Pedagogical Linguistics

This journal is peer reviewed and indexed in: Dimensions

Pedagogical Linguistics publishes work on educational applications of theoretical and descriptive linguistics. The general aim of the journal is to bring the formal and the functional strands of linguistics together in order to establish a forum where they can cross-fertilize each other with the aim of discussing and developing linguistics’ potential contribution to language pedagogy. Pedagogical Linguistics publishes research originating in theoretical linguistics, psycholinguistics, and linguistic approaches to acquisition which outlines the didactic and educational relevance of recent research findings. The primary audience for this journal are researchers interested in state-of-the-art approaches to questions of language acquisition and linguistic theory that find applications in pedagogy, as well as a more general audience whose training is in education and pedagogy.

Pedagogical Linguistics publishes its articles Online First.

ISSN 2665-9581 | E-ISSN 2665-959X
Sample issue: PL 1:1
Andreas Trotzke | Universität Konstanz | andreas.trotzke at
Tom Rankin | Johannes Kepler Universität Linz | thomas.rankin at
Editorial Board
Bert Cappelle | Université de Lille III
Daniela Elsner | Pädagogische Hochschule Vorarlberg
Ingo Feldhausen | ATILF (CNRS & Université de Lorraine)
Ángel J. Gallego | Universitat Autònoma de Barcelona
Kook-Hee Gil | University of Sheffield
Gaëtanelle Gilquin | Université Catholique de Louvain
Adriana Hanulíková | Universität Freiburg
Francis M. Hult | University of Maryland, Baltimore County (UMBC)
Tanja Kupisch | Universität Konstanz
Theodoros Marinis | Universität Konstanz
Heather Marsden | University of York
Jane Oakhill | University of Sussex
Lourdes Ortega | Georgetown University
Despina Papadopoulou | Aristotle University of Thessaloniki
Claudia Maria Riehl | Ludwig-Maximilians-Universität München
Jimmy H.M. van Rijt | Tilburg University
Tanja Rinker | Katholische Universität Eichstätt-Ingolstadt
Jason Rothman | UiT the Artic University of Norway & Universidad Nebrija
Björn Rothstein | Universität Bochum
Neal Snape | Gunma Prefectural Women's University & Chuo University
Markus Steinbach | Georg-August-Universität Göttingen
David Stringer | Indiana University
Francesca Volpato | Università Ca' Foscari Venezia
Melinda Whong | The Hong Kong University of Science and Technology
Subscription Info
Current issue: 3:2, available as of July 2022

General information about our electronic journals.

Subscription rates

All prices for print + online include postage/handling.

Online-only Print + online
Volume 4 (2023): 2 issues; ca. 240 pp. EUR 158.00 EUR 179.00
Volume 3 (2022): 2 issues; ca. 240 pp. EUR 158.00 EUR 175.00

Individuals may apply for a special subscription rate of EUR 70.00 (online‑only: EUR 65.00)
Private subscriptions are for personal use only, and must be pre-paid and ordered directly from the publisher.

Available back-volumes

Online-only Print + online
Complete backset
(Vols. 1‒2; 2020‒2021)
4 issues;
480 pp.
EUR 316.00 EUR 350.00
Volumes 1‒2 (2020‒2021) 2 issues; avg. 240 pp. EUR 158.00 each EUR 175.00 each
IssuesOnline-first articles

Volume 3 (2022)

Volume 2 (2021)

Volume 1 (2020)

Latest articles

29 September 2022

  • The efficacy of lexical stress diacritics on the English comprehensibility and accentedness of Korean speakers
    Keun Kim John Archibald
  • 20 September 2022

  • What is in the learner’s mind when trying to verbalize grammatical rules? English third-person singular -s in two settings, Sweden and Vietnam
    Vi Thanh Son Gisela Håkansson
  • 8 September 2022

  • More evidence that a usage-based, applied cognitive linguistics approach is effective for teaching the Spanish prepositions por and para
    Elizabeth M. Kissling
  • Role-play and dialogic meta-pragmatics in developing and assessing pragmatic competence
    Angelina Van Dyke William R. Acton
  • 13 July 2022

