Publications

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Barouni Ebrahimi, Alireza. 2019. Measuring productive collocational knowledge of the most frequent words. International Journal of Applied Linguistics 29 (1) : 30–43.
McManus, Kevin. 2019. Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning. Language Awareness 28 (2) : 114–138.
Verschueren, Jef. 2019. Indexical ‘mismatch’; or, adaptability at work. Pragmatics 29 (2) : 302–308.
Brysbaert, Marc, June Eyckmans, Sarah Candry, Irina Elgort and Thomas J. Boutorwick. 2018. Contextual Word Learning with Form-Focused and Meaning-Focused Elaboration. Applied Linguistics 39 (5) : 646–667.
Dugas, Edwige. 2018. Form/meaning asymmetry in word formation. The case of non- nouns in French. Constructions and Frames 10 (2) : 178–209.
Punsongserm, Rachapoom, Shoji Sunaga and Hisayasu Ihara. 2018. Effectiveness of homologous Thai letterforms presented in parafoveal vision. Information Design Journal 24 (2) : 92–115.
Marsden, Emma and Rowena Kasprowicz. 2018. Towards Ecological Validity in Research into Input-based Practice: Form Spotting Can Be as Beneficial as Form-meaning Practice. Applied Linguistics 39 (6) : 886–911.
Svensson, E. Birgitta. 2018. Form-function Relations in Narrative Development. How Anna became a writer. (Studies in Narrative 24). John Benjamins.
Walenta, Magdalena. 2018. Balancing linguistic and extra-linguistic gains in CLIL: a case for content-based structured input. International Journal of Bilingual Education and Bilingualism 21 (5) : 578–590.
Tedick, Diane J. and Amy I. Young. 2018. Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction. International Journal of Bilingual Education and Bilingualism 21 (3) : 303–318.
Peng, Rui. 2017. Pivotal Constructions in Chinese. Diachronic, synchronic, and constructional perspectives. (Studies in Chinese Language and Discourse 8). John Benjamins.
Peterson, Elizabeth. 2017. The nativization of pragmatic borrowings in remote language contact situations. Journal of Pragmatics 113 : 116–126.
Erlam, Rosemary and Malcom Pimentel-Hellier. 2017. Opportunities to attend to language form in the adolescent near-beginner foreign language classroom. Language Awareness 26 (2) : 59–77.
Callies, Marcus. 2016. Towards a process-oriented approach to comparing EFL and ESL varieties. A corpus-study of lexical innovations. International Journal of Learner Corpus Research 2 (2) : 229–251.
Jia, Hongyi and Feng-hsi Liu. 2016. Acquisition of time and locative phrases in Mandarin Chinese. A case of input saliency. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 51 (1) : 1–28.
Takimoto, Masahiro. 2016. Evaluating the relative effects of cognitive approach with 3D content and non-cognitive approach on the development of EFL learners’ knowledge about the different degrees of sureness. Cognitive Linguistic Studies 3 (2) : 347–368.
Al-Ali, Mohammed N. and Fahad M. Alliheibi. 2015. Struggling to retain the functions of passive when translating English thesis abstracts. Pragmatics 25 (2) : 129–148.
Callier, Patrick, Robert J. Podesva, Jermay Reynolds and Jessica Baptiste. 2015. Constraints on the social meaning of released /t/: A production and perception study of U.S. politicians. Language Variation and Change 27 (1) : 59–87.
Jaworski, Adam. 2015. Word cities and language objects. ‘Love’ sculptures and signs as shifters. Linguistic Landscape 1,2 (1) : 75–94.
Barron, Anne, Irina Pandarova and Karoline Muderack. 2015. Tag questions across Irish English and British English: A corpus analysis of form and function. Multilingua 34 (4) : 495–525.
Akissi Boutin, Béatrice. 2014. Décrire le français en relation aux langues en contact. L’exemple du dioula et du baoulé en Côte d’Ivoire. [Describe French in relation to languages in contact. The examples of Jula and Baule in Ivory Coast.] Journal of language contact 7 (1) : 36–61.
Childs, G. Tucker. 2014. Constraints on violating constraints: How languages reconcile the twin dicta of “Be different” and “Be recognizably language”. Pragmatics and Society 5 (3) : 341–354.
Boers, Frank, June Eyckmans and Julie Deconinck. 2014. Looking for form-meaning motivation in new L2 words: A think-aloud study among proficient learners of English. English Text Construction 6 (2) : 249–280.
Schlund, Katrin. 2014. On form and function of politeness formulae. Journal of Politeness Research 10 (2) : 271–296.
Lyster, Roy and Hainu Xu. 2014. Differential effects of explicit form-focused instruction on morphosyntactic development. Language Awareness 23 (1/2) : 107–122.