Articles in Journals Related to TESOL, 2011rportal.lib.ntnu.edu.tw/bitstream/20.500.12235/78776/1/ntnulib_ja_B0201_3603_181.pdf英語教學 English Teaching & Learning 36. 3 (2012

英語教學 English Teaching & Learning 36. 3 (2012 Special Issue): 181-226

Articles in Journals Related to TESOL, 2011

Applied Linguistics Volume 32, Issue 1

Mann, S. A critical review of qualitative interviews in applied

linguistics (pp. 6-24).

Talmy, S. The interview as collaborative achievement: Interaction,

identity, and ideology in a speech event (pp. 25-42).

Miller, E. R. Indeterminacy and interview research: Co-constructing

ambiguity and clarity in interviews with an adult immigrant

learner of English (pp. 43-59).

Prior, M. T. Self-presentation in L2 interview talk: Narrative versions,

accountability, and emotionality (pp. 60-76).

Roulston, K. Interview ‘problems’ as topics for analysis (pp. 77-94).

Richards, K. Using micro-analysis in interviewer training:

‘Continuers’ and interviewer positioning (pp. 95-112).

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Volume 32, Issue 2

Millar, N. The processing of malformed formulaic language (pp.

129-148).

Macintyre, P. D., & Legatto, J. J. A dynamic system approach to

willingness to communicate: Developing an idiodynamic

method to capture rapidly changing affect (pp. 149-171).

O’Halloran, K. Investigating argumentation in reading groups:

Combining manual qualitative coding and automated corpus

英語教學 English Teaching & Learning 36. 3 (2012 Special Issue)

182

analysis tools (pp. 172-196).

Hughes, R., & Reed, B. S. Learning about speech by experiment:

Issues in the investigation of spontaneous talk within the

experimental research paradigm (pp. 197-214).

Tin, T. B. Language creativity and co-emergence of form and

meaning in creative writing tasks (pp. 215-235).

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Volume 32, Issue 3

Webb, S., & Kagimoto, E. Learning collocations: Do the number of

collocates, position of the node word, and synonymy affect

learning? (pp. 259-276).

Pounds, G. ‘Foreignizing’ or ‘domesticating’ the ideology of

parental control in translating stories for children: Insights

from contrastive discourse analysis (pp. 277-298).

Asención-Delaney, Y., & Collentine, J. A multidimensional analysis

of a written L2 Spanish corpus (pp. 299-322).

Szczepaniak, R., & Lew, R. The role of imagery in dictionaries of

idioms (pp. 323-327).

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Volume 32, Issue 4

Hernández, L. P. Cognitive tools for successful branding (pp.

369-388).

Hyon, S. Evaluation in tenure and promotion letters: Constructing

faculty as communicators, stars, and workers (pp. 389-407).

Littlemore, J., Chen, P. T., Koester, A., & Barnden, J. Difficulties in

metaphor comprehension faced by international students whose

first language is not English (pp. 408-429).


183

Wolter, B., & Gyllstad, H. Collocational links in the L2 mental

lexicon and the influence of L1 intralexical knowledge (pp.

430-449).

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Volume 32, Issue 5

Mulder, K., & Hulstijn, J. H. Linguistic skills of adult native speakers,

as a function of age and level of education (pp. 475-494).

Kormos, J., Kiddle, T., & Csizér, K. Systems of goals, attitudes, and

self-related beliefs in second-language-learning motivation (pp.

495-516).

Luzón, M. J. ‘Interesting post, but i disagree’: Social presence and

antisocial behaviour in academic weblogs (pp. 517-540).

Forman, R. Humorous language play in a Thai EFL classroom (pp.

541-565).

CALICO Journal Volume 28, Issue 1

Bueno Alastuey, M. C. Synchronous-voice computer-mediated

communication: Effects on pronunciation (pp. 1-20).

Thouësny, S. Investigating learner variability: The impact of task type

on language learners’ errors and mistakes (pp. 21-34).

Khamis, H. Communication strategies in computer-mediated

communication: An Egyptian EFL context (pp. 35-48).

Stickler, U., & Hampel, R. CyberDeutsch: Language production and

user preferences in a Moodle virtual learning environment (pp.


184

49-73).

Cheng, R. Computer-mediated scaffolding in L2 students’ academic

literacy development (pp. 74-98).

Dikili, S. The nature of automated essay scoring feedback (pp.

99-134).

Uzum, B. An investigation of alignment in CMC from a

sociocognitive perspective (pp. 135-155).

Loucky, J. P. Comparing electronic dictionary functions and use (pp.

156-174).

Burston, J. Review of Crossword Compiler Ver. 8.1 (pp. 175-190).

Burston, J. Review of WebSwami Ver. 1.4 (pp. 191-203).

Burston, J. Review of Soundbooth (pp. 204-215).

Rodriguez, J. C. Review of Transparent Language System Complete

Edition (English) (pp. 216-228).

Wood, P. Review of Transparent Language System Complete Edition

(German) (pp. 229-237).

Jones, L. C. Review of Byki French, Deluxe Edition (pp. 238-252).

Ashby, W. Review of the Text Machine (pp. 253-260).

Yang, H. Review of SpellCheckPlus (pp. 261-267).

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Volume 28, Issue 2

Thorne, S. L., & Smith, B. Second language development theories

and technology-mediated language learning (pp. 268-277).

Gebhard, M., Shih, D.-s., & Seger, W. Blogging and emergent L2

literacy development in an Urban elementary school: A

functional perspective1 (pp. 278-307).


185

González-Lloret, M. Conversation analysis of computer-mediated

communication (pp. 308-325).

Reinhardt, J., & Zander, V. Social networking in an intensive English

program classroom: A language socialization perspective (pp.

326-344).

Mills, N. Situated learning through social networking communities:

The development of joint enterprise, mutual engagement, and a

shared repertoire (pp. 345-368).

Sauro, S. SCMC for SLA: A research synthesis (pp. 369-391).

Chun, D. M. Developing intercultural communicative competence

through online exchanges (pp. 392-419).

Cotos, E. Potential of automated writing evaluation feedback (pp.

420-459).

Schuetze, U. Retention in SLA lexical processing (pp. 460-472).

Blin, F. Computer supported collaborative writing in practice: An

activity theoretical study (pp. 473-497).

Lai, C., & Li, G. Technology and task-based language teaching: A

critical review (pp. 498-521).

Kessler, G., & Bikowski, D. The influence of SLA training in

curricular design among teachers in preparation (pp. 522-545).

Iskold, L. Intermediate Ukrainian (pp. 546-559).

Sahin, M. Advanced Turkish (pp. 560-568).

Morningstar, K. D. Brave new digital classroom technology and

foreign language learning (pp. 569-570).

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Volume 28, Issue 3


186

Caws, C., Hamel, M., & Schulze, M. CALL in Canada: Examples of

current research -- Introduction to the special issue (pp. 1-7).

Craven, M. Looking back: Tracing trends in Canadian CALL (pp.

9-17).

Weinberg, A., Knoerr, H., & Vandergrift, L. Creating podcasts for

academic listening in French: Student perceptions of enjoyment

and usefulness (pp. 588-605).

Kost, C. Investigating writing strategies and revision behavior in

collaborative wiki projects (pp. 606-620).

Peters, M., Weinberg, A., Sarma, N., & Frankoff, M. From the mouths

of Canadian university students: Web-based information-seeking

activities for language learning (pp. 621-638).

Cobb, T., & Horst, M. Does Word Coach coach words? (pp. 639-661).