  • Commentary on the target article “Cognitive corpus linguistics and pedagogy: From rationale to applications” . by Gaëtanelle Gilquin
    Marcus Callies | PL 3:2 (2022) pp. 143–149
  • Killing two burdens with one stone : How contrastive corpus linguistics can help overcome constrained communication effects in L2 learning and L2-to-L1 translation
    Samantha Laporte Bert Cappelle | PL 3:2 (2022) pp. 150–159
  • Knowledge beyond usage : Potential and limitations of cognitive corpus linguistics for pedagogy
    David Stringer | PL 3:2 (2022) pp. 166–173
  • A tripod for a solid ground : A comment on Gilquin 2022
    Thomas Wagner | PL 3:2 (2022) pp. 174–180
  • A blindspot in applied linguistics
    Melinda Whong | PL 3:2 (2022) pp. 181–186
  • Some thoughts on the future of data-driven learning in research and instructional practice
    Stefanie Wulff | PL 3:2 (2022) pp. 187–192
  • Reflections on applied cognitive corpus linguistics
    Gaëtanelle Gilquin | PL 3:2 (2022) pp. 193–200
  • 1 July 2022

  • Cognitive corpus linguistics and pedagogy : From rationale to applications
    Gaëtanelle Gilquin | PL 3:2 (2022) pp. 109–142
  • 10 June 2022

  • Authenticity and input : A comment on Gilquin 2022
    Tom Rankin | PL 3:2 (2022) pp. 160–165
  • 30 March 2022

  • Second language grammar learning in refugee children : Is group dictation an effective teaching technique?
    Konstantina Olioumtsevits , Despina Papadopoulou Theodoros Marinis
  • 4 March 2022

  • The modal particle elicitation test
    Laura Reimer
  • 17 January 2022

  • Why are they so similar? The interplay of linguistic and extra-linguistic variables in monolingual and bilingual learners of English
    Eliane Lorenz , Tugba Elif Toprak-Yildiz Peter Siemund
  • 12 January 2022

  • Grammar and variation in the classroom : A roadmap for a qualified solution to grammatical cases of doubt in contemporary German
    Vít Dovalil Adriana Hanulíková
  • 21 October 2021

  • Teaching linguistics through language construction : A project-based approach
    Yılmaz Köylü
  • 14 September 2021

  • Children’s text comprehension : From theory & research to support & intervention
    Jane Oakhill
  • 4 August 2021

  • Is ‘more’ really more? Results of a study on extended German grammar teaching
    Björn Rothstein , Katharina Staubach , Saskia Ripp , Julia Waldeyer Julian Roelle
  • 27 July 2021

  • Concept-based instruction for applied L2 acquisition : Systematic review
    Julien Zakhia Doueihi Thomas François | PL 3:1 (2022) p. 84
  • 25 May 2021

  • Students’ errors in L1 Spanish grammar from the perspective of formal linguistics
    Ana Bravo | PL 2:2 (2021) pp. 153–174
  • 19 May 2021

  • Norwegian teacher students’ conceptions of grammar
    Mari Nygård Heidi Brøseth | PL 2:2 (2021) pp. 129–152
  • 18 May 2021

  • Reconsidering poetry’s difficulty and value in English as a second language and English as a foreign language education : A systematic review
    Anastasia Boldireff Chris Bober | PL 3:1 (2022) pp. 57–83
  • The conceptual importance of grammar : Knowledge-related rationales for grammar teaching
    Jimmy H.M van Rijt Peter-Arno J. M. Coppen | PL 2:2 (2021) pp. 175–199
  • 3 May 2021

  • The linguistics of reading literature : A pragmatic account of ‘aesthetic reading’ of literary texts and its didactic implications
    Maria Averintseva-Klisch | PL 3:1 (2022) pp. 29–56
  • 23 April 2021

  • Knowledge about grammar and the role of epistemological beliefs
    Daniela Elsner | PL 2:2 (2021) pp. 107–128
  • 16 April 2021

  • Spontaneous classroom engagement facilitating development of L2 pragmatic competence : A naturalistic study
    Angelina Van Dyke William R. Acton | PL 3:1 (2022) pp. 1–28
  • Guidelines

    Submission Guidelines

    Authors wishing to submit articles for publication in Pedagogical Linguistics are requested to do so through the journal’s online submission and manuscript tracking site. All other enquiries should be directed towards the editors by e-mailing them at: andreas.trotzke at and/or thomas.rankin at

    Manuscripts submitted to Pedagogical Linguistics will undergo double-blind peer review and will be evaluated based on their originality, methodological rigor, significance of findings, and quality of presentation. Manuscripts submitted for consideration to the journal should not be previously published or being considered for publication elsewhere.

    All submissions to Pedagogical Linguistics should be written in English and prepared according to the following guidelines.


    Full-length articles reporting on empirical or theoretical research should be 7,000-9,000 words. Word limits should be adhered to closely; tables, references, notes, and appendices should be included in the word counts.


    Full-length articles and descriptions of corpora and methods should include an abstract that is 150-200 words long.


    All submissions should include four to six keywords that can be used for indexing purposes.


    All submissions should be presented in Times New Roman, 12-point font. Please include page numbers in the manuscript.

