A bibliometric analysis of the IRAL over the past six decades
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Xiaolu Zhong
Abstract
Using a bibliometric analysis of the publications in the International Review of Applied Linguistics in Language Teaching (IRAL), one of the journals with the most extended history in applied linguistics (AL), we combed through three periods of the journal’s development trajectory over 60 years. Specifically, we 1) examined the most frequently discussed topics in IRAL and their evolving patterns; 2) extracted the most highly-cited articles, the sources of citations, the sub-subjects of sources of citations, as well as the most highly-cited references; and 3) calculated the counts of authors in each year and their h-index, and identified the authors and countries/regions that contributed most to the journal. The results provide information on IRAL’s content, impact, and attractiveness, constituting a multi-faceted evaluation of the journal. Meanwhile, the same bibliometric procedures were conducted on Language Learning (LL), which acted as a reference for interpreting the performance of IRAL and identifying the gaps between IRAL and the leading journals in AL. Finally, suggestions for further adjustments and improvements to the journal were discussed.
Funding source: The National Social Science Foundation of China
Award Identifier / Grant number: Grant No. 17AYY021
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Research funding: This work was funded by the National Social Science Foundation of China (Grant No. 17AYY021).
Appendix 1: Most highly-cited LL articles
| 1963–1979 | 1980–1999 | 2000–2022 |
|---|---|---|
| Cultural thought patterns in intercultural education (Kaplan, R.B. 1966) C#845 (2) | The case against grammar correction in L2 writing classes (Truscott, J. 1996) C#600 (3) | Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (Norris, J.M., Ortega, L. 2000) C#979 (1) |
| Natural sequences in child second language acquisition (Dulay, H.C., Burt, M.K. 1974) C#430 (8) | Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? (Pica, T. 1994) C#515 (5) | How big is “big”? Interpreting effect sizes in L2 research (Plonsky, L., Oswald, F.L. 2014) C#541 (4) |
| Markedness and the contrastive analysis hypothesis (Eckman, F.R. 1977) C#294 | Foreign accent, comprehensibility, and intelligibility in the speech of second language learners (Munro, M.J., Derwing, T.M. 1995) C#476 (6) | Patterns of interaction in ESL pair work (Storch, N. 2002) C#410 (11) |
| The effect of affect on foreign language learning: A review of the anxiety research (Scovel, T. 1978) C#288 | Lexical development in bilingual infants and toddlers: Comparison to monolingual norms (Pearson, B.Z., Fernández, S.C., Oller, D.K. 1993) C#465 (7) | Language is a complex adaptive system: Position paper (Beckner, C., Blythe, R., Bybee, J., Christiansen, M.H., Croft, W., Ellis, N.C., Holland, J., Ke, J., Larsen-Freeman, D., Schoenemann, T. 2009) C#393 (13) |
| Lateralization, language learning, and the critical period: Some new evidence (Krashen, S.D. 1973) C#279 | The subtle effects of language anxiety on cognitive processing in the second language (MacIntyre, P.D., Gardner, R.C. 1994) C#428 (9) | Why are you learning a second language? Motivational orientations and self-determination theory (Noels, K.A., Pelletier, L.G., Clément, R., Vallerand, R.J. 2000) C#393 (14) |
| Is there a ‘natural sequence’ in adult second language learning? (Bailey, N., Madden, C., Krashen, S.D. 1974) C#256 | Motivation: Reopening the research agenda (Crookes, G., Schmidt, R.W. 1991) C#424 (10) | The effectiveness of corrective feedback in SLA: A meta-analysis (Li, S. 2010) C#356 (16) |
| Should we teach children syntax? (Dulay, H.C., Burt, M.K. 1973) C#249 | Evidence for multicompetence (Cook, V.J. 1992) C#400 (12) | Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications (Dörnyei, Z. 2003) C#353 (17) |
| An error in error analysis (Schachter, J. 1974) C#246 | Motivation, self-confidence, and group cohesion in the foreign language classroom (Clément, R., Dörnyei, Z., Noels, K.A. 1994) C#358 (15) | Age of onset and nativelikeness in a second language: Listener perception versus linguistic scrutiny (Abrahamsson, N., Hyltenstam, K. 2009) C#341 (18) |
