Publications

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Barron, Anne. 2019. Pragmatic development and stay abroad. Journal of Pragmatics 146 : 43–53.
Devlin, Anne Marie. 2019. The interaction between duration of study abroad, diversity of loci of learning and sociopragmatic variation patterns: A comparative study. Journal of Pragmatics 146 : 121–136.
Gong, Zhiqi. 2019. Topic prominence in L2 acquisition: Evidence of Chinese-to-English typological transfer. Journal of Second Language Studies 2 (1) : 140–164.
Fukazawa, Seiji and Shusaku Kida. 2019. Second language pragmatic attrition after studying abroad. Change of accuracy and speed in the appropriateness judgment task. Applied Pragmatics 1 (2) : 184–210.
Lertola, Jennifer. 2019. Second language vocabulary learning through subtitling. Revista Española de Lingüística Aplicada 32 (2) : 486–514.
Messerli, Thomas C. 2019. Subtitles and cinematic meaning-making: Interlingual subtitles as textual agents. Multilingua 38 (5) : 529–546.
Alcón-Soler, Eva and Ariadna Sánchez-Hernández. 2019. Pragmatic gains in the study abroad context: Learners' experiences and recognition of pragmatic routines. Journal of Pragmatics 146 : 54–71.
Chen, Heng and Hai Xu. 2019. Quantitative linguistics approach to interlanguage development: a study based on the Guangwai-Lancaster Chinese Learner Corpus. Lingua 230.
Gudmestad, Aarnes and Amanda Edmonds, eds. 2018. Critical Reflections on Data in Second Language Acquisition. (Language Learning & Language Teaching 51). John Benjamins.
Hassall, Tim. 2018. Leave-taking in Indonesian during short-term study abroad. Study Abroad Research in Second Language Acquisition and International Education 3 (1) : 84–116.
Rundblad, Gabriella and Agnieszka Ewa Tytus. 2017. Cross‐linguistic semantic transfer in bilingual Chinese‐English speakers. International Journal of Applied Linguistics 27 (3) : 697–711.
Alonso-Ramos, Margarita, ed. 2016. Spanish Learner Corpus Research. Current trends and future perspectives. (Studies in Corpus Linguistics 78). John Benjamins.
Labben, Afef. 2016. Reconsidering the development of the discourse completion test in interlanguage pragmatics. Pragmatics 26 (1) : 69–91.
Putnam, Michael T. and John M. Lipski. 2016. Null arguments in transitional trilingual grammars: Field observations from Misionero German. Multilingua 35 (1) : 85–104.
Vandekerckhove, Reinhild, Aline Remael and Nina Reviers. 2016. From Translation Studies and audiovisual translation to media accessibility. Some research trends. Target 28 (2) : 248–260.
Buysse, Lieven. 2015. ‘Well it's not very ideal …’ The pragmatic marker well in learner English. Intercultural Pragmatics 12 (1).
Buysse, Manon. 2015. Clause linking in L2 English: The interaction between syntax and semantics. EUROSLA Yearbook 15 : 41–68.
Granger, Sylviane. 2015. Contrastive interlanguage analysis. A reappraisal. International Journal of Learner Corpus Research 1 (1) : 7é–24.
Hassall, Tim. 2015. Influence of fellow L2 learners on pragmatic development during study abroad. Intercultural Pragmatics 12 (4) : 415–442.
Maden-Weinberger, Ursula. 2015. “Hätte, wäre, wenn…”. A pseudo-longitudinal study of subjunctives in the Corpus of Learner German (CLEG). International Journal of Learner Corpus Research 1 (1) : 25–57.
Yates, Lynda. 2015. Intercultural communication and the transnational: managing impressions at work. Multilingua 34 (6) : 773–795.
Bella, Spyridoula. 2014. A contrastive study of apologies performed by Greek native speakers and English learners of Greek as a foreign language. Pragmatics 24 (4) : 679–713.
Han, Zhaohong and Rosette Finneran. 2014. Re-engaging the interface debate: strong, weak, none, or all? International Journal of Applied Linguistics 24 (3) : 370–389.
Fordyce, Kenneth. 2014. The Differential Effects of Explicit and Implicit Instruction on EFL Learners’ Use of Epistemic Stance. Applied Linguistics 35 (1) : 6–28.
Gobbo, Frederico. 2014. Interlinguistics and Esperanto studies at universities: The experience at the University of Turin. Language Problems and Language Planning 38 (3) : 292–303.