InJAL

Intrernational Journal of Applied Linguitics (Wiley)

The 50 most cited articles

1.  Convivial communication: Recontextualizing communicative competence 

2.  Task-based language teaching: Sorting out the misunderstandings 

3.  Points of view and blind spots: ELF and SLA 

4.  English as a lingua franca and globalization: An interconnected perspective 

5.  Academic clusters: Text patterning in published and postgraduate writing 

6.  The evolving sociopolitical context of immersion education in Canada: Some implications for program development 

7.  Who speaks "broken English"? US undergraduates' perceptions of non-native English 

8.  Language conflicts in the European Union: On finding a politically acceptable and practicable solution for EU institutions that satisfies diverging interests 

9.  Willingness to communicate: Can online chat help? 

10.  The multilingual subject 

11.  Social factors and non-native attitudes towards varieties of spoken English: A Japanese case study 

12.  Epistemic modality markers in research articles: A cross-linguistic and cross-disciplinary study 

13.  Reformulation: The cognitive conflict and L2 learning it generates 

14.  "More English than England itself": The simulation of authenticity in foreign language practice in Japan 

15.  Issues in researching English as a lingua franca: A conceptual enquiry 

16.  Power distance in English lingua franca email communication 

17.  The rhetoric of conference presentation introductions: Context, argument and interaction 

18.  Language tests and human rights: Viewpoint 

19.  Multilingualism in the European Union 

20.  Dual publication and academic inequality 

21.  First- to second-language reading comprehension: Not transfer, but access 

22.  Literature and language teaching 1986-2006: A review 

23.  Attitude markers in business management research articles: A cross-cultural corpus-driven approach 

24.  The education of teachers of English as a lingua franca: A transformative perspective 

25.  Word association patterns: Unpacking the assumptions 

26.  The geolinguistics of English as an academic lingua franca: Citation practices across English-medium national and English-medium international journals 

27.  Setting attainable and appropriate English language targets in multilingual settings: A case for Hong Kong 

28.  Collocational competence and cloze test performance: A study of Iranian EFL learners 

29.  Currents and eddies in the discourse of assessment: A learning-focused interpretation 

30.  English in the real world vs. English at school: Finnish English teachers' and students' views 

31.  Word class influence on word association test results 

32.  Identity construction in ELF contexts: A case study of Finnish engineering students working in Germany 

33.  Teacher practices and perspectives for developing academic language 

34.  The self and the others: Polyphonic visibility in research articles 

35.  Self-scaffolding mediated by languaging: Microgenetic analysis of high and low performers 

36.  Learning and teaching languages: the role of “conceptual fluency” 

37.  Getting acquainted in Skypecasts: Aspects of social organization in online chat rooms 

38.  Dynamic systems theory and applied linguistics: The ultimate "so what"? 

39.  Self-expression and the negotiation of identity in a foreign language 

40.  Working memory and second language learning 

41.  Investigating consciousness-raising tasks: Pedagogically targeted and non-targeted learning gains 

42.  Metalinguistic explanations and self-reports as triangulation data for interpreting second language sociolinguistic performance 

43.  Chacun à son gout? Task-based L2 pedagogy from the teacher's point of view 

44.  Investigating grammatical difficulty in second language learning: Implications for second language acquisition research and language testing 

45.  A thing of the future: Translation in language learning: Viewpoint 

46.  Functions of L1 in the collaborative interaction of beginning and advanced second language learners 

47.  Do we need to be silent to be extremely polite? Silence and FTAs 

48.  Dynamics of selves and motivation: A cross-sectional study in the EFL context of Iran 

49.  The genre(s) of student writing: Developing writing models 

50.  The novice, the native, and the nature of language teacher expertise  

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