| A theoretical model of second language learning (Bialystok, E. 1978) C#184 | Investigating fluency in EFL: A quantitative approach (Lennon, P. 1990) C#328 (19) | Interactions between type of instruction and type of language feature: A meta-analysis (Spada, N., Tomita, Y. 2010) C#315 (20) |
| Language transfer and universal grammatical relations (Gas, S. 1979) C#172 | Attention, memory, and the ‘noticing’ hypothesis (Robinson, P. 1995) C#311 | The influence of attitudes and affect on willingness to communicate and second language communication (Yashima, T., Zenuk-Nishide, L., Shimizu, K. 2004) C#309 |
| A descriptive model of discourse in the corrective treatment of learners’ errors (Chaudron, C. 1977) C#155 | Anxiety and second-language learning: Toward a theoretical clarification (MacIntyre, P.D., Gardner, R.C. 1989) C#305 | Some empirical evidence for the involvement load hypothesis in vocabulary acquisition (Hulstijn, J.H., Laufer, B. 2001) C#298 |
| Avoidance behavior in adult second language acquisition (Kleinmann, H.H. 1977) C#154 | Biases in self-ratings of second language proficiency: The role of language anxiety (MacIntyre, P.D., Noels, K.A., Clément, R. 1997) C#294 | Introduction: Investigating form-focused instruction (Ellis, R. 2001) C#293 |
| A case study of a Japanese child learning English as a second language (Hakuta, K. 1976) C#140 | Conceptualizing motivation in foreign-language learning (Dörnyei, Z. 1990) C#284 | Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective (Qian, D.D. 2002) C#289 |
| Foreign accents, language acquisition, and cerebral dominance (Scovel, T. 1969) C#132 | Methods and results in the study of anxiety and language learning: A review of the literature (MacIntyre, P.D., Gardner, R.C. 1991) C#279 | Age and second language acquisition and processing: A selective overview (Birdsong, D. 2006) C#261 |
| Interlanguage as chameleon (Tarone, E. 1979) C#129 | Writing expertise and second-language proficiency (Cumming, A. 1989) C#257 | Learner uptake in communicative ESL lessons (Ellis, R., Basturkmen, H., Loewen, S. 2001) C#259 |
| Affective and ability factors in second-language acquisition (Chastain, K. 1975) C#128 | The influence of task structure and processing conditions on narrative retellings (Skehan, P., Foster, P. 1999) C#251 | Explaining the “natural order of l2 morpheme acquisition” in English: A meta-analysis of multiple determinants (Goldschneider, J.M., DeKeyser, R.M. 2001) C#257 |
| Prefabricated patterns and the emergence of structure in second language acquisition (Hakuta, K. 1974) C#127 | The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentais, prosody, and syllable structure (Anderson-Hsieh, J., Johnson, R., Koehler, K. 1992) C#251 | What makes learning second-language grammar difficult? A review of issues (DeKeyser, R.M. 2005) C#251 |
| An explanation for the morpheme acquisition order of second language learners (Larsen-Freeman, D.E. 1976) C#126 | The effect of familiarity on the comprehensibility of nonnative speech (Gass, S., Varonis, E.M. 1984) C#247 | Recasts as feedback to language learners (Nicholas, H., Lightbown, P.M., Spada, N. 2001) C#237 |
| The monitor model: Some methodological considerations (McLaughlin, B. 1978) C#117 | Negotiation of form, recasts, and explicit correction in relation to error types and learner repair in immersion classrooms (Lyster, R. 1998) C#243 | Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates (Masgoret, A.-M., Gardner, R.C. 2003) C#235 |
| Motivation to learn and language proficiency (Lukmani, Y.M. 1972) C#117 | Evidence in favor of a broad framework for pronunciation instruction (Derwing, T.M., Munro, M.J., Wiebe, G. 1998) C#241 | Processing instruction: An update (VanPatten, B. 2002) C#233 |
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The top 20 articles with the highest total citations over the 60 years are italicized, and the number in the last brackets is the ranking.
