Publications

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Pretorius, Jannie , Mariëtte Koen and Robert Schall. 2020. Using intentional humour in a higher education classroom: Connecting with, and building on Lovorn and Holaway (2015). The European Journal of Humour Research 8 (2) : 146–165.
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.
Gardner, Rod. 2019. Classroom Interaction Research: The State of the Art. Research on Language & Social Interaction 52 (3) : 212–226.
Gardner, Rod. 2019. Classroom Interaction Research: The State of the Art. Research on Language and Social Interaction 52 (3) : 212–226.
Gilmetdinova, Alsu. 2019. Principals as gatekeepers of language policy implementation in Kazan, Russia. International Journal of Bilingual Education and Bilingualism 22 (2) : 120–137.
Wheatley, Lisa, Neil Mercer, Christine Howe, Maria Vrikki and Sara Hennessy. 2019. Dialogic practices in primary school classrooms. Language & Education 33 (1) : 85–100.
Kim, Younhee. 2019. ‘What is Stoyr-Steruh Type?’: Knowledge Asymmetry, Intersubjectivity, and Learning Opportunities in Conversation-for-Learning. Applied Linguistics 40 (2) : 307–328.
Lancho Perea, Luis. 2019. How Spanish Is Learnt Matters: University Students’ Use of Language Learning Strategies. Language Matters: Studies in the Languages of Africa 50 (1) : 84–101.
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.
Howard, Martin and Annarita Magliacane. 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.
McLay, Katherine F. 2019. Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis. Discourse 40 (6) : 946–961.
Pang, Priscilla. 2019. Directives in Professional Kitchens and Potential Learning Opportunities. Applied Linguistics 37 (5) : 754–772.
Ren, Wei. 2019. Pragmatic development of Chinese during study abroad: A cross-sectional study of learner requests. Journal of Pragmatics 146 : 137–149.
Ro, Eunseok. 2019. How Learning Occurs in an Extensive Reading Book Club: A Conversation Analytic Perspective. Applied Linguistics 40 (1) : 152–175.
Sifakis, Nicos C. 2019. ELF Awareness in English Language Teaching: Principles and Processes. Applied Linguistics 40 (2) : 288–306.
Hall, Christopher and Stef Slembrouck. 2019. Advice Giving, Managing Interruptions and the Construction of ‘Teachable Moments’. Applied Linguistics 40 (1) : 1–22.
Takkaç Tulgar, Ay?egül. 2019. Exploring the bi-directional effects of language learning experience and learners’ identity (re)construction in glocal higher education context. Journal of Multilingual and Multicultural Development 40 (9) : 743–758.
Tipton, Rebecca. 2019. Exploring the ESOL-PSIT relation: Interpellation, resistance and resilience. Language & Communication 67 : 16–28.
Wilczewski, Michał. 2019. Intercultural Experience in Narrative. Expatriate stories from a multicultural workplace. (Studies in Narrative 26). John Benjamins.
Kampen, Evelyn van, Wilfried Admiraal and Amanda Berry. 2018. Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism 21 (2) : 222–236.
Brysbaert, Marc, June Eyckmans, Sarah Candry, Irina Elgort and Thomas J. Boutorwick. 2018. Contextual Word Learning with Form-Focused and Meaning-Focused Elaboration. Applied Linguistics 39 (5) : 646–667.
De Angelis, Gessica and Rebecca Dahm. 2018. The role of mother tongue literacy in language learning and mathematical learning: is there a multilingual benefit for both? The International Journal of Multilingualism 15 (2) : 194–213.
Goldman, Susan R. 2018. Discourse of Learning and the Learning of Discourse. Discourse Processes 55 (5,6) : 434–453.
McIlvenny, Paul, Jakob Cromdal, Mathias Broth, Helen Melander, Mirka Rauniomaa, Anne-Danièle Gazin, Lena Levin and Pentti Haddington. 2018. Parsing tasks for the mobile novice in real time: Orientation to the learner's actions and to spatial and temporal constraints in instructing-on-the-move. Journal of Pragmatics 128 : 30–52.