Language awareness

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  Año 2026, Vol. 35, Número 2

  • Editor's Pick

    • Effects of achievement emotions on L2 writing performance in argumentative tasks with different complexity levels

      Yingli Yang, Wanyue Peng, Gong Chen

      • Resumen

      págs. 365-386

      

  • Research Articles

    • L2 learning of complex form-meaning mapping: how learners may become more aware but not necessarily learn

      Mien-Jen Wu

      • Resumen

      págs. 387-409

      

    • Bilingual language processing of evidentiality in a Turkish-English translation and judgment task: the effect of translator training

      Sümeyra Tosun, Luna Filipovic

      • Resumen

      págs. 410-431

      

    • Young learners’ online engagement: exploring learners’ and teachers’ perspectives

      Yijia Yuan, Phung Dao

      • Resumen

      págs. 432-467

      

    • Exploring English proficiency, listening strategies, and self-efficacy in a workplace English course: a moderated serial mediation approach

      Mu-Hsuan Chou, Wei-Chi Pan

      • Resumen

      págs. 468-488

      

    • Foreign language anxiety and enjoyment concurrently shape pragmatic and grammatical awareness in learners of English as a foreign language—how communicative context modulates their relationship

      Anna Trebits

      • Resumen

      págs. 489-510

      

    • Students’ beliefs about written corrective feedback in two foreign language contexts

      Hanne Roothooft, María Camino Bueno Alastuey

      • Resumen

      págs. 511-531

      

    • Measuring derivational knowledge of Chinese EFL learners: the effect of explicit instruction

      Changyong Min, Apisak Sukying

      • Resumen

      págs. 532-550

      

    • Using strategic translation to empower meaningful language learning: a translanguaging perspective

      Yuxin Cui

      • Resumen

      págs. 551-571

      

    • Negotiating power and identity: novice-expert dynamics in Spanish heritage and second language speaker interactions

      Sarah Henderson, Anna Marrero-Rivera

      • Resumen

      págs. 572-595

      

    • Speaking ‘Tinglish’: a bridge or barrier?

      Yusop Boonsuk

      • Resumen

      págs. 596-619

      

    • Word-monitoring reaction time as a measure of implicit and explicit abstract phonological knowledge

      Tsung-Ying Chen

      • Resumen

      págs. 620-645

      

    • Asperger writers’ attention and awareness in written production

      Yihang Zhong

      • Resumen

      págs. 646-671

      

    • Morphological knowledge as a predictor of receptive vocabulary for Swedish L1 and L2 school-aged children

      Elin Hällström, Birgitta Sahlén, Janne von Koss Torkildsen, Kristina Hallenbrant, Angela Tamakloe, Björn Lyxell, Malin Wass

      • Resumen

      págs. 672-691

      

    • How do willingness to communicate and its high evidence factors shape learners’ task emotions in chatbot-assisted language learning?

      Hansol Lee, Jang Ho Lee

      • Resumen

      págs. 692-711