Applied Linguistics
The 200 most cited articles
1. Autobiographic narratives as data in applied
linguistics
2. Language emergence: Implications for applied
linguistics - Introduction to the special issue
3. The emergence of complexity, fluency, and
accuracy in the oral and written production of five Chinese learners of
English
4. Towards an organic approach to investigating
CAF in instructed SLA: The case of complexity
5. Modelling second language performance:
Integrating complexity, accuracy, fluency, and lexis
6. A new approach to assessing strategic
learning: The case of self-regulation in vocabulary acquisition
7. Feedback, noticing and instructed second
language learning
8. Selective attention and transfer phenomena in
L2 acquisition: Contingency, cue competition, salience, interference,
overshadowing, blocking, and perceptual learning
9. An academic formulas list: New methods in
phraseology research
10. Formulaic sequences: Are they processed more
quickly than nonformulaic language by native and nonnative speakers?
11. Complexity, accuracy, and fluency in second
language acquisition
12. The effects of repetition on vocabulary
knowledge
13. Language acquisition as rational contingency
learning
14. Language ecology in multilingual settings.
Towards a theory of symbolic competence
15. Language, gender, and sexuality: Current issues
and new directions
16. Form-focused instruction in second language
vocabulary learning: A case for contrastive analysis and translation
17. Assessed levels of second language speaking
proficiency: How distinct?
18. Language re-use among Chinese apprentice
scientists writing for publication
19. The emergence of metaphor in discourse
20. The differential effects of three types of task
planning on the fluency, complexity, and accuracy in L2 oral production
21. Toward a learning behavior tracking methodology
for CA-for-SLA
22. A dynamic system approach to willingness to
communicate: Developing an idiodynamic method to capture rapidly changing
affect
23. Symmetries and asymmetries of age effects in
naturalistic and instructed L2 learning
24. 'Being the teacher': Identity and classroom
conversation
25. Discourse markers and spoken english: Native
and learner use in pedagogic settings
26. CAF: Defining, refining and differentiating
constructs
27. Elicited imitation as a measure of L2 implicit
knowledge: An empirical validation study
28. Reconceptualizing multicompetence as a theory
of language knowledge
29. The contribution of written corrective feedback
to language development: A ten month investigation
30. Modelling learning difficulty and second
language proficiency: The differential contributions of implicit and explicit
knowledge
31. English language teachers' conceptions of
research
32. A phrasal expressions list
33. Textual enhancement of input: Issues and
possibilities
34. Metaphoric competence, second language
learning, and communicative language ability
35. Contesting 'Language' as 'Heritage':
Negotiation of identities in late modernity
36. A longitudinal study of ESL learners' fluency
and comprehensibility development
37. The construction of stance in reporting
clauses: A cross-disciplinary study of theses
38. Collocation, semantic prosody, and near
synonymy: A cross-linguistic perspective
39. The effects of content and language integrated
learning in european education: Key findings from the andalusian bilingual
sections evaluation project
40. Repair and relevance of differential language
expertise in second language conversations
41. The achievement of intersubjectivity through
embodied completions: A study of interactions between first and second language
speakers
42. The cultural productions of the ESL student at
tradewinds high: Contingency, multidirectionality, and identity in L2
socialization
43. A critical review of qualitative interviews in
applied linguistics
44. Systems of goals, attitudes, and self-related
beliefs in second-language-learning motivation
45. Post 9/11: Foreign languages between knowledge
and power
46. Applying a gloss: Exemplifying and
reformulating in academic discourse
47. The interview as collaborative achievement:
Interaction, identity, and ideology in a speech event
48. Textual appropriation and citing behaviors of
university undergraduates
49. Metalinguistic knowledge and language ability
in university-level l2 learners
50. Theorizing qualitative research interviews in
applied linguistics
51. Adjusting expectations: The study of
complexity, accuracy, and fluency in second language acquisition
52. Constructing another language usage-based
linguistics in second language acquisition
53. Raising the achievement of young-beginner
readers of French through strategy instruction
54. Learning to play, playing to learn: FL learners
as multicompetent language users
55. The lexical coverage of movies
56. The linguistic repertoire revisited
57. Dynamic patterns in development of accuracy and
complexity: A longitudinal case study in the acquisition of Finnish
58. Making humour work: Creativity on the job
59. Task difficulty in oral speech act
production
60. Analyzing genre exemplars in preparation for
writing: The case of an L2 graduate student in the ESP genre-based
instructional framework of academic literacy
61. The (IL)logical problem of heritage speaker
bilingualism and incomplete acquisition
62. Collocational links in the L2 mental lexicon
and the influence of l1 intralexical knowledge
63. Co-construction of nonnative speaker identity
in cross-cultural interaction
64. Adult learners' perceptions of the
incorporation of their L1 in foreign language teaching and learning
65. Everyday creativity in language: Textuality,
contextuality, and critique
66. Pragmatics of content-based instruction:
Teacher and student directives in finnish and Austrian classrooms
67. Critical analysis of CLIL: Taking stock and
looking forward
68. The effects of input-based tasks on the
development of learners pragmatic proficiency
69. Integrating grammar in adult TESOL
classrooms
70. The effects of topic familiarity and passage
sight vocabulary on L2 lexical inferencing and retention through reading
71. An extended positioning analysis of a
pre-service teacher's better life small story
72. Towards respecification of communicative
competence: Condition of L2 instruction or its objective?