Wood, P. Computer assisted reading in German as a foreign language,

developing and testing an NLP-based application (pp. 662-676).

Allard, D., Bourdeau, J., & Mizoguchi, R. Addressing cultural and

native language interference in second language acquisition (pp.

677-698).

Hoven, D., & Palalas, A. (Re)Conceptualizing design approaches for

mobile language learning (pp. 699-720).

Walker, N. R., Trofimovich, P., & Gatbonton, E. Using ASR

technology in language training for specific purposes: A

perspective from Quebec, Canada (pp. 721-743).

Thomson, R. I. Computer assisted pronunciation training: Targeting

second language vowel perception improves pronunciation (pp.

744-765).

Turel, V. Beginning Kurmanji Kurdish (pp. 766-776).


187

Kissling, E. Transparent Spanish, Premium Edition (pp. 777-784).

Computer Assisted Language Learning Volume 24, Issue 1

Amaral, L., Meurers, D., & Ziai, R. Analyzing learner language:

Towards a flexible natural language processing architecture for

intelligent language tutors (pp. 1-16).

Nakata, T. Computer-assisted second language vocabulary learning in

a paired-associate paradigm: a critical investigation of flashcard

software (pp. 17-38).

Yun, J. The effects of hypertext glosses on L2 vocabulary acquisition:

a meta-analysis (pp. 39-58).

Chen, H.-J. H. Developing and evaluating a web-based collocation

retrieval tool for EFL students and teachers (pp. 59-76).

Jauregi, K., Canto, S., de Graaff, R., Koenraad, T., & Moonen, M.

Verbal interaction in Second Life: Towards a pedagogic

framework for task design (pp. 77-101).

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Volume 23, Issue 2

Nah, K. C. Optimising the use of wireless application protocol (WAP)

sites for listening activities in a Korean English as a foreign

language (EFL) context (pp. 103-116).

Chen, H.-J. H. Developing and evaluating SynctoLearn, a fully

automatic video and transcript synchronization tool for EFL

learners (pp. 117-130).

McBride, K. The effect of rate of speech and distributed practice on

the development of listening comprehension (pp. 131-154).


188

Chang, C.-K., & Hsu, C.-K. A mobile-assisted synchronously

collaborative translation-annotation system for English as a

foreign language (EFL) reading comprehension (pp. 155-180).

Yang, Y.-F. Engaging students in an online situated language learning

environment (pp. 181-198).

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Volume 24, Issue 3

Ushioda, E. Language learning motivation, self and identity: Current

theoretical perspectives (pp. 199-210).

Esit, Ö. Your verbal zone: An intelligent computer-assisted language

learning program in support of Turkish learners’ vocabulary

learning (pp. 211-232).

Pérez-Paredes, P., Sánchez-Tornel, M., Calero, J. M. A., & Jiménez, P.

A. Tracking learners’ actual uses of corpora: Guided vs.

non-guided corpus consultation (pp. 233-253).

Gao, Z.-M. Exploring the effects and use of a Chinese-English

parallel concordance (pp. 255-275).

Wehner, A. K., Gump, A. W., & Downey, S. The effects of Second

Life on the motivation of undergraduate students learning a

foreign language (pp. 277-289).

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Volume 24, Issue 4

Smith, S. Learner construction of corpora for general English in

Taiwan (pp. 291-316).

Lai, C., & Gu, M. Self-regulated out-of-class language learning with

technology (pp. 317-335).

Vinther, J. Enhancing motivation with cultural narratives in


189

computer-mediated communication (pp. 337-352).

Kim, H. K. Promoting communities of practice among non-native

speakers of English in online discussions (pp. 353-370).

Wold, K. A. Blending theories for instructional design: creating and

implementing the structure, environment, experience, and people

(SEEP) model (pp. 371-382).

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Volume 24, Issue 5

Gorjian, B., Moosavinia, S. R., Kavari, K. E., Asgari, P., & Hydarei,

A. The impact of asynchronous computer-assisted language

learning approaches on English as a foreign language high and

low achievers’ vocabulary retention and recall (pp. 383-391).

Gardoso, W. Learning a foreign language with a learner response

system: The students’ perspective (pp. 393-417).

Alastuey, M. C. B. Perceived benefits and drawbacks of synchronous

voice-based computer-mediated communication in the foreign

language classroom (pp. 419-432).

Strobl, C., & Jacobs, G. Assessing QuADEM: Preliminary notes on a

new method for evaluating online language learning courseware

(pp. 433-449).

Chen, I.-J., & Chang, C.-C. Content presentation modes in mobile

language listening tasks: English proficiency as a moderator (pp.

451-470).

Garcia, I., & Pena, M. I. Machine translation-assisted language

learning: Writing for beginners (pp. 471-487).


190

ELT Journal Volume 65, Issue 1

Lee, I. Feedback revolution: What gets in the way? (pp. 1-12).

Scheffler, P., & Cinciała, M. Explicit grammar rules and L2

acquisition (pp. 13-23).

Jones, C., & Waller, D. If only it were true: The problem with the four

conditionals (pp. 24-32).

Rebuck, M. Using the L1 ‘errors’ of native speakers in the EFL

classroom (pp. 33-41).

Dooly, M., & Masats, D. Closing the loop between theory and praxis:

New models in EFL teaching (pp. 42-51).

Renandya W. A., & Farrell, T. S. C. ‘Teacher, the tape is too fast!’

Extensive listening in ELT (pp. 52-59).

Ning, H. Adapting cooperative learning in tertiary ELT (pp. 60-70).

Tavakoli, P. Pausing patterns: differences between L2 learners and

native speakers (pp. 71-79).

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Volume 65, Issue 2

Rivers, D. J. Politics without pedagogy: Questioning linguistic

exclusion (pp. 103-113).

Bullock, D. Learner self-assessment: An investigation into teachers’

beliefs (pp. 114-125).

Gün, B. Quality self-reflection through reflection training (pp.

126-135).

Wette, R. Product-process distinctions in ELT curriculum theory and

practice (pp. 136-144).

Suzuki, A. Introducing diversity of English into ELT: Student


191

teachers’ responses (pp. 145-153).

Kim, E.-Y. Using translation exercises in the communicative EFL

writing classroom (pp. 154-160).

Macalister, J. Today’s teaching, tomorrow’s text: Exploring the

teaching of reading (pp. 161-169).

Shahini, G., & Riazi, A. M. A PBLT approach to teaching ESL

speaking, writing, and thinking skills (pp. 170-179).

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Volume 65, Issue 3

Wharton, S. Critical text analysis: Linking language and cultural

studies (pp. 221-229).

Mok, J. A case study of students’ perceptions of peer assessment in

Hong Kong (pp. 230-239).

Xie, X. Turn allocation patterns and learning opportunities (pp.

240-250).

Fenton-Smith, B., & Stillwell, C. Reading discussion groups for

teachers: Connecting theory to practice (pp. 251-259).

Harumi, S. Classroom silence: Voices from Japanese EFL learners (pp.

260-269).

Copland, F., & Neokleous, G. L1 to teach L2: Complexities and

contradictions (pp. 270-280)

Kuo, I.-C. Student perceptions of student interaction in a British EFL

setting (pp. 281-290).

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Volume 65, Issue 4

Reber, E. Interjections in the EFL classroom: Teaching sounds and

sequences (pp. 365-275).


192

Holmes, J., & Riddiford, N. From classroom to workplace: Tracking

socio-pragmatic development (pp. 376-386).

Evans, S., & Morrison, B. The first term at university: Implications

for EAP (pp. 387-397).

