‘Who Is My Research for?’: Researcher Perceptions of the Research–Practice Relationship
págs. 625-652
Cognitive Benefits of Learning Additional Languages in Old Adulthood?: Insights from an Intensive Longitudinal Intervention Study
Maria Kliesch, Simone E. Pfenninger, Martijn Wieling, Elisabeth Stark, Martin Meyer
págs. 653-676
For the Record: Questioning Transcription Processes in Legal Contexts
págs. 677-697
Effects of Classroom Instruction on the Development of L2 Interactional Resource for Joint Stance Taking: Use of Japanese Interactional Particle Yo in Spontaneous Peer Conversation
págs. 698-724
págs. 725-745
How Ready Are Indian Primary School Children for English Medium Instruction?: An Analysis of the Relationship between the Reading Skills of Low-SES Children, Their Oral Vocabulary and English Input in the Classroom in Government Schools in India
Jeanine Treffers-Daller, Lina Mukhopadhyay, Anusha Balasubramanian, Vasim Tamboli, Ianthi Tsimpli
págs. 746-775
págs. 776-804
New Methods for Tracking Development of Sociophonetic Competence: Exploring a Preference Task for Spanish /d/ Deletion
págs. 805-825
Xiaofei Lu and Berlin Chen (eds): Computational and corpus approaches to Chinese language learning
Es reseña de:
Computational and corpus approaches to Chinese language learning
Xiaofei Lu (ed. lit.), Berlin Chen (ed. lit.)
Singapore : Springer, 2019
págs. 826-829
Anna Uhl Chamot and Vee Harris (eds): Learning Strategy Instruction in the Language Classroom: Issues and Implications
Es reseña de:
Learning strategy instruction in the language classroom: issues and implementation
Anna Uhl Chamot (ed. lit.), Vee Harris (ed. lit.)
Bristol : Multilingual Matters, 2019
págs. 829-832
Teresa Fanego and Paula Rodríguez-Puente (eds): Corpus-based research on variation in English legal discourse
Es reseña de:
Corpus-based research on variation in English legal discourse / Teresa Fanego (ed. lit.), Paula Rodríguez Puente (ed. lit.)
John Benjamins, 2019. ISBN 9789027202352
págs. 833-835
Anna Siyanova-Chanturia and Ana Pellicer-Sánchez (eds): Understanding formulaic language: A second language acquisition perspective
Es reseña de:
Understanding formulaic language: a second language acquisition perspective
Anna Siyanova-Chanturia, Ana Pellicer-Sanchez
New York : Routledge, 2019
págs. 836-839
Es reseña de:
Theorizing and analyzing language teacher agency
Hayriye Kayi-Aydar (ed. lit.), Xuesong (Andy) Gao (ed. lit.), Elizabeth R. Miller (ed. lit.), Manka Varghese (ed. lit.), Gergana Vitanova (ed. lit.)
Bristol : Multilingual Matters, 2019
Teacher agency and policy response in English language teaching
Patrick C. L. Ng (ed. lit.), Esther F. Boucher-Yip (ed. lit.)
London : Routledge,, 2017
págs. 839-843
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