Publications

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Fernández, Susana S. and Hanne Leth Andersen. 2019. Oral proficiency in second and third foreign languages in the Danish education system. Apples - Journal of Applied Language Studies 13 (1) : 49–67.
McLeod, Sharynne, Helen L. Blake and Laura Bennetts Kneebone. 2019. The impact of oral English proficiency on humanitarian migrants’ experiences of settling in Australia. International Journal of Bilingual Education and Bilingualism 22 (6) : 689–705.
Liu, Yongcan, Linda Fisher, Karen Forbes and Michael Evans. 2019. The form and functions of newcomer EAL students’ speech in English: patterns of progression and communication in semi-structured interview dialogue. Language & Education 33 (1) : 18–34.
Feiz, Parastou. 2019. Beyond motion: ‘Come’ and ‘go’ in Persian oral narratives. Linguistics 57 (3) : 577–606.
Boers, Frank and Khadijeh Gharibi. 2019. Influential factors in lexical richness of young heritage speakers’ family language: Iranians in New Zealand. International Journal of Bilingualism 23 (2) : 381–399.
Gintsburg, Sarali. 2019. Lost in dictation. A cognitive approach to oral poetry: Frames, scripts and ‘unnecessary’ words in the Jebli ayyu. Language & Communication 64 : 104–115.
Nakamura, Sachiko and Craig Lambert. 2019. Proficiency-related variation in syntactic complexity: A study of English L1 and L2 oral descriptive discourse. International Journal of Applied Linguistics 29 (2) : 248–264.
Nilsson, Maria. 2019. Foreign language anxiety: The case of young learners of English in Swedish primary classrooms. Apples - Journal of Applied Language Studies 13 (2) : 1–21.
Pakula, Heini-Marja. 2019. Teaching speaking. Apples - Journal of Applied Language Studies 13 (1) : 95–111.
Pallotti, Gabriele. 2019. Assessing Tasks: The Case of Interactional Difficulty. Applied Linguistics 40 (1) : 176–197.
Payant, Caroline and YouJin Kim. 2019. Impact of task modality on collaborative dialogue among plurilingual learners: a classroom-based study. International Journal of Bilingual Education and Bilingualism 22 (5) : 614–627.
Sánchez Centeno, Adelina and Silvana Yanina Ponce. 2019. Beliefs about oral corrective feedback in an Argentinean EFL university classroom: Their impact on a teacher’s classroom actions. Apples - Journal of Applied Language Studies 13 (3) : 35–58.
Rosemeyer, Malte. 2019. Actual and apparent change in Brazilian Portuguese wh-interrogatives. Language Variation and Change 31 (2) : 165–191.
Banda, Felix, Amiena Peck and Shanleigh Roux. 2019. Playful female skinscapes: body narrations of multilingual tattoos. The International Journal of Multilingualism 16 (1) : 25–41.
Lasagabaster, David and Xabier San Isidro. 2019. Code-switching in a CLIL multilingual setting: a longitudinal qualitative study. The International Journal of Multilingualism 16 (3) : 336–356.
Musolff, Andreas and Lorella Viola, eds. 2019. Migration and Media. Discourses about identities in crisis. (Discourse approaches to Politics, Society and Culture 81). John Benjamins.
Zhu, Yan and Beilei Wang. 2019. Investigating English language learners’ beliefs about oral corrective feedback at Chinese universities: a large-scale survey. Language Awareness 28 (2) : 139–161.
Albelda Marco, Marta. 2018. Evidentials as a mark of genre. A study of four oral and written genres. Pragmatics and Society 9 (3) : 429–453.
Pagán Cánovas, Cristóbal and Mihailo Antović. 2018. Not dictated by metrics: Function words in the speech introductions of South-Slavic oral epic. Language & Communication 58 : 11–23.
Smit, Ute and Julia Hüttner. 2018. Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism 21 (3) : 287–302.
Koopman, Adrian. 2018. Zulu bird names: A progression over the decades (II) [Part two: The second hundred years, with Roberts, and Doke and Vilakazi]. South African Journal of African Languages 39 (1) : 9–15.
Carrasco, Robert L. and Dorien Van De Mieroop. 2018. The interactional ventriloquization of written records in the service of authority. International Review of Pragmatics 10 (1) : 1–28.
Servan-Schreiber, Catherine. 2018. Les métaphores du nirguṇ. Entre poésie chantée de bhakti et tradition orale. Archiv Orientální 86 (2) : 269–295.
Zhang, Xian and Meng Yeh. 2018. Corpus-based instruction. Teaching discourse-linking jiu (就) in storytelling. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 53 (1) : 1–23.
Dhupelia-Mesthrie, Uma. 2017. Re-Locating Memories: Transnational and Local Narratives of Indian South Africans in Cape Town. Journal of Asian and African Studies 52 (8) : 1065–1079.