Ruecker, T. The potential of dual-language cross-cultural peer review

(pp. 398-407).

Cross, J. Metacognitive instruction for helping less-skilled listeners

(pp. 408-416).

Wyatt, M. Teachers researching their own practice (pp. 417-425).

Hamano-Bunce, D. Talk or chat? Chatroom and spoken interaction in

a language classroom (pp. 426-436).

Trajtemberg, C., & Yiakoumetti, A. Weblogs: A tool for EFL

interaction, expression, and self-evaluation (pp. 437-445).

Yáñez, L., & Coyle, Y. Children’s perceptions of learning with an

interactive whiteboard (pp. 446-457).

Yuen, K.-M. The representation of foreign cultures in English

textbooks (pp. 458-466).

English for Specific Purposes Volume 30, Issue 1

Soler-Monreal, C., Carbonell, M., & Gil-Salom, L. A contrastive

study of the rhetorical organisation of English and Spanish PhD

thesis introductions (pp. 4-17).

Pérez-Llantada, C., Plo, R., & Ferguson, G. R. “You don’t say what

you know, only what you can”: The perceptions and practices of

senior Spanish academics regarding research dissemination in


193

English (pp. 18-30).

Gray, B., & Cortes, V. Perception vs. evidence: An analysis of this

and these in academic prose (pp. 31-43).

Kuteeva, M. Wikis and academic writing: Changing the writer-reader

relationship (pp. 44-57).

Durrant, P., & Mathews-Aydinli, J. A function-first approach to

identifying formulaic language in academic writing (pp. 58-72).

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Volume 30, Issue 2

Hanford, M., & Matous, P. Lexicogrammar in the international

construction industry: A corpus-based case study of

Japanese-Hong-Kongese on-site interactions in English (pp.

87-100).

Walker, C. How a corpus-based study of the factors which influence

collocation can help in the teaching of business English (pp.

101-112).

Koyalan, A., & Mumford, S. Changes to English as an Additional

Language writers’ research articles: From spoken to written (pp.

113-123).

Soler, V. Comparative and contrastive observations on scientific titles

written in English and Spanish (pp. 124-137).

Lung, J. Discursive hierarchical patterning in Economics cases (pp.

138-149).

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Volume 30, Issue 3

Parkinson, J. The Discussion section as argument: The language used


194

to prove knowledge claims (pp. 164-175).

Peters, S. Asserting or deflecting expertise? Exploring the rhetorical

practices of master’s theses in the philosophy of education (pp.

176-185).

Dahm, M. Exploring perception and use of everyday language and

medical terminology among international medical graduates in a

medical ESP course in Australia (pp. 186-197).

Evan, S., & Morrison, B. Meeting the challenges of English-medium

higher education: The first-year experience in Hong Kong (pp.

198-208).

Thøgersen, J., & Airey, J. Lecturing undergraduate science in Danish

and in English: A comparison of speaking rate and rhetorical

style (pp. 209-221).

Chang, C.-F., & Kuo, C.-H. A corpus-based approach to online

materials development for writing research articles (pp.

222-234).

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Volume 30, Issue 4

Hsu, W. The vocabulary thresholds of business textbooks and

business research articles for EFL learners (pp. 247-257).

Milagros, M., & Rubio, S. A pragmatic approach to the

macro-structure and metadiscoursal features of research article

(pp. 258-271).

Chou, M.-h. The influence of learner strategies on oral presentations:

A comparison between group and (pp. 272-285).

Hyland, K. The presentation of self in scholarly life: Identity and

marginalization in academic homepages (pp. 286-297).


195

Tessuto, G. Legal Problem Question Answer Genre across

jurisdictions and cultures (pp. 298-309).

Foreign Language Annals Volume 44, Issue 1

Byrd, D. R., Hlas, A. C., Watzke, J., & Valencia, M. F. M. An

examination of culture knowledge: A study of L2 teachers’ and

teacher educators’ beliefs and practices (pp. 4-39).

Carreira, M., & Kagan, O. The Results of the National Heritage

Language Survey: Implications for teaching, curriculum design,

and professional development (pp. 40-64).

Miao, P., & Heining-Boynton, A. L. Initiation/response/follow-up,

and response to intervention: Combining two models to improve

teacher and student performance (pp. 65-79).

Koike, D. A., & Palmiere, D. T. L. First and second language

pragmatics in third language oral and written modalities (pp.

80-104).

Brown, N. A., Solovieva, R. V., & Eggett, D. L. Qualitative and

quantitative measures of second language writing: Potential

outcomes of informal target language learning abroad (pp.

105-121).

Hong, W. Refusals in Chinese: How do L1 and L2 differ? (pp.

122-136).

Saugera, V. Scriptwriting as a tool for learning stylistic variation (pp.

137-152).

Robin, R. M. Narration and narrative in L2 speakers of Russian (pp.


196

153-180).

Zayafoon, L. B. Y. Teaching about women and Islam in North Africa:

integrating postcolonial feminist theory in the classroom (pp.

181-233).

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Volume 44, Issue 2

Sullivan, J. H. Taking charge: Teacher candidates’ preparation for the

oral proficiency interview (pp. 241-257).

Pufahl, I., & Rhodes, N. Foreign language instruction in U.S. Schools:

Results of a national survey of elementary and secondary schools

(pp. 258-288).

Haleey, M. H., & Ferro, M. S. Understanding the perceptions of

Arabic and Chinese teachers toward transitioning into U.S.

schools (pp. 289-307).

Correa, M. Advocating for critical pedagogical approaches to teaching

Spanish as a heritage language: Some considerations (pp.

308-320).

Beaidrie, S. M. Spanish heritage language programs: A snapshot of

current programs in the Southwestern United States (pp.

321-337).

Rabin, L. M. Community service and activism in heritage languages,

New York City, 1915-1956 (pp. 338-352).

Vogel, S., Herron, C., Cole, S. P., & York, H. Effectiveness of a

guided inductive versus a deductive approach on the learning of

grammar in the intermediate-level college French classroom (pp.

353-380).

Spenader, A. J. Language learning and acculturation: Lessons from


197

high school and gap-year exchange students (pp. 381-398).

Wang, H.-C., & Shih, S.-C. The role of language for thinking and task

selection in EFL learners’ oral collocational production (pp.

399-416).

Chien, S.-C. Discourse organization in high school students’ writing

and their teachers’ writing instruction: The case of Taiwan (pp.

417-435).

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Volume 44, Issue 3

Anya, U. Connecting with communities of learners and speakers:

Integrative ideals, experiences, and motivations of successful

black second language learners (pp. 441-466).

Jean, G., & Simard, D. Grammar teaching and learning in L2:

Necessary, but boring? (pp. 467-494).

Ducate, L. C., Anderson, L. L., & Mereno, N. Wading through the

world of wikis: An analysis of three wiki projects (pp. 495-524).

Byram, K. Using the concept of perspective to integrate cultural,

communicative, and form-focused language instruction (pp.

525-543).

Castañeda, M. E., & Zirger, M. Making the most of the “new” study

abroad: Social capital and the short-term sojourn (pp. 544-564).

Marqués-Pascual, L. Study abroad, previous language experience, and

Spanish L2 development (pp. 565-582).

Overland, P., Fields, L., & Noonan, J. Can communicative principles

enhance classical language acquisition? (pp. 583-598).

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198

Volume 44, Issue 4

Davin, K., Troyan, F. J., Donato, R., & Hellman, A. Research on the

integrated performance assessment in an early foreign language

learning program (pp. 605-625).

