35.1939, TOC: International Review of Applied Linguistics in Language Teaching (IRAL) 62 / 2 (2024)

[The LINGUIST List]

LINGUIST List: Vol-35-1939. Wed Jul 03 2024. ISSN: 1069 - 4875.

Subject: 35.1939, 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 2

Main Text:

A latent profile analysis of Chinese EFL learners’ enjoyment and
anxiety in reading and writing: associations with imaginative capacity
and story continuation writing performance
Xinhua Zhu, Jianling Zhan, Yuan Yao
pp. 807-841

Effects of monolingual and bilingual subtitles on L2 vocabulary
acquisition
Mingyue Li, Mairin Hennebry-Leung
pp. 843-870

Task complexity, task repetition, and L2 writing complexity: exploring
interactions in the TBLT domain
Mahmoud Abdi Tabari, Sima Khezrlou, Yu Tian
pp. 871-901

Open Access
Expansion of verb-argument construction repertoires in L2 English
writing
Ji-Hyun Park, Min-Chang Sung
pp. 903-925

Immediate versus delayed prompts, field dependence and independence
cognitive style and L2 development
Ehsan Rassaei, Hamdollah Ravand
pp. 927-952

Aural vocabulary, orthographic vocabulary, and listening comprehension
Yo Hamada, Kozo Yanagawa
pp. 953-975

Open Access
The use of metadiscourse by secondary-level Chinese learners of
English in examination scripts: insights from a corpus-based study
Edsoulla Chung, Peter Robert Crosthwaite, Cynthia Lee
pp. 977-1008

Open Access
Scoping review of research methodologies across language studies with
deaf and hard-of-hearing multilingual learners
Joanna Cannon, Nicole Marx
pp. 1009-1037

Exploring immediate and prolonged effects of collaborative writing on
young learners’ texts: L2 versus FL
Izaskun Villarreal, Amaia Martínez-Sánchez
pp. 1039-1063

Discrepancy in prosodic disambiguation strategies between Chinese EFL
learners and native English speakers
Liya Xue, Ming Yue
pp. 1065-1092

Exploring the state of research on motivation in second language
learning: a review and a reliability generalization meta-analysis
Vahid Aryadoust, Yu Xuan Natalie Soo, Jiayu Zhai
pp. 1093-1126

Japanese complaint responses in textbook dialogues and ordinary
conversations: learning objects to expand interactional repertoires
Yuki Arita, Akiko Imamura
pp. 1127-1158

Linguistic Field(s): Applied Linguistics




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