Publications

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Gazin, Anne-Danièle and Elwys De Stefani. 2019. Learning to communicate: Managing multiple strands of participation in driving lessons. Language & Communication 65 : 41–57.
Inceoglu, Solène. 2019. Exploring the effects of instruction on L2 French learner pronunciation, accentedness, comprehensibility, and fluency. An online classroom study. Journal of Second Language Pronunciation 5 (2) : 223–246.
Allison, Meredith, Jan Svennevig, Jennifer Gerwing and Bård Uri Jensen. 2019. Pre-empting Understanding Problems in L1/L2 Conversations: Evidence of Effectiveness from Simulated Emergency Calls. Applied Linguistics 40 (2) : 205–227.
Isbell, Daniel R., Ok-Sook Park and Kyujin Lee. 2019. Learning Korean pronunciation. Effects of instruction, proficiency, and L1. Journal of Second Language Pronunciation 5 (1) : 13–48.
Marsden, Emma and Kevin McManus. 2019. Signatures of automaticity during practice: Explicit instruction about L1 processing routines can improve L2 grammatical processing. Applied Psycholinguistics 40 (1) : 205–234.
Veneziano, Edy and Ageliki Nicolopoulou, eds. 2019. Narrative, Literacy and Other Skills. Studies in intervention. (Studies in Narrative 25). John Benjamins.
Zhang, Yuan. 2019. International teaching assistants’ identity as instructors and rapport with American students. Journal of Politeness Research 15 (1) : 121–148.
Netz, Hadar and Amir Michalovich. 2018. Tag-naxon? (Tag-Right?) in instructional talk: Opening or blocking learning opportunities. Journal of Pragmatics 137 : 57–75.
Okada, Misao. 2018. Imperative Actions in Boxing Sparring Sessions. Research on Language & Social Interaction 51 (1) : 67–84.
Jia, Dingding, Stephen Daniel Looney and Daisuke Kimura. 2017. Self-directed okay in mathematics lectures. Journal of Pragmatics 107 : 46–59.
Darcy, Isabelle and Joshua Gordon. 2016. The development of comprehensible speech in L2 learners. A classroom study on the effects of short-term pronunciation instruction. Journal of Second Language Pronunciation 2 (1) : 56–92.
Chen, Yuan-shan. 2015. Developing Chinese EFL learners’ email literacy through requests to faculty. Journal of Pragmatics 75 : 139–141.
Zlatnar Moe, Marija, Tamara Mikolic Juznic and Tanja Zigon. 2015. I know languages, therefore, I can translate? A comparison between the translation competence of foreign language and Interlingual Mediation students. Translation and Interpreting Studies 10 (1) : 87–107.
Gooskens, Charlotte, Femke Swarte and Fenna Bergsma. 2014. Does instruction about phonological correspondences contribute to the intelligibility of a related language? A study with speakers of Dutch learning Frisian. Dutch Journal of Applied Linguistics 3 (1) : 45–61.
Stefani, Elwys De and Anne-Danièle Gazin. 2014. Instructional sequences in driving lessons: Mobile participants and the temporal and sequential organization of actions. Journal of Pragmatics 65 : 63–79.
Lyster, Roy and Hainu Xu. 2014. Differential effects of explicit form-focused instruction on morphosyntactic development. Language Awareness 23 (1/2) : 107–122.
Li, Shuai. 2013. The role of instruction in developing pragmatic competence in L2 Chinese. A review of empirical evidences. In Jing-Schmidt, Zuo, ed. Increased Empiricism. Recent advances in Chinese Linguistics. (Studies in Chinese Language and Discourse 2). John Benjamins. pp. 293–308.
Kataoka, Kuniyoshi. 2012. The “body poetics”: Repeated rhythm as a cultural asset for Japanese life-saving instruction. Journal of Pragmatics 44 (5) : 680–704.
Martínez-Flor, Alicia. 2012. Examining EFL learners’ long-term instructional effects when mitigating requests. In Economidou-Kogetsidis, Maria and Helen Woodfield, eds. Interlanguage Request Modification. (Pragmatics & Beyond New Series 217). John Benjamins. pp. 243–274.
Nguyen, Thi Thuy Minh, Thi Hanh Pham and Minh Tam Pham. 2012. The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence. Journal of Pragmatics 44 (4) : 416–434.
Compernolle, Rémi A. van and Lawrence Williams. 2012. Teaching, Learning, and Developing L2 French Sociolinguistic Competence: A Sociocultural Perspective. Applied Linguistics 33 (2) : 184–205.
Dickel Dunn, Cynthia. 2011. Formal forms or verbal strategies? Politeness theory and Japanese business etiquette training. Journal of Pragmatics 43 (15) : 3643–3654.
Saito, Kazuya. 2011. Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: an instructed SLA approach to L2 phonology. Language Awareness 20 (1) : 45–59.
Eslami, Zohreh R. 2010. Refusals. How to develop appropriate refusal strategies. In Usó-Juan, Esther and Alicia Martínez-Flor, eds. Speech Act Performance. Theoretical, empirical and methodological issues. (Language Learning & Language Teaching 26). John Benjamins. pp. 217–236.
González, Rafael Alejo. 2010. Making sense of phrasal verbs: A cognitive linguistic account of L2 learning. AILA Review 23 (1) : 50–71.