Abraham, L. B., & Williams, L. Expanding discourse options through

computer-mediated communication: Guiding learners toward

autonomy (pp. 626-645).

Comer, W. J., & deBenedette, L. Processing instruction and Russian:

Further evidence is IN (pp. 646-673).

Wei, M. A comparative study of the oral proficiency of Chinese

learners of English across task functions: A discourse marker

perspective (pp. 674-691).

Castañeda, D. A. The effects of instruction enhanced by video/photo

blogs and wikis on learning the distinctions of the Spanish

preterite and imperfect (pp. 692-711).

Mady, C. The results of short-term bilingual exchanges keep on

ticking: Long-term impacts of brief bilingual exchanges (pp.

712-726.

Tsou, W. The application of readers theater to FLES (foreign language

in the elementary schools) reading and writing (pp. 727-748).

Journal of English for Academic Purposes Volume 10, Issue 1

Hamp-Lyons, L. English for academic purposes: 2011 and beyond (pp.

2-4).

Tan, M., & Lan, O. S. Teaching mathematics and science in English


199

in Malaysian classrooms: The impact of teacher beliefs on

classroom practices and student learning (pp. 5-18).

Arnó-Macià, E., & Rueda-Ramos, C. Promoting reflection on science,

technology, and society among engineering students through an

EAP online learning environment (pp. 19-31).

Miller, D. ESL reading textbooks vs. university textbooks: Are we

giving our students the input they may need? (pp. 32-46).

Charles, M. Adverbials of result: Phraseology and functions in the

problem-solution pattern (pp. 47-60).

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Volume 10, Issue 2

Lynch, T. Academic listening in the 21st century: Reviewing a decade

of research (pp. 79-88).

Taylor, L., & Geranpayeh, A. Assessing listening for academic

purposes: Defining and operationalising the test construct (pp.

89-101).

Field, J. Into the mind of the academic listener (pp. 102-112).

Graham, S. Self-efficacy and academic listening (pp. 113-117).

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Volume 10, Issue 3

Yayli, D. From genre awareness to cross-genre awareness: A study in

an EFL context (pp. 121-129).

Yoon, C. Concordancing in L2 writing class: An overview of research

and issues (pp. 130-139).

Chang, P., & Schleppegrell, M. Taking an effective authorial stance in

academic writing: Making the linguistic resources explicit for L2


200

writers in the social sciences (pp. 140-151).

Mansourizadeh, K., & Ahmad, U. K. Citation practices among

non-native expert and novice scientific writers (pp. 152-161).

Eckstein, G., Chariton, J., & McCollum, R. M. Multi-draft composing:

An iterative model for academic argument writing (pp. 162-172).

Terraschke, A., & Wahid, R. The impact of EAP study on the

academic experiences of international postgraduate students in

Australia (pp. 173-182).

Grant, L. E. The frequency and functions of just in British academic

spoken English (pp. 183-197).

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Volume 10, Issue 4

Kumar, V., & Stracke, E. Examiners’ reports on theses: Feedback or

assessment? (pp. 211-222).

Kuzborska, I. Teachers’ decision-making processes when designing

EAP reading materials in a Lithuanian university setting (pp.

223-237).

Sheldon, E. Rhetorical differences in RA introductions written by

English L1 and L2 and Castilian Spanish L1 writers (pp.

238-251).

Tatzl, D. English-medium masters’ programmes at an Austrian

university of applied sciences: Attitudes, experiences and

challenges (pp. 252-270).

Liu, J.-Y., Chang, Y.-J., Yang, F.-Y., & Sun, Y.-C. Is what I need what

I want? Reconceptualising college students’ needs in English

courses for general and specific/academic purposes (pp.

271-280).


201

Journal of Second Language Writing

Volume 20, Issue 1

Gentil, G. A biliteracy agenda for genre research (pp. 6-23).

Costino, K. A., & Hyon, S. Sidestepping our “scare words”: Genre as

a possible bridge between L1 and L2 compositionists (pp.

24-44).

Gebhard, M., & Harman, R. Reconsidering genre theory in K-12

schools: A response to school reforms in the United States (pp.

45-55).

John, A. M. The future of genre in L2 writing: Fundamental, but

contested, instructional decisions (pp. 56-68).

Cheng, A. Language features as the pathways to genre: Students’

attention to non-prototypical features and its implications (pp.

69-82).

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Volume 20, Issue 2

Negretti, R., & Kuteeva, M. Fostering metacognitive genre awareness in

L2 academic reading and writing: A case study of pre-service

English teachers (pp. 95-110).

Yasuda, S. Genre-based tasks in foreign language writing: Developing

writers’ genre awareness, linguistic knowledge, and writing

competence (pp. 111-133).

DePalma, M.-J., & Ringer, J. M. Toward a theory of adaptive transfer:

Expanding disciplinary discussions of “transfer” in

second-language writing and composition studies (pp. 134-147).


202

Kormos, J. Task complexity and linguistic and discourse features of

narrative writing performance (pp. 148-161).

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Volume 20, Issue 3

Enright, K. A., & Gilliland, B. Multilingual writing in an age of

accountability: From policy to practice in U.S. high school

classrooms (pp. 182-195).

Fránquiz M. E., & Salinas, C. S. Newcomers developing English

literacy through historical thinking and digitized primary sources

(pp. 196-210)

Kibler, A. “I write it in a way that people can read it”: How teachers

and adolescent L2 writers describe content area writing (pp.

211-226).

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Volume 20, Issue 4

Ryshina-Pankova, M. Developmental changes in the use of

interactional resources: Persuading the reader in FL book

reviews (pp. 243-256).

Liu, Y. Power perceptions and negotiations in a cross-national email

writing activity (pp. 257-270).

Crossley, S. A., & McNamara, D. S. Shared features of L2 writing:

Intergroup homogeneity and text classification (pp. 271-285).

Shehadeh, A. Effects and student perceptions of collaborative writing

in L2 (pp. 286-305).

Language Learning Volume 61, Issue 1


203

Edwards, R., & Collins, L. Lexical frequency profiles and Zipf’s law

(pp. 1-30).

Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de

Glopper, K. Modeling the development of L1 and EFL writing

proficiency of secondary school students (pp. 31-79).

Sagarra, N., & Herschensohn, J. Proficiency and animacy effects on

L2 gender agreement processes during comprehension (pp.

80-116).

Serrano, R. The time factor in EFL classroom practice (pp. 117-145).

Park, E. S. Learner-generated noticing of written L2 input: What do

learners notice and why? (pp. 146-186).

Rai, M. K., Loschky, L. C., Harris, R. J., Peck, N. R., & Cook, L. G.

Effects of stress and working memory capacity on foreign

language readers’ inferential processing during comprehension

(pp. 187-218).

Vidal, K. A comparison of the effects of reading and listening on

incidental vocabulary acquisition (pp. 219-258).

Trude, A. M., & Tokowics, N. Negative transfer from Spanish and

English to Portuguese pronunciation: The roles of inhibition and

working memory (pp. 259-280).

van Gelderen, A., Oostdam, R., & van Schooten, E. Does foreign

language writing benefit from increased lexical fluency?

Evidence from a classroom experiment (pp. 281-321).

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Volume 61, Issue s1

Robinson, P. Task-based language learning: A review of issues (pp.

1-36).


204

Tavakoli, P., & Foster, P. Task design and second language

performance: The effect of narrative type on learner output (pp.

37-72).

