The 200 most cited articles
1. Interaction and second language learning: Two
adolescent French immersion students working together
2. Conceptualizing willingness to communicate in a
L2: A situational model of L2 confidence and affiliation
3. Translanguaging in the bilingual classroom: A
pedagogy for learning and teaching?
4. Conversational interaction and second language
development: Recasts, responses, and red herrings?
5. Negative Feedback as Regulation and Second
Language Learning in the Zone of Proximal Development
6. Incidental vocabulary learning by advanced
foreign language students: The influence of marginal glosses, dictionary use,
and reoccurrence of unknown words
7. Effects of multimedia annotations on vocabulary
acquisition
8. The role of implicit negative feedback in SLA:
Models and recasts in Japanese and Spanish
9. Perceptions of teachers' communicative style
and students' intrinsic and extrinsic motivation
10. Lingua Franca English, multilingual
communities, and language acquisition
11. From communicative competence to symbolic
competence
12. Codemeshing in academic writing: Identifying
teachable strategies of translanguaging
13. Second language use, socialization, and
learning in internet interest communities and online gaming
14. Recasts in the adult English L2 classroom:
Characteristics, explicitness, and effectiveness
15. Foreign language reading anxiety
16. Bilingualism, heritage language learners, and
SLA research: Opportunities lost or seized?
17. A proposal for action: Strategies for
recognizing heritage language competence as a learning resource within the
mainstream classroom
18. The use of technology for second language
learning and teaching: A retrospective
19. Willingness to communicate in the second language:
Understanding the decision to speak as a volitional process
20. Cultural differences in student and teacher
perceptions concerning the role of grammar instruction and corrective feedback:
USA-Colombia
21. Listening comprehension and anxiety in the
Arabic language classroom
22. Toward an intercultural stance: Teaching
German and English through telecollaboration
23. An exploration of Chinese EFL learners'
unwillingness to communicate and foreign language anxiety
24. Strategies for language learning and for
language use: Revising the theoretical framework
25. A Sociocultural Perspective on Language
Learning Strategies: The Role of Mediation
26. Pedagogies and practices in multilingual
classrooms: Singularities in pluralities
27. Technologies in use for second language
learning
28. The Role of Grammar Instruction in a
Communicative Approach
29. Second language vocabulary learning: The role
of context versus translations as a function of proficiency
30. Effects of Multimedia Courseware Subtitling
on the Speaking Performance of College Students of French
31. Research methodology on language development
from a complex systems perspective
32. The discourse of a learner-centered
classroom: Sociocultural perspectives on teacher-learner interaction in the
second-language classroom
33. A linguistic analysis of simplified and
authentic texts
34. Investigating Language Class Anxiety Using
the Focused Essay Technique
35. Teacher motivation strategies, student
perceptions, student motivation, and English achievement
36. Variability in second language development
from a dynamic systems perspective
37. L2 word recognition research: A critical
review
38. Anxiety about foreign language learning among
high school women
39. Investigating the psychological and emotional
dimensions in instructed language learning: Obstacles and possibilities
40. Instruction, first language influence, and
developmental readiness in second language acquisition
41. Technology in the Service of Language
Learning: Trends and Issues
42. Opening and filling up implementational and
ideological spaces in heritage language education
43. Children's learning strategies in language
immersion classrooms
44. Languaging: University students learn the
grammatical concept of voice in French
45. Communicative language teaching (CLT):
Practical understandings
46. A Memory Schedule
47. What's the subject of study abroad?: Race,
gender, and "living culture"
48. Students' approaches to vocabulary learning
and their relationship to success
49. Students' and teachers' perceptions of
effective foreign language teaching: A comparison of ideals
50. A DST model of multilingualism and the role
of metalinguistic awareness
51. The rise of identity in SLA research, post
Firth and Wagner (1997)
52. Reflecting on the cognitive - Social debate
in second language acquisition
53. The relationship between second language
acquisition theory and computer-assisted language learning
54. A theory-based approach to the measurement of
foreign language learning ability: The CANAL-F theory and test
55. Socio-cognitive functions of L1 collaborative
interaction in the L2 classroom
56. Computer-assisted language learning trends
and issues revisited: Integrating innovation
57. Construction learning as a function of
frequency, frequency distribution, and function
58. Adult Learners' Approaches to Learning
Vocabulary in Second Languages
59. Second language learners' beliefs about
grammar instruction and error correction
60. The Percentage of Words Known in a Text and
Reading Comprehension
61. The dynamic systems approach in the study of
L1 and L2 acquisition: An introduction
62. Acquisition of requests and apologies in
Spanish and French: Impact of study abroad and strategy-building
intervention
63. Development of L2 intraword orthographic
sensitivity and decoding skills
64. Negotiation for action: English language
learning in game-based virtual worlds
65. Negotiation of meaning and noticing in
text-based online chat
66. Learning language under tension: New
directions from a qualitative study
67. Students' developing conceptions of
themselves as language learners
68. Sociolinguistic approaches to second language
acquisition research - 1997-2007
69. Autonomy at all costs: An ethnography of
metacognitive self-assessment and self-management among experienced language
learners
70. Learning to Become a Second Language Teacher:
Identities-in-Practice
71. The processing of formulaic sequences by
second language speakers
72. Investigating experienced ESL teachers'
pedagogical knowledge
73. Developing principles for practitioner
research: The case of exploratory practice
74. Negotiation of meaning in child
interactions
75. Introduction: Second language development as
a dynamic process
76. Sex differences in foreign language text
comprehension: The role of interests and prior knowledge
77. Motivation and Motivating in the Foreign
Language Classroom
78. The dynamics of second language emergence:
Cycles of language use, language change, and language acquisition
79. Second language acquisition, applied
linguistics, and the teaching of foreign languages
80. Teaching foreign languages in an era of
globalization: Introduction
81. "New" Mainstream SLA Theory:
Expanded and Enriched
82. For what and for whom is our research? The
ethical as transformative lens in instructed SLA
83. The role of negative and positive feedback in
the second language acquisition of the passé composé and imparfait
84. Student motivation, parental attitudes, and
involvement in the learning of Asian languages in elementary and secondary
schools
85. The contribution of collaborative and
individual tasks to the acquisition of L2 vocabulary
86. Alignment and interaction in a sociocognitive
approach to second language acquisition
87. The development of practices for action in
classroom dyadic interaction: Focus on task openings
88. Technically speaking: Transforming language
learning through virtual learning environments (MOOs)
89. Language learning in study abroad: Case
studies of Americans in France
90. Beyond the test: L2 dynamic assessment and
the transcendence of mediated learning
91. Chicano Spanish: The problem of the
"underdeveloped" code in bilingual repertoires
92. Two-way immersion education: Students
learning through two languages
93. Developing an oral communication strategy
inventory
94. Differences in language skills: Heritage
language learner subgroups and foreign language learners
95. The effects of synchronous cmc on speaking
proficiency and anxiety: Text versus voice chat
96. The shaky ground beneath the CEFR:
Quantitative and qualitative dimensions of language proficiency
97. A Child's development of interactional
competence in a Swedish L2 classroom
98. Foreign language pedagogical knowledge:
Toward a developmental theory of beginning teacher practices
99. The key is in the keyword: L2 vocabulary
learning methods with beginning learners of Spanish
100. A Study of the Attitudes, Motives, and
Strategies of University Foreign Language Students and Their Disposition to
Authentic Oral and Written Input
101. We Acquire Vocabulary and Spelling by
Reading: Additional Evidence for the Input Hypothesis
102. Restructuring Classroom Interaction with
Networked Computers: Effects on Quantity and Characteristics of Language
Production
103. Suprasegmental measures of accentedness and
judgments of language learner proficiency in oral english
104. L2 reading ability: Further insight into the
short-circuit hypothesis
105. Some input on input: Two analyses of student
response to expert feedback in L2 writing
106. Other-repetition as a resource for
participation in the activity of playing a video game
107. Using explicit positive assessment in the
language classroom: IRF, feedback, and learning opportunities
108. Extending Firth and Wagner's (1997) ontological
perspective to L2 classroom praxis and teacher education
109. The issue: The common European framework of
reference for languages: Perspectives on the making of supranational language
education policy
110. Reading-based exercises in second language
vocabulary learning: An introspective study
111. Second culture acquisition: Ethnography in
the foreign language classroom
112. Focus on multilingualism: A study of
trilingual writing
113. Language teaching as sociocultural activity:
Rethinking language teacher practice
114. Some input on the easy/difficult grammar
question: An empirical study
115. Second language listening: Listening ability
or language proficiency?
116. The pedagogical knowledge base of four TESOL
teachers
117. Foreign language teacher development: MLJ
perspectives - 1916-1999
118. Multilinguality, multimodality, and
multicompetence: Code- and modeswitching by minority ethnic children in
complementary schools
119. Input and second language acquisition: The
roles of frequency, form, and function introduction to the special issue
120. Effects of study-abroad experiences on EFL
writers: A multiple-data analysis
121. Positioning heritage languages in the United
States
122. The avatars of literature in language
study
123. Videoconferencing as access to spoken
French
124. The effects of amount and type of exposure on
adult learners' L2 development in SLA
125. Variables Affecting Choice of Language
Learning Strategies by University Students
126. Ambivalence About Communicating in a Second
Language: A Qualitative Study of French Immersion Students' Willingness to
Communicate
127. The effect of authentic video on
communicative competence
128. Second Language Listening Comprehension: A
Schema‐Theoretic Perspective
129. The relationship among motivation,
interaction, and the development of second language oral proficiency in a
study-abroad context
130. The CEFR and the need for more research
131. Comprehending implied meaning in english as a
foreign language
132. Epistemology, politics, and ethics in
sociocultural theory
133. Language Learning Motivation: Expanding the
Theoretical Framework
134. Narrative and identity in the "language
learning project"
135. Research on direct versus translated writing:
Students' strategies and their results
136. The Relationship of Lexical Richness to the
Quality of ESL Learners' Oral Narratives
137. Second/foreign language learning as a social
accomplishment: Elaborations on a reconceptualized SLA
138. Does training in second-language word
recognition skills affect reading comprehension? An experimental study
139. Using the computer to compare foreign and
native language writing processes: A statistical and case study approach
140. Word recognition among learners of Chinese as
a foreign language: Investigating the relationship between naming and
knowing
141. Identifying strategies that facilitate efl
learners' oral communication: A classroom study using multiple data collection
procedures
142. Repetition and focus on form in processing L2
Spanish words: Implications for pronunciation instruction
143. Beyond orality: Investigating literacy and
the literary in second and foreign language instruction
144. Classroom learning, teaching, and research: A
task-based perspective
145. Progress in language classroom research:
Evidence from the Modern Language Journal, 1916-2000
146. Cantonese speakers' memory for English
sentences with prosodic cues
147. Writing in the secondary foreign language
classroom: The effects of prompts and tasks on novice learners of French
148. Field Independence/Dependence, Hemispheric
Specialization, and Attitude in Relation to Pronunciation Accuracy in Spanish
as a Foreign Language
149. Redressing the roles of correction and repair
in research on second and foreign language learning
150. Radical awareness and word acquisition among
nonnative learners of Chinese
151. Linguistic simplification of SL reading
material: Effective instructional practice?
152. Evidence for mental models: How do prior
knowledge, syntactic complexity, and reading topic affect inference generation
in a recall task for nonnative readers of Spanish?
153. Second Language Teacher Education: The
Problems that Plague Us
154. Creating a Low‐Anxiety
Classroom Environment: What Does Language Anxiety Research Suggest?
155. Uptake, modified output, and learner
perceptions of recasts: Learner responses as language awareness
156. Using a corpus-based lexicogrammatical
approach to grammar instruction in EFL and ESL contexts
157. Negotiation and intercultural learning in
Italian native speaker chat rooms
158. Russian emotion vocabulary in American
learners' narratives
159. The Optimal Age to Learn a Foreign
Language
160. The acquisition of tense-aspect: Converging
evidence from corpora and telicity ratings
161. A model of adaptive language learning
162. Retention of word meanings inferred from
context and sentence-level translations: Implications for the design of
beginning-level CALL software
163. The Learning Strategy of the Total Physical
Response: A Review
164. Assessing multilingual competencies: Adopting
construct valid assessment policies
165. Emotions in SLA: New insights from
collaborative learning for an EFL classroom
166. Incidental focus on form in University
Spanish literature courses
167. What's the problem? L2 learners' use of the
L1 during consciousness-raising, form-focused tasks
168. Methodology, epistemology, and ethics in
instructed SLA research: An introduction
169. The relationship between listening and
reading rates of Japanese EFL learners
170. Factors influencing the use of captions by
foreign language learners: An eye-tracking study
171. The use of technology for second language
distance learning
172. Korean speakers' acquisition of the English
ditransitive construction: The role of verb prototype, input distribution, and
frequency
173. On-task versus off-task self-assessments
among Korean Elementary School students studying English
174. Action research and the professional
development of graduate teaching assistants
175. The role of interaction in native speaker
comprehension of nonnative speaker speech
176. Examination of Horwitz, Horwitz, and Cope's
Construct of Foreign Language Anxiety: The Case of Students of Japanese
177. Study quality in quantitative l2 research
(1990-2010): A methodological synthesis and call for reform
178. Reframing the debate on language separation:
Toward a vision for translanguaging pedagogies in the dual language
classroom
179. A holistic approach to multilingual
education: Introduction
180. Study abroad and outcomes measurements: The
case of Russian
181. A comparison study of student retention of
foreign language video: Declarative versus interrogative advance organizer
182. The Beliefs about Language Learning of
Beginning University Foreign Language Students
183. Technology as Pharmakon: The promise and
perils of the internet for foreign language education
184. The two-way language bridge: Co-constructing
bilingual language learning opportunities
185. Syntactic priming, type frequency, and EFL
learners' production of wh-questions
186. Potential of text-based internet chats for
improving oral fluency in a second language
187. Personality Preferences and Foreign Language
Learning
188. Balancing Content and Language in
Instruction: The Experience of Immersion Teachers
189. Qualitative research in language teaching and
learning journals, 1997-2006
190. Rethinking research ethics in contemporary
applied linguistics: The tension between macroethical and microethical
perspectives in situated research
191. Capturing L2 Accuracy Developmental Patterns:
Insights From an Error-Tagged EFL Learner Corpus
192. Linguistic and Cultural Education for Bildung
and Citizenship
193. Theorizing affect in foreign language
learning: An analysis of one learner's responses to a communicative portuguese
course
194. Three fundamental concepts in second language
acquisition and their relevance in multilingual contexts
195. Second language socialization through team
interaction among electrical and computer engineering students
196. Early L2 writing development: A study of
autobiographical essays by university-level students of Russian
197. The interactions between the effects of implicit
and explicit feedback and individual differences in language analytic ability
and working memory
198. Input effects within a constructionist
framework
199. Affective factors influencing plurilingual
students' acquisition of Catalan in a Catalan-Spanish bilingual context
200. The no child left behind act and teaching and
learning languages in U.S. schools
Eminent authors:
Doyle,
H.G.
Tharp,
J.B.
Byrnes,
H.
Olinger,
H.C.
Zeydel,
E.H.
Swain,
M.
Lapkin, S.
Macintyre, P.D.
Dornyei, Z.
Clément, R.
Noels, K.A.
Creese, A.
Blackledge, A.
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