Publications

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Kang, Dae-Min. 2021. L2 English learners’ knowledge of figurative meaning senses of phrasal verbs. Review of Cognitive Linguistics 19 (1) : 172–205.
Wen, Zhisheng and Mohammad Javad Ahmadian, eds. 2019. Researching L2 Task Performance and Pedagogy. In honour of Peter Skehan. (Task-Based Language Teaching 13). John Benjamins.
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.
Nicoladis, Elena and Jasmine R. Aziz. 2019. “My French is rusty”: Proficiency and bilingual gesture use in a majority English community. Bilingualism 22 (4) : 826–835.
Mikulski, Ariana M., Idoia Elola, Ana Rodriguez Padial and Grant Berry. 2019. Written feedback in heritage Spanish classrooms. A national survey of students and instructors. Revista Española de Lingüística Aplicada 32 (2) : 543–572.
Bohn-Gettler, Catherine M. 2019. Getting a Grip: The PET Framework for Studying How Reader Emotions Influence Comprehension. Discourse Processes 56 (5,6) : 386–401.
Dawadi, Saraswati. 2019. Effects of task repetition on EFL oral performance. International Journal of Applied Linguistics 170 (1) : 3–23.
Figueras, Neus. 2019. Developing and using tasks for the assessment of speaking. Apples - Journal of Applied Language Studies 13 (1) : 133–149.
Li, Shaofeng and Mengxia Fu. 2019. The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback. Journal of Second Language Studies 2 (2) : 233–257.
Grandfeldt, Jonas and Petra Bernardini. 2019. On cross?linguistic variation and measures of linguistic complexity in learner texts: Italian, French and English. International Journal of Applied Linguistics 29 (2) : 211–232.
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.
Wang, Ruiming, Baoguo Chen, Cong Liu and Lu Jiao. 2019. Working memory demand of a task modulates bilingual advantage in executive functions. International Journal of Bilingualism 23 (1) : 102–117.
Kämäräinen, Anniina, Piia Björn, Lasse Eronen and Eija Kärnä. 2019. Managing epistemic imbalances in peer interaction during mathematics lessons. Discourse Studies 21 (3) : 280–299.
LaCross, Lisa. 2019. Pragmatic trends in French future variant selection. Journal of Pragmatics 149 : 114–128.
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.
Isbell, Daniel R., Ok-Sook Park and Kyujin Lee. 2019. Learning Korean pronunciation. Effects of instruction, proficiency, and L1. Journal of Second Language Pronunciation 5 (1) : 13–48.
Ellis, Rod, Yan Zhu and Shaofeng Li. 2019. The associations between cognitive ability and L2 development under five different instructional conditions. Applied Psycholinguistics 40 (3) : 693–722.
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.
Montealegre Ramón, Félix. 2019. Exploring the learning potential of models with secondary school EFL learners. Revista Española de Lingüística Aplicada 32 (1) : 155–184.
Pallotti, Gabriele. 2019. Assessing Tasks: The Case of Interactional Difficulty. Applied Linguistics 40 (1) : 176–197.
Stadtler, Marc, Johanna Paul and Rainer Bromme. 2019. Effects of a Sourcing Prompt and Conflicts in Reading Materials on Elementary Students’ Use of Source Information. Discourse Processes 56 (2) : 155–169.
Kim, YouJin and Caroline Payant. 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.
Zyzik, Eve C. and Ruben A. Sanchez. 2019. Beyond accuracy: Heritage speakers’ performance on two kinds of acceptability judgment tasks. Applied Psycholinguistics 40 (3) : 645–671.
Sokol, Robin. 2019. Do we X, Should/Shall we X, Let’s X. Three formats to propose actions in collaborative project-making at the computer. Interaction Studies 20 (2) : 340–362.
Tadic, Nadja. 2019. ‘My brain hurts:’ incorporating learner interests into the classroom. Language & Education 33 (1) : 68–84.