Publications
Schramm, Andreas, Verena Haser, Michael C. Mensink, Jonas Reifenrath and Parinaz Kassemi. 2022. Implicit Textually Enhanced Processing of Aspectual Meanings in English Learners with German as a First Language. Discourse Processes 59 (7) : 520–552. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Abe, Makoto and Carsten Roever. 2019. Interactional competence in L2 text-chat interactions: First-idea proffering in task openings. Journal of Pragmatics 144 : 1–14. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Allen, David. 2019. Cognate frequency and assessment of second language lexical knowledge. International Journal of Bilingualism 23 (5) : 1121–1136. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
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. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Atoofi, Saeid. 2019. Reconsidering repetition in language education: An edusemiotic approach. Social Semiotics 29 (5) : 670–683. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Chang, Yu-Jung and Yueh-ching Chang. 2019. Identity negotiation in the third space: an analysis of YouTube channels hosted by expatriates in Taiwan. Language and Intercultural Communication 19 (1) : 77–92. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Chen, Hsueh Chu and Qian Wang. 2019. The effects of Hong Kong L2 English speakers’ phonological features on listeners’ cognitive and affective perceptions. Australian Review of Applied Linguistics 42 (1) : 84–115. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Skalicky, Stephen and Scott A. Crossley. 2019. Making sense of polysemy relations in first and second language speakers of English. International Journal of Bilingualism 23 (2) : 400–416. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Dawadi, Saraswati. 2019. Effects of task repetition on EFL oral performance. International Journal of Applied Linguistics 170 (1) : 3–23. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
de Los Reyes, Robin Atilano. 2019. Translanguaging in multilingual third grade ESL classrooms in Mindanao, Philippines. The International Journal of Multilingualism 16 (3) : 302–316. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
de Prada Pérez, Ana. 2019. Theoretical implications of research on bilingual subject production: The Vulnerability Hypothesis. International Journal of Bilingualism 23 (2) : 670–694. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Levey, Stephen and Chloé Diskin. 2019. Going global and sounding local. Quotative variation and change in L1 and L2 speakers of Irish (Dublin) English. English World-Wide 40 (1) : 53–78. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
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. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)
Fayt, Charles Jean Etienne and Willemijn Heeren. 2019. Contextuele invloeden op de productie van /h/ in het Nederlands van Belgisch-Franstalige leerders. [Contextual influences on the production of /h/ in the Dutch of Belgian-French learners.] Dutch Journal of Applied Linguistics 7 (1) : 89–108. ![DOI logo](https://benjamins.com/logos/doi-logo.svg)