73. Language policy, language teachers' beliefs,
and classroom practices
74. Judging the frequency of English words
75. Emergent properties of multilingual
lexicons
76. Uncovering the extent of the phraseological
tendency: Towards a systematic analysis of concgrams
77. The mnemonic effect of noticing alliteration in
lexical chunks
78. A new academic vocabulary list
79. Validating the construct of word in applied
corpus-based vocabulary research: A critical survey
80. Sketching Muslims: A corpus driven analysis of
representations around the word 'Muslim' in the British press 1998-2009
81. Investigating L2 performance in text chat
82. Lexical network structures and L2 vocabulary
acquisition: The role of L1 lexical/conceptual knowledge
83. A classification of genre families in
university student writing
84. The effects of repetition and L1 lexicalization
on incidental vocabulary acquisition
85. The branding of English and the culture of the
new capitalism: Representations of the world of work in English language
textbooks
86. 'The rotation gets thick. the constraints get
thin': Creativity, recontextualization, and difference
87. Classroom interactive practices for developing
L2 literacy: A microethnographic study of two beginning adult learners of
English
88. Lexical coverage in L1 and L2 listening
comprehension: The same or different from reading comprehension?
89. Relative effects of explicit and implicit
feedback: The role of working memory capacity and language analytic
ability
90. Extended, embodied cognition and second
language acquisition
91. The three circles redux: A markettheoretic
perspective on world Englishes
92. 'Because she made beds. Every day'. Social
positioning, classroom discourse, and language learning
93. Microgenesis, method and object: A study of
collaborative activity in a Spanish as a foreign language classroom
94. Critical discourse analysis and the
corpus-informed interpretation of metaphor at the register level
95. The emergence of second language syntax: A case
study of the acquisition of relative clauses
96. Indeterminacy and interview research:
Co-constructing ambiguity and clarity in interviews with an adult immigrant
learner of English
97. Are the differences between CLIL and non-CLIL
groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore
(2010)
98. The role of language aptitude in first language
attrition: The case of pre-pubescent attriters
99. Lexical diversity in writing and speaking task
performances
100. Modelling the role of inter-cultural
contact in the motivation of learning English as a foreign language
101. Interpreting pnexplicit language during
courtroom examination
102. Lexical frequency profiles: From Monte
Carlo to the real world: A response to Meara (2005)
103. Poststructuralism and its challenges for
applied linguistics
104. Silence in the second language classrooms
of Japanese Universities
105. Imposture: A late modern notion in poststructuralist
SLA research
106. Redefining vernacular literacies in the age
of Web 2.0
107. The processing of malformed formulaic
language
108. 'Lego my keego': An analysis of language
play in a beginning Japanese as a foreign language classroom
109. Metaphor use in three UK university
lectures
110. Has language learning strategy research
come to an end? A response to Tseng et al. (2006)
111. Introduction: Language creativity in
everyday contexts
112. Problems in communicating the suspect's
rights in interpreted police interviews
113. Rules out of roles: Differences in play
language and their developmental significance
114. Language origin from an emergentist
perspective
115. Doing being reprehensive: Some
interactional features of English as a lingua franca in a chat room
116. Difficulties in metaphor comprehension
faced by international students whose first language is not English
117. Improving data analysis in second language
acquisition by utilizing modern developments in applied statistics
118. A bidialectal programme for the learning of
standard modern Greek in Cyprus
119. Learning collocations: Do the number of
collocates, position of the node word, and synonymy affect learning?
120. Time and motion: Measuring the effects of
the conceptual demands of tasks on second language speech production
121. Topic negotiation in peer group oral
assessment situations: A conversation analytic approach
122. Practices for social interaction in the
language-learning classroom: Disengagements from dyadic task interaction
123. The search for units of meaning: Sinclair
on empirical semantics
124. 'The voices, the voices': Creativity in
online conversation
125. Is there a core general vocabulary?
Introducing the new general service list
126. Style shifts among Japanese learners before
and after study abroad in japan: Becoming active social agents in Japanese
127. Soliciting teacher attention in an L2
classroom: Affect displays, classroom artefacts, and embodied action
128. Applied linguistics: A pragmatic
discipline, a generic discipline?
