Publications

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Balaman, Ufuk. 2019. Sequential organization of hinting in online task-oriented L2 interaction. Text & Talk 39 (4) : 511–534.
Barron, Anne. 2019. Using corpus-linguistic methods to track longitudinal development: Routine apologies in the study abroad context. Journal of Pragmatics 146 : 87–105.
Bubikova-Moan, Jarmila. 2019. Reported parent-teacher dialogues on child language learning: voicing agency in interview narratives. International Journal of Bilingual Education and Bilingualism 22 (6) : 768–786.
Lü, Junmei, Lijuan Liang and Baoguo Chen. 2019. The effect of executive control ability on the comprehension of second language metaphor. International Journal of Bilingualism 23 (1) : 87–101.
Ciriza, María del Puy. 2019. Bringing parents together: an innovative approach for parental involvement in an immersion school in the Basque Autonomous Community. Journal of Multilingual and Multicultural Development 40 (1) : 50–63.
Coluzzi, Paolo. 2019. The new speakers of Lombard. Multilingua 38 (2) : 187–212.
García-Gámez, Ana B. and Pedro Macizo. 2019. Learning nouns and verbs in a foreign language: The role of gestures. Applied Psycholinguistics 40 (2) : 473–507.
Greer, Tim. 2019. Initiating and delivering news of the day: Interactional competence as joint-development. Journal of Pragmatics 146 : 150–164.
Wood, Carla and Rachel Hoge. 2019. Average change in sentence repetition by Spanish-English speaking children: kindergarten to first grade. International Journal of Bilingual Education and Bilingualism 22 (6) : 725–750.
Southwood, Frenette, Medadi Ssentanda and Kate Huddlestone. 2019. Curriculum Expectations versus Teachers’ Opinions and Practices in Teaching English in Rural Primary Schools in Uganda. Language Matters: Studies in the Languages of Africa 50 (2) : 141–163.
Sandberg, Chaleece W., Erin Carpenter, Katherine Kerschen, Daniela Paolieri and Carrie N. Jackson. 2019. The benefits of abstract word training on productive vocabulary knowledge among second language learners. Applied Psycholinguistics 40 (6) : 1331–1362.
Jensen, Bård Uri, Jan Svennevig, Jennifer Gerwing and Meredith Allison. 2019. Pre-empting Understanding Problems in L1/L2 Conversations: Evidence of Effectiveness from Simulated Emergency Calls. Applied Linguistics 40 (2) : 205–227.
Koda, Keiko and Sihui Ke. 2019. Is Vocabulary Knowledge Sufficient for Word-Meaning Inference? An Investigation of the Role of Morphological Awareness in Adult L2 Learners of Chinese. Applied Linguistics 40 (3) : 456–477.
Tai, Kevin W.H. and Nahal Khabbazbashi. 2019. The mediation and organisation of gestures in vocabulary instructions: a microgenetic analysis of interactions in a beginning-level adult ESOL classroom. Language & Education 33 (5) : 445–468.
Pižorn, Karmen, Judit Kormos and Milena Košak Babuder. 2019. The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners. Applied Linguistics 37 (5) : 834–858.
Warschauer, Mark, Jang Ho Lee and Hansol Lee. 2019. The Effects of Corpus Use on Second Language Vocabulary Learning: A Multilevel Meta-analysis. Applied Linguistics 37 (5) : 721–753.
Lo, Yuen Yi and Angel M.Y. Lin. 2019. Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms. International Journal of Bilingual Education and Bilingualism 22 (1) : 78–90.
Magliacane, Annarita and Martin Howard. 2019. The role of learner status in the acquisition of pragmatic markers during study abroad: The use of ‘like’ in L2. English. Journal of Pragmatics 146 : 72–86.
Wrembel, Magdalena, Romana Kopečková and Marta Marecka. 2019. Extending perceptual assimilation model to L3 phonological acquisition. The International Journal of Multilingualism 16 (4) : 513–533.
Dobrushina, Nina, Aleksandra Kozhukhar and George Moroz. 2019. Gendered Multilingualism in highland Daghestan: story of a loss. Journal of Multilingual and Multicultural Development 40 (2) : 115–132.
Wedin, Åsa and Annika Norlund Shaswar. 2019. Language learning strategies and teaching practices in adult L2 education: The case of Swedish for Immigrants. Apples - Journal of Applied Language Studies 13 (3) : 17–34.
Wedin, Åsa and Annika Norlund Shaswar. 2019. Whole class interaction in the adult L2-classroom: The case of Swedish for immigrants. Apples - Journal of Applied Language Studies 13 (2) : 45–63.
Macaro, Ernesto and Jack Pun. 2019. The effect of first and second language use on question types in English medium instruction science classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism 22 (1) : 64–77.
Pavón Vázquez, Víctor and María del Carmen Ramos Ordóñez. 2019. Describing the use of the L1 in CLIL: an analysis of L1 communication strategies in classroom interaction. International Journal of Bilingual Education and Bilingualism 22 (1) : 35–48.
Ren, Wei. 2019. Pragmatic development of Chinese during study abroad: A cross-sectional study of learner requests. Journal of Pragmatics 146 : 137–149.