Frontmatter

Artikel in diesem Heft

1. Frontmatter
2. Research Articles
3. Investigating the impact of task complexity on uptake and noticing of corrective feedback recasts
4. Consequences of the comparative fallacy for the acquisition of grammatical aspect in Spanish
5. Incorporating peer feedback in writing instruction: examining its effects on Chinese English-as-a-foreign-language (EFL) learners’ writing performance
6. Listener engagement: the missing link in research on accented speech
7. Enhancing English spatial prepositions acquisition among Spanish learners of English as L2 through an embodied approach
8. Lexical and grammatical collocations in beginning and intermediate L2 argumentative essays: a bigram study
9. When concept-based language instruction meets cognitive linguistics: teaching English phrasal verbs with up and out
10. Validation of a multiple-choice implicature test: insights from Chinese EFL learners’ cognitive processes
11. A longitudinal study of topic continuity in Chinese EFL learners’ written narratives
12. Miscommunicated referent tracking in L2 English: a case-by-case analysis
13. Rule-based or efficiency-driven processing of expletive there in English as a foreign language
14. When are performance-approach goals more adaptive for Chinese EFL learners? It depends on their underlying reasons
15. Teaching L2 Spanish idioms with semantic motivation: should this be done proactively or retroactively?
16. Role of individual differences in incidental L2 vocabulary acquisition through listening to stories: metacognitive awareness and motivation
17. Measuring and profiling Chinese secondary school English teachers’ language mindsets: an exploratory study of non-native teachers’ perceived L2 proficiency loss
18. The role of working memory in the effects of models as a written corrective strategy
19. Comparing motivational features between feedback givers and receivers in English speaking class
20. Examining resilience in EFL contexts: a survey study of university students in China
21. High school EFL teachers’ oral corrective feedback beliefs and practices, and the effects of lesson focus
22. L3 acquisition of aspect: the influence of structural similarity, analytic L2 and general L3 proficiency