical approach for the second language classroom (pp. 359-369).

Borg, S. The impact of in-service teacher education on language teachers’ beliefs (pp. 370-380).

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Woods, D., & Çakır, H. Two dimensions of teacher knowledge: The case of communicative language teaching (pp. 381-390).

Pan, L., & Block, D. English as a “global language” in China: An investigation into learners’ and teachers’ language beliefs (pp. 391-402).

Wan, W., Low, G. D., & Li, M. From students’ and teachers’ perspectives: Metaphor analysis of beliefs about EFL teachers’ roles (pp. 403-415).

******************************************************** Volume 39, Issue 4

Ziętek, A. A., & Roehr, K. Metalinguistic knowledge and cognitive style in Polish classroom learners of English (pp. 417-426).

Mercer, S. Understanding learner agency as a complex dynamic system (pp. 427-436)

Ho, M.-C. Academic discourse socialization through small-group discussions (pp. 437-450).

Mori, R. Teacher cognition in corrective feedback in Japan (pp. 451-467).

Cao, Y. Investigating situational willingness to communicate within second language classrooms from an ecological perspective (pp. 468-479).

Mueller, C. M. English learners’ knowledge of prepositions: Collocational knowledge or knowledge based on meaning? (pp. 480-490).

Kasahara, K. The effect of known-and-unknown word combinations on intentional vocabulary learning (pp. 491-499).

Hamada, M., & Koda, K. Similarity and difference in learning L2 word-form (pp. 500-509).

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Woodrow, L. College English writing affect: Self-efficacy and anxiety (pp. 510-522).

Bruton, A. Is CLIL so beneficial, or just selective? Re-evaluating some of the research (pp. 523-532).

Neufeld, S., Hancioğlu, N., & Eldridge, J. Beware the range in RANGE, and the academic in AWL (pp. 533-538).

Coniam, D. Systematising system: One reviewer’s analysis of the review process (pp. 539-553).

TESOL Quarterly

Biber, D., Gray, B., & Poonpon, K. Should we use characteristics of conversation to measure grammatical complexity in L2 writing development? (pp. 5-35).

Lu, X. A Corpus-based evaluation of syntactic complexity measures as indices of college-level ESL writers’ language development (pp. 36-62).

Ruegg, R., Fritz, E., & Holland, J. Rater sensitivity to qualities of lexis in writing (pp. 63-80).

Sasaki, M. Effects of varying lengths of study-abroad experiences on Japanese EFL students’ L2 writing ability and motivation: A longitudinal study (pp. 81-105).

Collins, L., & White, J. An intensive look at intensity and language learning (pp. 106-133).

Bell, N. D. Humor scholarship and TESOL: Applying findings and establishing a research agenda (pp. 134-159).

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Ferris, D., Brown, J., Liu, H., & Stine, M. E. A. Responding to L2 students in college writing classes: Teacher perspectives (pp. 207-234).

Alptekin, C., & Erçetin, G. Effects of working memory capacity and content familiarity on literal and inferential comprehension in L2 reading (pp. 235-266).

Martinez, R., & Murphy, V. Effect of frequency and idiomaticity on second language reading comprehension (pp. 267-290).

Walker, C. P. A corpus-based study of the linguistic features and processes which influence the way collocations are formed: Some implications for the learning of collocations (pp. 291-312). Pecorari, D., Shaw, P., Malmström H., & Irvine, A. English textbooks

in parallel-language tertiary education (pp. 313-333).

******************************************************** Volume 45, Issue 3

Norton, B., & Early, M. Researcher identity, narrative inquiry, and language teaching research (pp. 415-439).

Cadman, K., & Brown, J. TESOL and TESD in remote aboriginal Australia: The “true” story? (pp. 440-462).

Nelson, C. D. Narratives of classroom life: Changing conceptions of knowledge (pp. 463-485).

Johnson, K. E., & Golombek, P. The transformative power of narrative in second language teacher education (pp. 486-509). Holmes, J., & Marra, M. Harnessing storytelling as a sociopragmatic

skill: Applying narrative research to workplace English courses (pp. 510-534).

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Razfar, A., & Simon, J. Course-taking patterns of Latino ESL students: Mobility and mainstreaming in urban community colleges in the United States (pp. 595-627).

Winke, P. Evaluating the validity of a high-stakes ESL test: Why teachers’ perceptions matter (pp. 628-660).

Liu, D. The most frequently used English phrasal verbs in American and British English: A multicorpus examination (pp. 661-668). Rodgers, M. P. H., & Webb, S. Narrow viewing: The vocabulary in

related television programs (pp. 689-717).

Chan, A. Y. W. The perception of English speech sounds by Cantonese ESL learners in Hong Kong (pp. 718-748).