Publications

Found 281 recordsSort by Active filters:
[no author]. 2019. The role of perceived cultural distance, personal growth initiative, language proficiencies, and tridimensional acculturation orientations for psychological adjustment among international students. International Journal of Intercultural Relations 69 : 11–23.
Rafiee, Marzieh and Salman Abbasian-Naghneh. 2019. Prioritization of critical individual factors influencing willingness to communicate: AHP method. Journal of Multilingual and Multicultural Development 40 (6) : 461–474.
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.
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.
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.
Oliver, Rhonda and Agurtzane Azkarai. 2019. Patterns of interaction and young ESL learners. What is the impact of proficiency and task type? Language Teaching for Young Learners 1 (1) : 82–102.
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.
Zhang, Leticia Tian and Daniel Cassany. 2019. ‘Is it always so fast?’ Chinese perceptions of Spanish through danmu video comments. Spanish in Context 16 (2) : 217–242.
Wang, Qian and Hsueh Chu Chen. 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.
Conduah, Aloysius N. 2019. Social Imperatives for Destination Language Learning. Language Matters: Studies in the Languages of Africa 50 (2) : 112–140.
Kyle, Kristopher, Cynthia M. Berger and Scott A. Crossley. 2019. Using Native-Speaker Psycholinguistic Norms to Predict Lexical Proficiency and Development in Second-Language Production. Applied Linguistics 40 (1) : 22–42.
Honbolygó, Ferenc, Andrea Kóbor and Valéria Csépe. 2019. Cognitive components of foreign word stress processing difficulty in speakers of a native language with non-contrastive stress. International Journal of Bilingualism 23 (2) : 366–386.
Tracy-Ventura, Nicole, Amanda Huensch, Judith Bridges and Jhon A. Cuesta Medina. 2019. Variables affecting the maintenance of L2 proficiency and fluency four years post-study abroad. Study Abroad Research in Second Language Acquisition and International Education 4 (1) : 96–115.
Dawadi, Saraswati. 2019. Effects of task repetition on EFL oral performance. International Journal of Applied Linguistics 170 (1) : 3–23.
Stevens, Gillian and Graziela Dekeyser. 2019. Maintaining one language while learning another: Moroccan children in Belgium. Journal of Multilingual and Multicultural Development 40 (2) : 148–163.
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.
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.
Fant, Lars and Fanny Forsberg Lundell. 2019. Keeping up appearances: Impression management in native and non-native speakers of four languages. Intercultural Pragmatics 16 (1) : 1–26.
Gong, Zhiqi. 2019. Topic prominence in L2 acquisition: Evidence of Chinese-to-English typological transfer. Journal of Second Language Studies 2 (1) : 140–164.
Hammer, Kate. 2019. Bilingual cogito: inner speech in acculturated bilinguals. International Journal of Bilingual Education and Bilingualism 22 (5) : 576–592.
Ganuza, Natalia and Christina Hedman. 2019. The Impact of Mother Tongue Instruction on the Development of Biliteracy: Evidence from Somali–Swedish Bilinguals. Applied Linguistics 40 (1) : 108–131.
Hirakawa, Makiko, Yuriko Oshima-Takane and Meghan T. Zvaigzne. 2019. How does language proficiency affect children’s iconic gesture use? Applied Psycholinguistics 40 (2) : 555–583.
Jensen, Bård Uri, Jan Svennevig, Jennifer Gerwing and Meredith Allison. 2019. Pre-empting Understanding Problems in L1/L2 Conversations: Evidence of Effectiveness from Simulated Emergency Calls. Applied Linguistics 40 (2) : 205–227.
May, Stephen, Lawrence Jun Zhang and Li Jiang. 2019. Implementing English-medium instruction (EMI) in China: teachers’ practices and perceptions, and students’ learning motivation and needs. International Journal of Bilingual Education and Bilingualism 22 (2) : 107–119.
Lust, Barbara and Carissa Kang. 2019. Code-switching does not predict Executive Function performance in proficient bilingual children: Bilingualism does. Bilingualism 22 (2) : 366–382.