Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

This article presents selected research on applied linguistics published in New Zealand, following Language Teaching's commitment to showcase more broadly local research that would not otherwise be easily accessible to an international audience. It covers research conducted and published in New Zealand from 2013 to 2017, following on from Ker, Adams, and Skyrme (2013). It begins with an overview of the language situation in New Zealand, then summarises research into language learning, teaching and use which has appeared in the domestic applied linguistics literature in the period. The review indicates the continuing depth and breadth of research activity in New Zealand. Major themes include the maintenance of languages other than English, notably the official languages, te reo Māori (the Māori language) and New Zealand Sign Language (NZSL), and strategies to reverse dwindling enrolments in courses in additional languages against the background of growing linguistic diversity. There is interest in innovative methodology, and in processes of assessment and curriculum development to underpin teaching in formal educational settings. The prevalence of studies with a focus on small numbers of cases reflects the preponderance of practitioner-led research. There is, however, a parallel trend towards larger-scale studies indicating capacity to undertake larger, collaborative projects.

Discussions of optimal types of spoken and written input for language learning have traditionally focused on the relative merits of authentic and linguistically simplified spoken and written texts. I will argue that elaborated input and, in particular, modified elaborated input, constitute better options, with tasks, not just texts, functioning as important input sources. Modified elaborated input, potentially coupled with bimodal presentation, has many positive features, especially, but not only, for programs seeking to increase students' opportunities for enhanced incidental learning.

This paper is a revised version of a plenary prompted by the upsurge of interest in the role of pragmatics in teaching, learning, and assessment, and has as its purpose to take a fresh look at recent developments in the assessment of target-language (TL) pragmatics in spoken language. The first issue considered is the question of whether to attempt to assess pragmatics as it unfolds naturally in interactions, and if so, how to do it. Next, micro-level and macro-level factors in the assessment of TL pragmatics are considered. Third, a close look is given to the specific elements of TL pragmatics to assess. Fourth, there is attention to the matter of which instruments are most appropriate for collecting the desired data in the given context. Fifth, issues relating to data analysis are discussed. Finally, matters pertaining to the assessment of classroom instruction are looked at. Recommendations are given as to potentially viable directions for dealing with these issues both in terms of research studies and for assessment of classroom instruction.

Business English and academic English may perhaps be thought of as areas of language use requiring precision of expression and a quest for specific and unambiguous meaning. However, corpus evidence shows that both types of language, in their spoken contexts, exhibit noticeable use of the kinds of vague expressions found in everyday conversation. In this lecture, I focus on one type of vagueness: vague category marking (VGM). This feature involves mention of an example or examples of something followed by reference to a broad, ad hoc category of which the chosen examples are seen as typical. References to categories commonly involve expressions such as or whatever, and so on, or something (like that). In both business and academic English, vague category marking is an important projection of shared knowledge and shared identities. In business, vagueness is also a useful tool in delicate negotiations. In academic English, vague categories refer to bodies of assumed shared knowledge and are crucial in the pedagogic process of grafting new knowledge onto old. Subtle differences are drawn out by different types of vague category markers. I conclude with some implications for teaching in these specialised areas.

Research conducted over the past 15–20 years has revealed significant insights into the nature and role of learner selves in language learning settings, particularly the importance of considering the interaction between situated contextual factors and the ways learners perceive, imagine, and construe their possible selves. To further advance this active line of investigation, this article first reviews key previous research and argues for the need to address the generalizability of learner possible selves through replication of original research conducted with different types of learners in diverse social and educational contexts, particularly in multilingual settings and in relation to learning target languages (TLs) other than English. Then, two studies are identified as ideal for replication, and their motivation, methods, and findings are reported in detail. To strengthen the validity and reliability of the original studies’ findings, several suggestions are made for ways to replicate the focal studies as a necessary first step in building robust comparative evidence. As an important second step in this endeavor, the article concludes by arguing for the value of case studies that align with current dynamic conceptualizations of the self.