Publications

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Allen, David. 2019. Cognate frequency and assessment of second language lexical knowledge. International Journal of Bilingualism 23 (5) : 1121–1136.
Webb, Stuart, Pavel Trofimovich, Kazuya Saito, Talia Isaacs and Randy Appel. 2019. Lexical aspects of comprehensibility and nativeness from the perspective of native-speaking English raters. International Journal of Applied Linguistics 170 (1) : 24–52.
Atkins, Sarah. 2019. Assessing health professionals’ communication through role-play: An interactional analysis of simulated versus actual general practice consultations. Discourse Studies 21 (2) : 109–134.
Slembrouck, Stef, Piet Van Avermaet and Fauve de Backer. 2019. Assessment accommodations for multilingual learners: pupils’ perceptions of fairness. Journal of Multilingual and Multicultural Development 40 (9) : 833–846.
Scarino, Angela, Fiona O'Neill and Jonathan Crichton. 2019. Developing intercultural learning capabilities. A case study in higher education. Australian Review of Applied Linguistics 42 (2).
Doucerain, Marina M. 2019. L2 Experience Mediates the Relation between Mainstream Acculturation Orientation and Self-Assessed L2 Competence among Migrants. Applied Linguistics 40 (2) : 355–378.
Figueras, Neus. 2019. Developing and using tasks for the assessment of speaking. Apples - Journal of Applied Language Studies 13 (1) : 133–149.
Gámez, Perla B. and Dahlia González. 2019. A comparison of narrative skill in Spanish-English bilinguals and their functionally monolingual Spanish-speaking and English-only peers. International Journal of Bilingualism 23 (1) : 329–348.
Fernández Amaya, Lucía and María de la O Hernández López. 2019. What makes (im)politeness for travellers? Spanish tourists’ perceptions at national and international hotels. Journal of Politeness Research 15 (2) : 195–222.
Nic Fhlannchadha, Siobhán and Tina M. Hickey. 2019. Assessing children’s proficiency in a minority language: exploring the relationships between home language exposure, test performance and teacher and parent ratings of school-age Irish-English bilinguals. Language & Education 33 (4) : 340–362.
Håkansson, Gisela, Jörg-U. Keßler, Ragnar Arntzen and Arnstein Hjelde, eds. 2019. Teachability and Learnability across Languages. (Processability Approaches to Language Acquisition Research & Teaching 6). John Benjamins.
Schmid, Monika S., Rasmus Steinkrauss and Cornelia Lahmann. 2019. Measuring linguistic complexity in long?term L2 speakers of English and L1 attriters of German. International Journal of Applied Linguistics 29 (2) : 173–191.
Bloch, Steven and Geraldine Leydon. 2019. Conversation Analysis and Telephone Helplines for Health and Illness: A Narrative Review. Research on Language & Social Interaction 52 (3) : 193–211.
Bloch, Steven and Geraldine Leydon. 2019. Conversation Analysis and Telephone Helplines for Health and Illness: A Narrative Review. Research on Language and Social Interaction 52 (3) : 193–211.
Norrby, Catrin, Camilla Wide, Jenny Nilsson and Jan Lindström. 2019. Task-Completing Assessments in Service Encounters. Research on Language and Social Interaction 52 (2) : 85–103.
Lindström, Jan, Catrin Norrby, Camilla Wide and Jenny Nilsson. 2019. Task-Completing Assessments in Service Encounters. Research on Language & Social Interaction 52 (2) : 85–103.
Cañada, Maria Dolors and Carmen López-Ferrero. 2019. Oral discourse competence-in-performance. Analysing learner dialogues. Language and Dialogue 9 (2) : 236–263.
McCallum, Lee, Philip Durrant and Joseph Moxley. 2019. Vocabulary sophistication in First-Year Composition assignments. International Journal of Corpus Linguistics 24 (1) : 33–66.
Polyanskaya, Leona and Mikhail Ordin. 2019. The effect of speech rhythm and speaking rate on assessment of pronunciation in a second language. Applied Psycholinguistics 40 (3).
Pallotti, Gabriele. 2019. Assessing Tasks: The Case of Interactional Difficulty. Applied Linguistics 40 (1) : 176–197.
Jung, Hanbyul and Eunseok Ro. 2019. Validating common experiences through focus group interaction. Journal of Pragmatics 143 : 169–184.
Peräkylä, Anssi, Liisa Voutilainen, Pentti Henttonen, Mikko Kahri and Melisa Stevanovic. 2019. Nods, vocal continuers, and the perception of empathy in storytelling. Discourse Processes 56 (4) : 310–330.
Kuiken, Folkert and Ineke Vedder. 2019. Syntactic complexity across proficiency and languages: L2 and L1 writing in Dutch, Italian and Spanish. International Journal of Applied Linguistics 29 (2) : 192–210.
Youn, Soo Jung. 2019. Investigating test-takers’ strategy use in task-based L2 pragmatic speaking assessment. Intercultural Pragmatics 16 (2) : 185–218.
Ieong, Sylvia S. L., Yuanlian Su, Jinbo He and Zhengdong Gan. 2018. Understanding Chinese EFL teachers’ conceptions and practices of assessment. Implications for teacher assessment literacy development. Australian Review of Applied Linguistics 41 (1) : 4–27.