ALbert, A., & Komors, J. Creativity and narrative task performance:

An exploratory study (pp. 73-99).

Kim, Y.-J. The Role of Task-induced involvement and learner

proficiency in L2 vocabulary acquisition (pp. 100-140).

Toth, P. D. Teacher- and learner-led discourse in task-based grammar

instruction: Providing procedural assistance for morphosyntactic

development (pp. 141-188).

Gass, S., Mackey, A., & Ross-Feldman, L. Task-based interactions in

classroom and laboratory settings (pp. 189-220).

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Volume 61, Issue 2

Elgort, I. Deliberate learning and vocabulary acquisition in a

second language (pp. 367-413).

Wu, S.-L. Learning to Express Motion Events in an L2: The case of

Chinese directional complements (pp. 414-454).

Baten, K. Processability theory and German case acquisition (pp.

455-505).

Strapp, C. M., Helmick, A. L., Tonkovich, H. M., & Bleakney, D.

M. Effects of negative and positive evidence on adult word


de Jong, N., & Perfetti, C. A. Fluency training in the ESL

classroom: An experimental study of fluency development and

proceduralization (pp. 533-568).

Tremblay, A., Derwing, B., Libben, G., & Westbury, C. Processing


205

advantages of lexical bundles: Evidence from self-paced

reading and sentence recall tasks (pp. 569-613).

Bolger, P., & Zapata, G. Semantic categories and context in L2

vocabulary learning (pp. 614-646).

Laufer, B., & Waldman, T. Verb-noun collocations in second

language writing: A corpus analysis of learners’ English (pp.

647-672).

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Volume 61, Issue 3

Jeong, H., Hashizume, H., Sugiura, M., Sassa, Y., Yokoyama, S., &

Shiozaki, S. Testing second language oral proficiency in direct

and semidirect settings: A social-cognitive neuroscience

perspective (pp. 675-699).

Hirata-Edds, T. Influence of second language Cherokee immersion

on children’s development of past tense in their first language,

English (pp. 700-733).

Nicoladis, E., & Marchak, K. Le carte blanc or la carte blanche?

Bilingual children’s acquisition of French adjective agreement

(pp. 734-758).

Simard, D., & Jean, G. An exploration of L2 teachers’ use of

pedagogical interventions devised to draw L2 learners’

attention to form (pp. 759-785).

Gilmore, A. “I prefer not text”: Developing Japanese learners’

communicative competence with authentic materials (pp.

786-819).

Cross, J. Social-cultural-historical contradictions in an L2 listening

lesson: A joint activity system analysis (pp. 820-867).


206

Andringa, S., de Glopper, K., & Hacquebord, H. Effect of explicit

and implicit instruction on free written response task

performance (pp. 868-903).

Taguchi, N. The Effect of L2 proficiency and study-abroad

experience on pragmatic comprehension (pp. 904-939).

Jiang, N., Novokshanova, E., Masuda, K., & Wang, X.

Morphological congruency and the acquisition of L2

morphemes (pp. 940-967).

Ockey, G. Self-consciousness and assertiveness as explanatory

variables of L2 oral ability: A latent variable approach (pp.

968-989).

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Volume 61, Issue 4

Back, M. Legitimate peripheral participation and language learning:

Two Quichua learners in a transnational community (pp.

1039-1057).

Marsden, E., & Chen, H.-Y. The roles of structured input activities

in processing instruction and the kinds of knowledge they

promote (pp. 1058-1098).

Lee, C. H., & Kalyuga, S. Effectiveness of different pinyin

presentation formats in learning Chinese characters: A

cognitive load perspective (pp. 1099-1118).

Liu, Y., Wang, M., Perfetti, C. A., Brubacker, B., Wu, S., &

MacWhinny, B. Learning a tonal language by attending to the

tone: An in vivo experiment (pp. 1119-1141).

Brooks, P. J., Kempe, V., & Donachie, A. Second language learning

benefits from similarity in word endings: Evidence from


207

Russian (pp. 1142-1172).

Aarts, R., Demir, S., & Vallen, T. Characteristics of academic

language register occurring in caretaker-child interaction:

Development and validation of a coding scheme (pp.

1173-1221).

Xi, X., & Mollaun, P. Using raters from India to score a large-scale

speaking test (pp. 1222-1255).

Edwards, J. G. H. Deletion of /t, d/ and the acquisition of linguistic

variation by second language learners of English (pp.

1256-1301).

Bochner, J. H., Christie, K., Hauser, P. C., & Searts, J. M. When is

a difference really different? Learners’ discrimination of

linguistic contrasts in American Sign Language (pp.

1302-1327).

Kozaki, Y., & Ross, S. J. Contextual dynamics in foreign language

learning motivation (pp. 1328-1354).

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Language Learning & Technology Volume 15, Issue 1

Bower, J. Negotiation of meaning and corrective feedback in

Japanese/English eTandem (pp. 41-71).

Vinagre, M. Computer-mediated corrective feedback and language

accuracy in telecollaborative exchanges (pp. 72-103).

Kabata, K. Tandem language learning through a cross-cultural keypal

project (pp. 104-121).


208

Yang, Y.-F. Learner interpretations of shared space in multilateral

English blogging (pp.122-146).

Stickler, U. LITERALIA: Towards developing intercultural maturity

online (pp. 147-168).

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Volume 15, Issue 2

Cross, J. Comprehending news videotexts: The Influence of the visual

content (pp. 44-68).

Dooly, M. Divergent perceptions of tellecollaborative language

learning tasks: Task-as-workplan vs. task-as-process (pp. 69-91).

Pasfield-Neofitou, S. Online domains of language use: Second

language learners’ experiences of virtual community and

foreignness (pp. 92-108).

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Volume 15, Issue 3

Collentine, K. Learner autonomy in a task-based 3D world and

production (pp. 50-67).

Hafner, C. A., & Miller, L. Fostering learner autonomy in English for

science: A collaborative digital video project in a technological

learning environment (pp. 68-85).

Lee, L. Blogging: Promoting learner autonomy and intercultural

competence through study abroad (pp. 87-109).

Nielson, K. B. Self-study with language learning software in the

workplace: What happens? (pp. 110-129).


209

Language Testing Volume 28, Issue 1

Fulcher, G., Davidson, F., & Kemp, J. Effective rating scale

development for speaking tests: Performance decision trees (pp.

5-29).

Zhang, Y., & Elder, C. Judgments of oral proficiency by non-native

and native English speaking teacher raters: Competing or

complementary constructs? (pp. 31-50).

Barkaoui, K. Think-aloud protocols in research on essay rating: An

empirical study of their veridicality and reactivity (pp. 51-75).

Gao, L., & Rogers, T. Use of tree-based regression in the analyses of

L2 reading test items (pp. 77-104).

Schmitt, N., Ching, J. W., & Garras, J. The Word Associates Format:

Validation evidence (pp. 105-126).

O’Toole, J., & King, R. The deceptive mean: Conceptual scoring of

cloze entries differentially advantages more able readers (pp.

127-144).

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Volume 28, Issue 2

Bae, J., & Lee, Y.-S. The validation of parallel test forms: ‘Mountain’

and ‘beach’ picture series for assessment of language skills (pp.

155-177).

Knoch, U. Investigating the effectiveness of individualized feedback

to rating behavior -- A longitudinal study (pp. 179-200).

Carey, M. D., Mannell, R. H., & Dunn, P. K. Does a rater’s familiarity

with a candidate’s pronunciation affect the rating in oral

proficiency interviews? (pp. 201-219).


