Language teaching research

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  Año 2019, Vol. 23, Número 2

  • Introduction

    • Grammatical meaning and the second language classroom: Introduction

      Heather Marsden, Roumyana Slabakova

      • Resumen

      págs. 147-157

      

  • Articles

    • Explicit instruction, input flood or study abroad: Which helps Japanese learners of English acquire adjective ordering?

      Makiko Hirakawa, Mayumi Shibuya, Marie Endo

      • Resumen

      págs. 158-178

      

    • The long-term effect of explicit instruction on learners’ knowledge on English articles

      Mari Umeda, Neal Snape, Noriaki Yusa, John Wiltshier

      • Resumen

      págs. 179-199

      

    • Teaching the English article system: Definiteness and specificity in linguistically-informed instruction

      Elaine Lopez

      • Resumen

      págs. 200-217

      

    • The meaning of negation in the second language classroom: Evidence from ‘any’

      Kook-Hee Gil, Heather Marsden, Melinda Whong

      • Resumen

      págs. 218-236

      

    • The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax–discourse property in L2 Spanish

      Tania Leal Méndez, Roumyana Slabakova

      • Resumen

      págs. 237-258

      

    • L1–L2 differences in the L2 classroom: Anticipating Anglophone learners’ difficulties with French pronoun interpretation

      Elena Shimanskaya, Roumyana Slabakova

      • Resumen

      págs. 259-277