35.1938, TOC: International Review of Applied Linguistics in Language Teaching (IRAL) 62 / 2 (2024)

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LINGUIST List: Vol-35-1938. Wed Jul 03 2024. ISSN: 1069 - 4875.

Subject: 35.1938, TOC: International Review of Applied Linguistics in Language Teaching (IRAL) 62 / 2 (2024)

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Date: 03-Jul-2024
From: Katarzyna Grzegorek [Katarzyna.Grzegorek at degruyter.com]
Subject: International Review of Applied Linguistics in Language Teaching (IRAL) Vol. 62, No. 2 (2024)


Publisher: De Gruyter Mouton
                        https://cloud.newsletter.degruyter.com/mouton

Journal Title: International Review of Applied Linguistics in Language
Teaching (IRAL)
Volume Number: 62
Issue Number: 2/2024
Issue Date: June 2024

Subtitle: Volume 62 Issue 2 part 1

Main Text:

Consolidating EFL content and vocabulary learning via interactive
reading
Shiyu Wu, Dilin Liu, Zan Li
pp. 197-221

Open Access
Understanding salient trajectories and emerging profiles in the
development of Chinese learners’ motivation: a growth mixture modeling
approach
Hanjing Yu, Wander Lowie, Hongying Peng
pp. 223-248

Multilingual pedagogies in first versus foreign language contexts: a
cross-country study of language teachers
Raees Calafato
pp. 249-273

Classroom assessment and learning motivation: insights from secondary
school EFL classrooms
Hung Phu Bui, Thuy Thi Thu Nguyen
pp. 275-300

Interculturality and Islam in Indonesia’s high-school EFL classrooms
Muhammad Iwan Munandar
pp. 301-323

Collaborative writing in an EFL secondary setting: the role of task
complexity
Meixiu Zhang
pp. 325-350

Spanish heritage speakers’ processing of lexical stress
Ramsés Ortín
pp. 351-375

Effectiveness of second language collocation instruction: a
meta-analysis
Xin Li, Lei Lei
pp. 377-404

Understanding the Usefulness of E-Portfolios: Linking Artefacts,
Reflection, and Validation
Ricky Lam
pp. 405-428

Syntactic prediction in L2 learners: evidence from English disjunction
processing
Shaohua Fang, Zhiyi Wu
pp. 429-456

The cognitive construction-grammar approach to teaching the Chinese Ba
construction in a foreign language classroom
Hyunwoo Kim, Tae Eun Kim, Jeeyoung Park
pp. 457-483

The predictive roles of enjoyment, anxiety, willingness to communicate
on students’ performance in English public speaking classes
Jian-E Peng, Zhen Wang
pp. 485-508

Speaking proficiency development in EFL classrooms: measuring the
differential effect of TBLT and PPP teaching approaches
Justin Harris, Paul Leeming
pp. 509-537

L2 textbook input and L2 written production: a case of Korean locative
postposition–verb construction
Boo Kyung Jung, Gyu-Ho Shin
pp. 539-569

What does the processing of chunks by learners of Chinese tell us? An
acceptability judgment investigation
Xiaolong Lu, Jue Wang
pp. 571-598

Comparative analysis of written corrective feedback strategies: a
linear growth modeling approach
Hye Won Shin
pp. 599-621

Enjoyment in language teaching: a study into EFL teachers’
subjectivities
Athip Thumvichit
pp. 623-649

Students’ attitude and motivation towards concept mapping-based
prewriting strategies
Fan Su, Di Zou
pp. 651-673

Pronunciation pedagogy in English as a foreign language teacher
education programs in Vietnam
Loc Tan Nguyen, Michael Burri
pp. 675-691

The role of language aptitude probed within extensive instruction
experience: morphosyntactic knowledge of advanced users of L2 English
Elifcan Öztekin, Ecehan Candan
pp. 693-721

The impact of different glossing conditions on the learning of EFL
single words and collocations in reading
Jookyoung Jung, Honglan Wang, Weiyi Li, Wenrui Zhang
pp. 723-745

Patterns of motivational beliefs among high-, medium-, and
low-achieving English learners in China
Lihong Ma, Yuhong Jiao, Leifeng Xiao, Qimeng Liu, Jian Liu
pp. 747-773

The effect of linguistic choices in note-taking on academic listening
performance: a pedagogical translanguaging perspective
Xiaozhou (Emily) Zhou, Xinran Chen, Ziyang Wang
pp. 775-806

Linguistic Field(s): Applied Linguistics




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