| Syntactic complexity in L2 writing: Individual pathways and emerging group trends |
7 |
| We are not the language police: Comparing multilingual EMI programmes in Europe and Asia |
6 |
| The reliability and validity of automated tools for examining variation in syntactic complexity across genres |
4 |
| Driving instruction at high speed on a race circuit: Issues in action formation and sequence organization |
4 |
| CLIL and pedagogical innovation: Fact or fiction?PALABRAS CLAVE |
4 |
| The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study |
3 |
| I never imagined pronunciation as such an interesting thing: Student teacher perception of innovative practices |
2 |
| The perception-production link revisited: The case of Japanese learners' English /r/ performance |
2 |
| Gender socialization: From L1 to L2 languacultures |
2 |
| Language, sexuality and inclusive pedagogy |
2 |
| Instruction practices in German driving lessons: Differential uses of declaratives and imperatives |
2 |
| A proficiency-based analysis of EFL learners' humorous language play |
2 |
| Justice demands that you find this man not guilty: A transitivity analysis of the closing arguments of a rape case that resulted in a wrongful convictionPALABRAS CLAVES |
1 |
| Writing in the context of unstable norms: teaching portfolios as a genre of academic recruitment |
1 |
| Noticings with instructional implications in post-licence driver training |
1 |
| Drilling the mirror routine: From non-situated looking to mobile practice in driver training |
1 |
| Formulating direction: Navigational instructions in driving lessons |
1 |
| Beyond intelligibility: 'Transintelligibility' phenomena in English as a Lingua Franca interactions |
1 |
| Language learning motivation and gender: The case of Poland |
1 |
| From traditional to alternative feedback: What do L2 elementary students think? |
1 |
| Variation in syntactic complexity: Introduction |
1 |
| Proficiency-related variation in syntactic complexity: A study of English L1 and L2 oral descriptive discourse |
1 |
| Changes in foreign language anxiety: A classroom perspective |
1 |
| Communication accommodation theory analysis of nurse-patient interaction: Implications for course design |
1 |
| The question-answer adjacency pair in dementia discourse |
1 |
| Non-nativeness as a dimension of inclusion: A multimodal representational analysis of EFL textbooks |
1 |
| Inclusion of heritage language learners on the autism spectrum: Lessons from second-generation parents |
1 |
| Inclusion, exclusion, and racial identity in Singapore's language education system |
0 |
| Inclusion and exclusion in foreign language education: A critical overview, with illustrations from studies of a German classroom for young secondary learners and of five Polish textbooks |
0 |
| Categorization of writing tasks in Iranian senior high school English textbooks |
0 |
| Production of ambiguous idioms in English: A reading aloud study |
0 |
| Syntactic complexity across proficiency and languages: L2 and L1 writing in Dutch, Italian and Spanish |
0 |
| Finding variation: assessing the development of syntactic complexity in ESL Speech |
0 |
| On cross-linguistic variation and measures of linguistic complexity in learner texts: Italian, French and English |
0 |
| Measuring linguistic complexity in long-term L2 speakers of English and L1 attriters of German |
0 |
| The effect of L1 tonal status on the acquisition of L2 Mandarin tones |
0 |
| Roller coaster: Distinctive prosodic cuing of turns preempting rejection resistance |
0 |
| Gender and proficiency effects on metaphor use among Greek learners |
0 |
| Measuring productive collocational knowledge of the most frequent words |
0 |
| Maturational constraint or system preservation |
0 |
| The language-cognition-affect interface in young college student stroke survivors with aphasia |
0 |
| Evaluating the suitability of teaching EIL for the German classroomSCHLuSSELWoRTER |
0 |
| Revisiting the Cognition Hypothesis: Bridging a gap between the conceptual and the empirical |
0 |
| Showing where you're going. Instructing the accountable use of the indicator in live traffic |
0 |
| AILA Matters |
0 |