210

Cheng, L., Andrews, S., & Yu, Y. Impact and consequences of

school-based assessment (SBA): Students’ and parents’ views of

SBA in Hong Kong (pp. 221-249).

Huang, S.-C. Convergent vs. divergent assessment: Impact on college

EFL students’ motivation and self-regulated (pp. 251-271).

Fairclough, M. Testing the lexical recognition task with

Spanish/English bilinguals in the United States (pp. 273-297).

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Volume 28, Issue 3

Bunch, M. B. Testing English language learners under No Child Left

Behind (pp. 323-341).

Bailey, A., & Huang, B. H. Do current English language

development/proficiency standards reflect the English needed for

success in school? (pp. 343-365).

Llosa, L. Standards-based classroom assessments of English

proficiency: A review of issues, current developments, and future

directions for research (pp. 367-382).

Kenyon, D. M., MacGregot, D., Li, D., & Cook, G. Issues in vertical

scaling of a K-12 English language proficiency test (pp.

383-400).

Stansfield, C. W. Oral translation as a test accommodation for ELLs

(pp. 401-416).

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Volume 28, Issue 4

McNamara, T. Applied linguistics and measurement: A dialogue (pp.

435-440).

Wilson, M., & Moore, S. Building out a measurement model to


211

incorporate complexities of testing in the language domain (pp.

441-462).

Roever, C. Testing of second language pragmatics: Past and future (pp.

463-481).

Nakatsuhara, F. Effects of test-taker characteristics and the number of

participants in group oral tests (pp. 483-508).

Kim, Y.-H. Diagnosing EAP writing ability using the Reduced

Reparameterized Unified Model (pp. 509-541).

Lim, G. S. The development and maintenance of rating quality in

performance writing assessment: A longitudinal study of new

and experienced raters (pp. 543-560).

Crossley, S. A., Salsbury, T., McNamara, D. S., & Javis, S. Predicting

lexical proficiency in language learner texts using computational

indices (pp. 561-580).

Modern Language Journal Volume 95, Issue 1

Toth, P. D. Social and cognitive factors in making teacher-led

classroom discourse relevant for second language development

(pp. 125).

Schmitt, N., Jiang, X., & Grabe, W. The percentage of words known

in a text and reading comprehension (pp. 26-43).

Akbari, R., & Dadvand, B. Does formal teacher education make a

difference? A comparison of pedagogical thought units of B.A.

versus M.A. teachers (pp. 44-60).

Mills, N. Teaching assistants’ self-efficacy in teaching literature:

Sources, personal assessments, and consequences (pp. 61-80).


212

MacIntyre, P. D., Burns, C., & Jessome, A. Ambivalence about

communicating in a second language: A qualitative study of

French immersion students’ willingness to communicate (pp.

81-96).

Matsumoto, Y. Successful ELF communications and implications for

ELT: Sequential Analysis of ELF pronunciation negotiation

strategies (pp. 97-114).

Yilmaz, Y. Task effects on focus on form in synchronous

computer-mediated communication (pp. 115-132).

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Volume 95, Issue 2

Dippold, D. Argumentative discourse in L2 German: A sociocognitive

perspective on the development of facework strategies (pp.

171-187).

Gatbonton, E., Trofimovich, P., & Segalowitz, N. Ethnic group

affiliation and patterns of development of a phonological

variable (pp. 188-204).

Pein, M. V., & Tarriba, J. Testing the development of linguistic

knowledge in adult naïve learners of American Sign Language

(pp. 205-216).

Jeon, E. H. Contribution of morphological awareness to

second-language reading comprehension (pp. 217-235).

Kanno, Y., & Stuart, C. Learning to become a second language

teacher: Identities-in-practice (pp. 236-252).

Sparks, R., Humbach, N., Patton, J., & Ganschow, L. Subcomponents

of second-language aptitude and second-language proficiency

(pp. 253-273).

Martinsen, R. A., Baker, W., Bown, J., & Johnson, C. The benefits of


213

living in foreign language housing: The effect of language use

and second-language type on oral proficiency gains (pp.

274-290).

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Volume 95, Issue 3

Francesshini, R. Multilingualism and multicompetence: A conceptual

view (pp. 344-355).

Cenoz, J., & Gorter, D. Focus on Multilingualism: A study of

trilingual writing (pp. 356-369).

Wei, L. Multilinguality, multimodality, and multicompetence: Code-

and modeswitching by minority ethnic children in

complementary schools (pp. 370-384).

Garcia, O., & Sylvan, C. Pedagogies and practices in multilingual

classrooms: Singularities in pluralities (pp. 385-400).

Canagarajah, S. Codemeshing in academic writing: Identifying

teachable strategies of translanguaging (pp. 401-417).

Shohamy, E. Assessing multilingual competencies: Adopting

construct valid assessment policies (pp. 418-429).

McNamara, T. Multilingualism in education: A poststructuralist

critique (pp. 430-441).

Gorter, D., & Cenoz, J. A multilingual approach: Conclusions and

future perspectives: Afterword (pp. 442-445).

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Volume 95, Issue s1

Burnett, J. Two case studies of secondary language teaching: A

critical look at the intersection of management and the local and

social realities that shape our classrooms (pp. 4-26).


214

Drewelow, I. Learners’ selective perceptions of information during

instructed learning in French: Consequences (pp. 27-41).

Adams, R., Nuevo, A. M., & Egi, T. Explicit and implicit feedback,

modified output, and SLA: Does explicit and implicit feedback

promote learning and learner-learner interactions? (pp. 42-63).

He, A. Possibility of crosslingual transfer: A comparative study of

Chinese (L1) and English (L2) lessons (pp. 64-80).

Lai, C., Zhao, Y., & Wang, J. Task-based language teaching in online

ab initio foreign language classrooms (pp. 81-103).

Lyddon, P. A. The efficacy of corrective feedback and textual

enhancement in promoting the acquisition of grammatical

redundancies (pp. 104-129).

Miller, E. R., & Zuengler, J. Negotiating access to learning through

resistance to classroom practice (pp. 130-147).

Pomerantz, A., & Bell, N. D. Humor as safe house in the foreign

language classroom (pp. 148-161).

Révész, A. Task complexity, focus on L2 constructions, and

individual differences: A classroom-based study (pp. 162-181).

Turnbull, M., Cormier, M., & Bourque, J. The first language in

science class: A quasi-experimental study in late French

immersion (pp. 182-198).

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Volume 95, Issue 4

Leeman, J., Rabin, L., Román-mendoza, E. Identity and activism in

heritage language education (pp. 481-495).

Erler, L., & Macaro, E. Decoding ability in French as a foreign

language and language learning motivation (pp. 496-518).

Masuda, K. Acquiring interactional competence in a study abroad


215

context: Japanese language learners’ use of the interactional

particle ne (pp. 519-540).

Pytlyk, C. Shared orthography: Do shared written symbols influence

the perception of L2 sounds? (pp. 541-557).

Sammy, K., Kim, S., Lee, J. A., & Kasai, M. A participative inquiry in

a TESOL program: Development of three NNES graduate

students’ legitimate peripheral participation to fuller participation

(pp. 558-574).

Shi, X. Negotiating power and access to second language resources: A

study on short-term Chinese MBA students in America (pp.

575-588).

Song, S., & Kellogg, D. Word meaning as a palimpsest: A defense of

sociocultural theory (pp. 589-604).

Taguchi, N. Pragmatic development as a dynamic, complex process:

General patterns and case histories (pp. 605-627).

Second Language Research Volume 27, Issue 1

Rothman, J., Iverson, M., & Judy, T. Introduction: Some notes on the

generative study of L3 acquisition (pp. 5-19).

Montrul, S., Dias, R., & Santos, H. Clitics and object expression in

the L3 acquisition of Brazilian Portuguese: Structural similarity

matters for transfer (pp. 21-58).

Falk, Y., & Bardel, C. Object pronouns in German L3 syntax:

Evidence for the L2 status factor (pp. 59-82).

Jaensch, C. L3 acquisition of German adjectival inflection: A


216

generative account (pp. 83-105).

Rothman, J. L3 syntactic transfer selectivity and typological

determinacy: The typological primacy model (pp. 107-127).

del Pilar, M., Mayo, G., & Olaizola, I. V. The development of

suppletive and affixal tense and agreement morphemes in the L3

English of Basque-Spanish bilinguals (129-149).

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Volume 27, Issue 2

Nelson, R. Vigilance, expectancy, and noise: Attention in second

language lexical learning and memory (pp. 153-171).

Papadopoulou, D., Varlokosta, S., Spyropoulos, V., Kaili, H., Prokou,

S., & Revithiadou, A. Case morphology and word order in

second language Turkish: Evidence from Greek learners (pp.

173-204).

Kweon, S.-O., & Bley-Vroman, R. Acquisition of the constraints on

wanna contraction by advanced second language learners:

Universal grammar and imperfect knowledge (pp. 207-228).

Shea, C. E., & Curtin, S. Experience, representations and the

production of second language allophones (pp. 229-250).

Siyanova-Chanturia, A., Conklin, K., & Schmitt, N. Adding more fuel

to the fire: An eye-tracking study of idiom processing by native

and non-native speakers (pp. 251-272).

Eckman, F. R. Review article: Spanish-English and

Portuguese-English interlanguage phonology (pp. 273-282).

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Volume 27, Issue 3

Stringer, D., Burghardt, B., Seo, H.-K., & Wang, Y.-T. Straight on


217

through to Universal Grammar: Spatial modifiers in second

language acquisition (pp. 289-311).

Schulz, B. Syntactic creativity in second language English: Wh-scope

marking in Japanese-English interlanguage (pp. 313-341).

Salsbury, T., Crossley, S. A., & McNamara, D. S. Psycholinguistic

word information in second language oral discourse (pp.

343-360).

Donaldson, B. Nativelike right-dislocation in near-native French (pp.

361-390).

Vokic, G. When alphabets collide: Alphabetic first-language speakers’

approach to speech production in an alphabetic second language

(pp. 391-417).

Spinner, P. Review article: Second language acquisition of Bantu

languages: A (mostly) untapped research opportunity (pp.

418-430).

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Volume 27, Issue 4

Cardoso, W. The development of coda perception in second language

phonology: A variationist perspective (pp. 433-465).

Costello, W., & Shirai, Y. The Aspect Hypothesis, defective tense,

and obligatory contexts: Comments on Haznedar, 2007 (pp.

467-480).

Jegerski, J., VanPatten, B., & Keating, G. D. Cross-linguistic

variation and the acquisition of pronominal reference in L2

Spanish (pp. 481-507).

Charters, H., Dao, L., & Jansen, L. Reassessing the applicability of

processability theory: The case of nominal plural (pp. 509-533).


218

Han, J.-I., Hwang, J.-B., & Choi, T.-H. The acquisition of phonetic

details: Evidence from the production of English reduced vowels

by Korean learners (pp. 535-557).

Studies in Second Language Acquisition Volume 33, Issue 1

Charkova, K. D., & Halliday, L. J. Second- and foreign-language

variation in tense backshifting in indirect reported speech (pp.

1-32).

Leung, J. H. C., & Williams, J. N. The implicit learning of mappings

between forms and contextually derived meanings (pp. 33-55).

Lee-Ellis, S. The elicited production of Korean relative clauses by

heritage speakers (pp. 57-89).

Tolentino, L. C., & Tokowicz, N. Across languages, space, and time --

A review of the role of cross-language similarity in L2 (morpho)

syntactic processing as revealed by fMRI and ERP methods (pp.

91-125).

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Volume 33, Special Issue 2

Montrul, S. Introduction -- The linguistic competence of heritage

speakers (pp. 155-161).

Montrul, S. Morphological errors in Spanish second language learners

and heritage speakers (pp. 163-192).

Keating, G. D., & VanPatten, B. Who was walking on the beach? --

Anaphora resolution in Spanish heritage speakers and adult

second language learners (pp. 193-221).

http://journals.cambridge.org/action/displayIssue?jid=SLA&volumeId=27&issueId=01


219

O’Grady, W., Kwak, H.-Y., Lee, O.-S., & Lee, M. An emergentist

perspective on heritage language acquisition (pp. 223-245).

Bowles, M. A. Measuring implicit and explicit linguistic knowledge

-- What can heritage language learners contribute? (pp.

247-271).

Albirini, A., Benmamoun, E., & Saadah, E. Grammatical features of

Egyptian and Palestinian Arabic heritage speakers’ oral

production (pp. 273-303).

Polinsky, M. Reanalysis in adult heritage language -- New evidence in

support of attrition (pp. 305-328).

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Volume 33, Issue 3

Tremblay, A. Proficiency assessment standards in second language

acquisition research -- “Clozing” the gap (pp. 339-372).

Fitzpatrick, T., & Izura, C. Word association in L1 and L2 -- An

exploratory study of response types, response times, and

interlingual mediation (pp. 373-398).

Donaldson, B. Left dislocation in near-native French (pp. 399-432).

Bundgaard-Nielsen, R. L., Best, C. T., & Tyler, M. D. Vocabulary size

is associated with second-language vowel perception

performance in adult learners (pp. 433-461).

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Volume 33, Issue 4

Truscott, J., & Smith, M. S. Input, intake, and consciousness -- The

quest for a theoretical foundation (pp. 497-528).

Spinner, P. Second language assessment and morphosyntactic

development (pp. 529-561).


220

Omaki, A., & Schulz, B. Filler-gap dependencies and island

constraints in second-language sentence processing (pp.

563-588).

Ellis, N. C., & Sagarra, N. Learned attention in adult language

acquisition -- A replication and generalization study and

meta-analysis (pp. 589-624).

System Volume 39, Issue 1

Oscarson, M., & Apelgren, B. M. Mapping language teachers’

conceptions of student assessment procedures in relation to

grading: A two-stage empirical inquiry (pp. 2-16).

Nassaji, H. Immediate learner repair and its relationship with learning

targeted forms in dyadic interaction (17-29).

Atai, M. R., & Nazari, O. Exploring reading comprehension needs of

Iranian EAP students of health information management (HIM):

A triangulated approach (pp. 30-43).

VanPatten, B., & Uludag, O. Transfer of training and processing

instruction: From input to output (pp. 44-53).

Farrell, T. S. C. Exploring the professional role identities of

experienced ESL teachers through reflective practice (pp. 54-62).

Hu, G. Metalinguistic knowledge, metalanguage, and their

relationship in L2 learners (pp. 63-77).

Gardner, D., & Miller, L. Managing self-access language learning:

Principles and practice (pp. 78-89).

Carreira, J. M. Relationship between motivation for learning EFL and

intrinsic motivation for learning in general among Japanese


221

elementary school students (pp. 90-102).

Psaltou-Joycey, A., & Kantaridou, Z. Major, minor, and negative

learning style preferences of university students (pp. 103-112).

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Volume 39, Issue 2

Serrano, R., Llanes, A., & Tragant, E. Analyzing the effect of context

of second language learning: Domestic intensive and

semi-intensive courses vs. study abroad in Europe (pp. 133-143).

Wong, L. L. C., & Nunan, D. The learning styles and strategies of

effective language learners (pp. 144-163).

Qi, Y., & Ding, Y. Use of formulaic sequences in monologues of

Chinese EFL learners (pp. 164-174).

Kwary, D. A. A hybrid method for determining technical vocabulary

(pp. 175-185).

Huang, K.-M. Motivating lessons: A classroom-oriented investigation

of the effects of content-based instruction on EFL young

learners’ motivated behaviours and classroom verbal interaction

(pp. 186-201).

Mak, B. An exploration of speaking-in-class anxiety with Chinese

ESL learners (pp. 202-214).

Bao, M., Egi, T., & Han, Y. Classroom study on noticing and recast

features: Capturing learner noticing with uptake and stimulated

recall (pp. 215-228).

Evans, N. W., Hartshorn, K. J., & Strong-Krause, D. The efficacy of

dynamic written corrective feedback for university-matriculated

ESL learners (pp. 229-239).

Halenko, N., & Jones, C. Teaching pragmatic awareness of spoken

requests to Chinese EAP learners in the UK: Is explicit


222

instruction effective? (pp. 240-250).

McMillan, B., & Rivers, D. J. The practice of policy: Teacher

attitudes toward “English only” (pp. 251-263).

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Volume 39, Issue 3

Barcelos, A. M. F., & Kalaja, P. Introduction to Beliefs about SLA

revisited (pp. 281-289).

Navarro, D., & Thornton, K. Investigating the relationship between

belief and action in self-directed language learning (pp.

290-301).

Aragão, R. Beliefs and emotions in foreign language learning (pp.

302-313).

Peng, J.-E. Changes in language learning beliefs during a transition to

tertiary study: The mediation of classroom affordances (pp.

314-324).

Yang, J.-S., & Kim, T.-Y. Sociocultural analysis of second language

learner beliefs: A qualitative case study of two study-abroad ESL

learners (pp. 325-334).

Mercer, S. Language learner self-concept: Complexity, continuity and

change (pp. 335-346).

Costa, P. I. D. Using language ideology and positioning to broaden

the SLA learner beliefs landscape: The case of an ESL learner

from China (pp. 347-358).

Negueruela-Azarola, E. Beliefs as conceptualizing activity: A

dialectical approach for the second language classroom (pp.

359-369).

Borg, S. The impact of in-service teacher education on language

teachers’ beliefs (pp. 370-380).


223

Woods, D., & Çakır, H. Two dimensions of teacher knowledge: The

case of communicative language teaching (pp. 381-390).

Pan, L., & Block, D. English as a “global language” in China: An

investigation into learners’ and teachers’ language beliefs (pp.

391-402).

Wan, W., Low, G. D., & Li, M. From students’ and teachers’

perspectives: Metaphor analysis of beliefs about EFL teachers’

roles (pp. 403-415).

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Volume 39, Issue 4

Ziętek, A. A., & Roehr, K. Metalinguistic knowledge and cognitive style

in Polish classroom learners of English (pp. 417-426).

Mercer, S. Understanding learner agency as a complex dynamic system

(pp. 427-436)

Ho, M.-C. Academic discourse socialization through small-group

discussions (pp. 437-450).

Mori, R. Teacher cognition in corrective feedback in Japan (pp.

451-467).

Cao, Y. Investigating situational willingness to communicate within

second language classrooms from an ecological perspective (pp.

468-479).

Mueller, C. M. English learners’ knowledge of prepositions:

Collocational knowledge or knowledge based on meaning? (pp.

480-490).

Kasahara, K. The effect of known-and-unknown word combinations on

intentional vocabulary learning (pp. 491-499).

Hamada, M., & Koda, K. Similarity and difference in learning L2

word-form (pp. 500-509).


224

Woodrow, L. College English writing affect: Self-efficacy and anxiety

(pp. 510-522).

Bruton, A. Is CLIL so beneficial, or just selective? Re-evaluating some

of the research (pp. 523-532).

Neufeld, S., Hancioğlu, N., & Eldridge, J. Beware the range in

RANGE, and the academic in AWL (pp. 533-538).

Coniam, D. Systematising system: One reviewer’s analysis of the review

process (pp. 539-553).

TESOL Quarterly

Volume 45, Issue 1

Biber, D., Gray, B., & Poonpon, K. Should we use characteristics of

conversation to measure grammatical complexity in L2 writing

development? (pp. 5-35).

Lu, X. A Corpus-based evaluation of syntactic complexity measures

as indices of college-level ESL writers’ language development

(pp. 36-62).

Ruegg, R., Fritz, E., & Holland, J. Rater sensitivity to qualities of

lexis in writing (pp. 63-80).

Sasaki, M. Effects of varying lengths of study-abroad experiences on

Japanese EFL students’ L2 writing ability and motivation: A

longitudinal study (pp. 81-105).

Collins, L., & White, J. An intensive look at intensity and language


Bell, N. D. Humor scholarship and TESOL: Applying findings and

establishing a research agenda (pp. 134-159).

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225

Volume 45, Issue 2

Ferris, D., Brown, J., Liu, H., & Stine, M. E. A. Responding to L2

students in college writing classes: Teacher perspectives (pp.

207-234).

Alptekin, C., & Erçetin, G. Effects of working memory capacity and

content familiarity on literal and inferential comprehension in L2

reading (pp. 235-266).

Martinez, R., & Murphy, V. Effect of frequency and idiomaticity on

second language reading comprehension (pp. 267-290).

Walker, C. P. A corpus-based study of the linguistic features and

processes which influence the way collocations are formed:

Some implications for the learning of collocations (pp. 291-312).

Pecorari, D., Shaw, P., Malmström H., & Irvine, A. English textbooks

in parallel-language tertiary education (pp. 313-333).

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Volume 45, Issue 3

Norton, B., & Early, M. Researcher identity, narrative inquiry, and

language teaching research (pp. 415-439).

Cadman, K., & Brown, J. TESOL and TESD in remote aboriginal

Australia: The “true” story? (pp. 440-462).

Nelson, C. D. Narratives of classroom life: Changing conceptions of

knowledge (pp. 463-485).

Johnson, K. E., & Golombek, P. The transformative power of

narrative in second language teacher education (pp. 486-509).

Holmes, J., & Marra, M. Harnessing storytelling as a sociopragmatic

skill: Applying narrative research to workplace English courses

(pp. 510-534).

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226

Volume 45, Issue 4

Razfar, A., & Simon, J. Course-taking patterns of Latino ESL students:

Mobility and mainstreaming in urban community colleges in the

United States (pp. 595-627).

Winke, P. Evaluating the validity of a high-stakes ESL test: Why

teachers’ perceptions matter (pp. 628-660).

Liu, D. The most frequently used English phrasal verbs in American

and British English: A multicorpus examination (pp. 661-668).

Rodgers, M. P. H., & Webb, S. Narrow viewing: The vocabulary in

related television programs (pp. 689-717).

Chan, A. Y. W. The perception of English speech sounds by

Cantonese ESL learners in Hong Kong (pp. 718-748).

Documents

Articles in Journals Related to TESOL, 2011rportal.lib.ntnu.edu.tw/bitstream/20.500.12235/78776/1/ntnulib_ja_B0201_3603_181.pdf英語教學 English Teaching & Learning 36. 3 (2012