129. Towards a fuller assessment of cognitive
models of task-based learning: Investigating task-generated cognitive demands
and processes
130. "You can stand under my umbrella":
Immersion, CLIL and bilingual education. A response to Cenoz, Genesee &
Gorter (2013)
131. Reconceptualizing strategic learning in the
face of self-regulation: Throwing language learning strategies out with the
bathwater
132. A dynamic systems account of learning a
word: From ecology to form relations
133. An operational definition of the emergence
criterion
134. The Effectiveness of Second Language
Pronunciation Instruction: A Meta-Analysis
135. Proficiency and sequential organization of
L2 requests
136. Linguistic skills of adult native speakers,
as a function of age and level of education
137. Speaking correctly: Error correction as a
language socialization practice in a Ukrainian classroom
138. Applied linguists and institutions of
opinion
139. The Associations between Language Aptitude
and Second Language Grammar Acquisition: A Meta-Analytic Review of Five Decades
of Research
140. Epistemic search sequences in peer
interaction in a content-based language classroom
141. English as a lingua franca: An immanent
critique
142. Willingness to communicate and
cross-cultural adaptation: L2 communication and acculturative stress as
transaction
143. The traps and trappings of genre theory
144. Teaching, learning, and developing L2
French sociolinguistic competence: A sociocultural perspective
145. Investigating argumentation in reading
groups: Combining manual qualitative coding and automated corpus analysis
tools
146. Self-presentation in L2 interview talk:
Narrative versions, accountability, and emotionality
147. Interview 'problems' as topics for
analysis
148. Response to special issue of applied
linguistics devoted to language creativity in everyday contexts
149. A prolegomenon to the construct of the
native speaker: Heritage speaker Bilinguals are Natives Too!
150. Contrasting effects of starting age and
input on the oral performance of foreign language learners
151. Event-related potentials (ERPs) in second
language research: A brief introduction to the technique, a selected review,
and an invitation to reconsider critical periods in L2
152. The performative fixing and unfixing of
subjectivities
153. Language assessments as shibboleths: A
poststructuralist perspective
154. Expressing disagreement in ELF business
negotiations: Theory and practice
155. Sentence reading and writing for second
language vocabulary acquisition
156. The role of imagery in dictionaries of
idioms
157. The relationship between applied linguistic
research and language policy for bilingual education
158. Emergentism - Use often and with care
159. Proficiency level-a fuzzy variable in
Computer Learner Corpora
160. Humorous language play in a Thai EFL
classroom
161. 'Interesting post, but i disagree': Social
presence and antisocial behaviour in academic weblogs
162. On complexity in bilingual research: The
causes, effects, and breadth of content and language integrated learning-a
reply to Bruton (2011)
163. Language creativity and co-emergence of
form and meaning in creative writing tasks
164. Language policy and Latina immigrants: An
analysis of personal experience and identity in interview talk
165. The role of phonological decoding in second
language word-meaning inference
166. Sex/Gender, language and the new
biologism
167. Discourse particles in corpus data and
textbooks: The case of well
168. Ideology in applied linguistics for language
teaching
169. Lexical bundles in discourse structure: A
corpus-based study of classroom discourse
170. Legitimate talk in feedback
conferences
171. Cognitive tools for successful
branding
172. The soft ideological underbelly of the
notion of intelligibility in discussions about 'world Englishes'
173. Language creativity and the poetic
function. A response to Swann and Maybin (2007)
174. The Effectiveness of Processing Instruction
in L2 Grammar Acquisition: A Narrative Review
175. Foreign Language Aptitude and Its
Relationship with Grammar: A Critical Overview
176. The Effectiveness of L2 Pronunciation
Instruction: A Narrative Review
177. Exceptional outcomes in L2 phonology: The
critical factors of learner engagement and self-regulation
178. An investigation into metaphor use at
different levels of second language writing
179. Dominance and age in bilingualism
180. Test-takers' strategic behaviors in
independent and integrated speaking tasks
181. Cognitive contributions to plurilithic
views of English and other languages
182. Doing being playful in the second language
classroom
183. Skill-based L2 anxieties revisited: Their
intra-relations and the inter-relations with general foreign language
anxiety
184. Sound evidence: The missing piece of the
jigsaw in formulaic language research
185. Collaborative dialogue in learner-learner
and learner-native speaker interaction
186. Using micro-analysis in interviewer
training: 'Continuers' and interviewer positioning
187. Routine trouble: How preschool children
participate in multilingual instruction
188. Covert bilingualism and symbolic
competence: Analytical reflections on negotiating Insider/Outsider
positionality in Swedish speech situations
189. Much more than age
190. Voicing solidarity: Linguistic hospitality
and poststructuralism in the real world
191. A multidimensional analysis of a written l2
spanish corpus
192. Toward automated multi-trait scoring of
essays: Investigating links among holistic, analytic, and text feature
scores
193. Age and proficiency in L2 attrition: Data
from two siblings
194. The Idiom Principle Revisited
195. The theoretical research article as a
reflection of disciplinary practices: The case of pure mathematics
196. A longitudinal investigation into L2
learners' cognitive processes during study abroad
197. Child participant roles in applied linguistics
research
198. Dynamics of complexity and accuracy: A
longitudinal case study of advanced untutored development
199. Scraping the barrel with a shower of social
misfits: Everyday creativity in text messaging
200. What do we mean by writing fluency and how
can it be validly measured?
Eminent Authors
Ellis, N.C.
Ellis, R.
Kramsch, C.
Littlemore, J.
McNamara, T.
Richards, K.
Rothman, J.
Schmitt, N.
Carter, R.
Hellermann, J.
Pavlenko,
A.
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