    Sections and Section Headings

    All sections should be numbered and labeled with a descriptive title. Please do not exceed three levels of headings. Section numbering should follow the pattern 1, 2 (for level one); 1.1, 1.2 (for level two); and 1.1.1, 1.1.2 (for level three).

    Tables, Figures, and Other Graphics

    In the initial submission, authors should place tables, figures, and other graphics within the paper in the desired location. However, authors should be prepared to submit original artwork files separately upon final accepted submission. All tables and figures should be numbered consecutively and include a caption that is informative and concise. All tables and figures should be introduced in the text.

    In-text references

    References in the text should follow the Name (year) format. Use et al. for three or more authors after the first mention (include all authors in the reference list). Examples:

    Smith (2005)
    Harding and Jones (2009)
    Johnson et al. (2014)
    Jones (2007, 2010)

    When both the name and the year is placed in parentheses, include a comma between the name and date; replace ‘and’ with ‘&’. When page numbers are required, follow the format year + colon + page numbers (no ‘pp.’). Separate multiple references with commas. Examples:

    (Smith, 2005)
    (Smith, 2005: 56-58)
    (Smith, 2005; Harding & Jones, 2007)
    (Johnson et al., 2014: 43)


    Use double quotes for shorter quotations. Quotations longer than 40 words should be displayed as an indented block quote. Any quotations within the main quote should use single quotes.

    Language examples

    Language examples and linguistic items within the main text should be in italics, with bolding for further emphasis:

    Longer examples should be set apart from the main text with blank lines before and after, indented, and numbered. Examples should be referred to in the text by number (e.g., Example 1 shows that…). Italics, bold, and underlining can be used for further emphasis if needed. Examples:

    (1)       Specifically, we were interested in investigating the quantitative difference in the use of grammatical structures associated with registers over time.

    (2)       This may be explained by the presence of high fluctuations in the 1 min. data.


    In order to maintain anonymity, acknowledgements, if any, should not be included in the initial submission. Authors of accepted papers may include a brief acknowledgements section in the final submission. This should be an unnumbered section immediately following the conclusion.


    Use endnotes rather than footnotes. These should be numbered consecutively throughout the paper and included as an unnumbered section following the conclusion or acknowledgements section.

    Reference list The full reference list should follow guidelines provided by the American Psychological Association (6th edition). A few examples follow; please consult the APA manual for full details.

    Blum-Kulka, S., House, J., & Kasper, G. (1989). Cross-cultural pragmatics: Requests and apologies. Norwood, NJ: Ablex.

    Leech, G. (2004). Meaning and the English verb (3rd ed.). London: Routledge.

    Journal Articles
    Matthiessen, C. (2015). Register in the round: Registerial cartography. Functional Linguistics, 2(9), 1-48.

    Nelson, G. L., Carson, J., Batal, M. A., & Bakary, W. E. (2002). Cross-cultural pragmatics: Strategy use in Egyptian Arabic and American English refusals. Applied Linguistics, 23, 163-189.

    Book Chapters
    Bialystok, E. (1993). Symbolic representation and attentional control in pragmatic competence. In G. Kasper & S. Blum-Kulka (Eds.), Interlanguage pragmatics (pp. 43-58). New York, NY: Oxford University Press.


    One or more appendix sections may be included after the references section.

    Copyright permission

    It is the responsibility of the author to obtain permission to reproduce any material that has been previously published.


    Guidelines and general information for authors

    Pedagogical Linguistics offers online submission .

    Before submitting, please consult the guidelines and the Short Guide to EM for Authors .

    If you are not able to submit online, or for any other editorial correspondence, please contact the editors via e-mail: andreas.trotzke at and/or thomas.rankin at


    John Benjamins journals are committed to maintaining the highest standards of publication ethics and to supporting ethical research practices. Please read this Ethics Statement.

    Rights and Permissions

    Authors must ensure that they have permission to use any third-party material in their contribution; the permission should include perpetual (not time-limited) world-wide distribution in print and electronic format.

    For information on authors' rights, please consult the rights information page.

    Open Access

    For information about permission to post a version of your article online or in an institutional repository ('green' open access or self-archiving), please consult the rights information page.

    This journal offers the possibility for accepted papers to be published Open Access through payment of an Article Publication Charge (APC) of EUR 1800 (excl. tax); more information can be found on the publisher's Open Access Policy page.

    Corresponding authors from institutions with which John Benjamins has a Read & Publish arrangement can publish Open Access without paying a fee; information on the institutions and which articles qualify, can be found on this page.


    John Benjamins Publishing Company has an agreement in place with Portico for the archiving of all its online journals and e-books.


    Main BIC Subject

    CFDC: Language acquisition

    Main BISAC Subject

    LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching