International Journal of Applied Linguistics

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Early View Articles

Non‐native English teachers' confidence in their own pronunciation and attitudes towards teaching: A questionnaire survey in Japan

  • Yoko Uchida, Junko Sugimoto
  • Published: 13 Mar 2019
  • DOI: 10.1111/ijal.12253

Target language proficiency and reported use of compensatory strategies by young CLIL learners

  • Francisco Gallardo‐del‐Puerto, María Basterrechea, María Martínez‐Adrián
  • Published: 21 Mar 2019
  • DOI: 10.1111/ijal.12252

Is “poor” English in linguistic landscape useful for EFL teaching and learning? Perspectives of EFL teachers in China

  • Guowen Shang, Fen Xie
  • Published: 31 May 2019
  • DOI: 10.1111/ijal.12258

Learner identity and learner beliefs in EFL writing, Olga Majchrzak. Cham: Springer. 2018. xx + 269 pp. ISBN 978‐3‐319‐69559‐4

  • Mohsen Shirazizadeh
  • Published: 09 Jul 2019
  • DOI: 10.1111/ijal.12265

Comparing the Same Task in ESL vs. EFL Learning Contexts: An Activity Theory Perspective

  • Neomy Storch, Masatoshi Sato
  • Published: 11 Jul 2019
  • DOI: 10.1111/ijal.12263

Non‐nativeness as a dimension of inclusion: A multimodal representational analysis of EFL textbooks

  • Heiko Motschenbacher
  • Published: 17 Jul 2019
  • DOI: 10.1111/ijal.12237

Second Language Literacy Practices and Language Learning Outside the Classroom M. Inaba Blue Ridge Summit, PA: Multilingual Matters, (2018).

  • Nguyen Dao
  • Published: 17 Jul 2019
  • DOI: 10.1111/ijal.12266

Teaching and Assessing Metadiscoursal Features in Argumentative Writing: A Professional Development Training for EFL Teachers

  • Azza A. M. Abdelrahim, Maha A. M. Abdelrahim
  • Published: 13 Aug 2019
  • DOI: 10.1111/ijal.12264

On the potential of phonetic analysis to distinguish between people with epilepsy and non‐epileptic seizures

  • Gareth Walker, Traci Walker, Lauren Moon, Markus Reuber
  • Published: 29 Aug 2019
  • DOI: 10.1111/ijal.12268

Promoting self‐regulation in low achievers: A case study of Japanese university EFL students

  • Yoshiyuki Nakata
  • Published: 29 Oct 2019
  • DOI: 10.1111/ijal.12269

English medium instruction in higher education: Teacher perspectives on professional development and certification

  • Ernesto Macaro, Mustafa Akincioglu, Shuangmiao Han
  • Published: 05 Nov 2019
  • DOI: 10.1111/ijal.12272

Intercultural communication in Asia: Education, language and values

  • Ali Derakhshan
  • Published: 06 Nov 2019
  • DOI: 10.1111/ijal.12270

AILA Matters

  • Published: 08 Nov 2019
  • DOI: 10.1111/ijal.12278

Categorization of writing tasks in Iranian senior high school English textbooks

  • Mohammad Aliakbari, Hassan Tarlani‐Aliabadi
  • Published: 20 Nov 2017
  • DOI: 10.1111/ijal.12195

Gender socialization: From L1 to L2 languacultures

  • Janina Brutt‐Griffler, Sumi Kim
  • Published: 15 Sep 2017
  • DOI: 10.1111/ijal.12186

The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study

  • Jon Ander Merino, David Lasagabaster
  • Published: 05 Jun 2017
  • DOI: 10.1111/ijal.12177

Communication accommodation theory analysis of nurse–patient interaction: Implications for course design

  • Marilize Pretorius
  • Published: 24 Aug 2017
  • DOI: 10.1111/ijal.12184

The perception–production link revisited: The case of Japanese learners' English /ɹ/ performance

  • Kazuya Saito, Kim Poeteren
  • Published: 01 Jun 2017
  • DOI: 10.1111/ijal.12175

Production of ambiguous idioms in English: A reading aloud study

  • Anna Siyanova‐Chanturia, Phoebe M.S. Lin
  • Published: 28 Jul 2017
  • DOI: 10.1111/ijal.12183

The question‐answer adjacency pair in dementia discourse

  • Ana Varela Suárez
  • Published: 05 Sep 2017
  • DOI: 10.1111/ijal.12185

Changes in foreign language anxiety: A classroom perspective

  • Mariusz Kruk
  • Published: 27 Jul 2017
  • DOI: 10.1111/ijal.12182

Showing where you're going. Instructing the accountable use of the indicator in live traffic

  • Mathias Broth, Jakob Cromdal, Lena Levin
  • Published: 09 Jan 2018
  • DOI: 10.1111/ijal.12194

Syntactic complexity in L2 writing: Individual pathways and emerging group trends

  • Bram Bulté, Alex Housen
  • Published: 09 Jan 2018
  • DOI: 10.1111/ijal.12196

Inclusion of heritage language learners on the autism spectrum: Lessons from second‐generation parents

  • Betty Yu, Summer Hsia
  • Published: 30 Aug 2018
  • DOI: 10.1111/ijal.12233

Language, sexuality and inclusive pedagogy

  • Helen Sauntson
  • Published: 22 Oct 2018
  • DOI: 10.1111/ijal.12239

Inclusion and exclusion in foreign language education: A critical overview, with illustrations from studies of a German classroom for young secondary learners and of five Polish textbooks

  • Jane Sunderland
  • Published: 28 Nov 2018
  • DOI: 10.1111/ijal.12241

Inclusion, exclusion, and racial identity in Singapore's language education system

  • Mie Hiramoto, Rebecca Lurie Starr
  • Published: 28 Nov 2018
  • DOI: 10.1111/ijal.12242

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