Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-13T02:05:13.674Z Has data issue: false hasContentIssue false
  • English
  • Français

Forthcoming in Language Teaching

Published online by Cambridge University Press:  24 February 2020

Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button.
Type
Forthcoming in Language Teaching
Information
Language Teaching , Volume 53 , Issue 1 , January 2020 , pp. 127
Copyright
Copyright © Cambridge University Press 2020

State-of-the-Art Articles

Tess Fitzpatrick and Peter Thwaites on Word Association research and the L2 lexicon

Research Timeline

Judit Kormos on Specific learning difficulties in second language learning and teaching

A Country in Focus

Gillian Skyrme and Alastair Ker on New Zealand

First Person Singular

Michael H. Long on Optimal input for language learning: Genuine, simplified, elaborated, or modified elaborated?

Replication Studies

Ellen J. Serafini on Further situating learner possible selves in context: A proposal to replicate Henry and Cliffordson (2013) and Lasagabaster (2016)

Plenary SpeechesFootnote 1

Andrew Cohen on Considerations in assessing pragmatic appropriateness in spoken language

Pedagogical Implications

Chris Martin on Response to ‘The Motivational Dimension of Language Teaching’ (Lamb, 2017)

Emily Tolliver on Response to ‘Research into practice: Listening strategies in an instructed classroom setting’ (Graham, 2017).

References

1 Plenary speeches currently available online ahead of print publication can be read in First View Articles, via journals.cambridge.org/lta