Appendix 2: Source of citation (LL)
| Rank | Source of citation | Counts of articles | Percentage | 2020 impact metrics |
|---|---|---|---|---|
| 1 | Language Learning | 1,075 | 3.26% | 4.667 (JIF) |
| 2 | System | 910 | 2.76% | 3.167 (JIF) |
| 3 | Studies in Second Language Acquisition | 668 | 2.03% | 3.988 (JIF) |
| 4 | TESOL Quarterly | 542 | 1.65% | 3.692 (JIF) |
| 5 | Modern Language Journal | 493 | 1.50% | 4.759 (JIF) |
| 6 | Language Teaching Research | 451 | 1.37% | 3.899 (JIF) |
| 7 | Foreign Language Annals | 432 | 1.31% | 2.067 (JIF) |
| 8 | IRAL | 430 | 1.31% | 0.970 (JIF) |
| 9 | Frontiers in Psychology | 408 | 1.24% | 2.988 (JIF) |
| 10 | Bilingualism-Language and Cognition | 407 | 1.24% | 3.532 (JIF) |
| 11 | Second Language Research | 398 | 1.21% | 2.178 (JIF) |
| 12 | Applied Psycholinguistics | 348 | 1.06% | 1.838 (JIF) |
| 13 | Language testing | 315 | 0.96% | 3.551 (JIF) |
| 14 | Applied Linguistics | 289 | 0.88% | 5.741 (JIF) |
| 15 | Journal of Second Language Writing | 265 | 0.80% | 3.538 (JIF) |
| 16 | Language Teaching | 264 | 0.80% | 5.327 (JIF) |
| 17 | The Language Learning Journal | 252 | 0.77% | 2.400 (CS) |
| 18 | RELC Journal | 251 | 0.76% | 1.596 (JIF) |
| 19 | International Journal of Bilingualism | 239 | 0.73% | 1.693 (JIF) |
| 20 | Asian EFL Journal | 220 | 0.67% | 1.000 (CS) |
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Publications that are not in IRAL’s top 20 sources of citation are bolded. Impact metrics: for SSCI-indexed journals, the 2020 journal impact factor (JIF) is provided. For others, including non-SSCI indexed journals and book serials, Scopus’s CiteScore (CS) is provided.
Appendix 3: The sub-subject area of the source of citation (IRAL) (order by weighted counts)
| Rank | Subject area | Sub-subject area | Counts of journal | Weighted by number of articles |
|---|---|---|---|---|
| 1 | Social Sciences | Linguistics and Language | 522 | 8,288 |
| 2 | Arts and Humanities | Language and Linguistics | 481 | 7,663 |
| 3 | Social Sciences | Education | 381 | 4,485 |
| 4 | Social Sciences | Communication | 74 | 588 |
| 5 | Arts and Humanities | Literature and Literary Theory | 97 | 357 |
| 6 | Psychology | Experimental and Cognitive Psychology | 55 | 326 |
| 7 | Psychology | Psychology (all) | 48 | 312 |
| 8 | Social Sciences | Cultural Studies | 66 | 265 |
| 9 | Psychology | Developmental and Educational Psychology | 85 | 265 |
| 10 | Computer Science | Computer Science Applications | 48 | 258 |
| 11 | Social Sciences | Sociology and Political Science | 43 | 214 |
| 12 | Health Professions | Speech and Hearing | 28 | 193 |
| 13 | Computer Science | Artificial Intelligence | 17 | 157 |
| 14 | Social Sciences | Anthropology | 25 | 118 |
| 15 | Arts and Humanities | Arts and Humanities (miscellaneous) | 38 | 114 |
| 16 | Social Sciences | General Social Sciences | 9 | 89 |
| 17 | Psychology | Social Psychology | 28 | 87 |
| 18 | Neuroscience | Cognitive Neuroscience | 23 | 82 |
| 19 | Social Sciences | Social Sciences (miscellaneous) | 9 | 82 |
| 20 | Physics and Astronomy | Acoustics and Ultrasonics | 6 | 70 |
Appendix 4: The sub-subject area of the source of citation (LL) (order by weighted counts)
| Rank | Subject area | Sub-subject area | Counts of journal | Weighted by number of articles |
|---|---|---|---|---|
| 1 | Social Sciences | Linguistics and Language | 551 | 18,255 |
| 2 | Arts and Humanities | Language and Linguistics | 498 | 15,970 |
| 3 | Social Sciences | Education | 668 | 12,920 |
| 4 | Psychology | Experimental and Cognitive Psychology | 85 | 2040 |
| 5 | Psychology | Developmental and Educational Psychology | 194 | 1907 |
| 6 | Psychology | Psychology (all) | 98 | 1,496 |
| 7 | Social Sciences | Communication | 110 | 1,117 |
| 8 | Health Professions | Speech and Hearing | 45 | 1,010 |
| 9 | Computer Science | Computer Science Applications | 100 | 1,005 |
| 10 | Neuroscience | Cognitive Neuroscience | 49 | 807 |
| 11 | Arts and Humanities | Literature and Literary Theory | 114 | 637 |
| 12 | Psychology | Neuropsychology and Physiological Psychology | 33 | 607 |
| 13 | Social Sciences | Cultural Studies | 106 | 597 |
| 14 | Arts and Humanities | Arts and Humanities (miscellaneous) | 80 | 536 |
| 15 | Social Sciences | Sociology and Political Science | 100 | 512 |
| 16 | Computer Science | Artificial Intelligence | 45 | 451 |
| 17 | Social Sciences | Social Sciences (miscellaneous) | 39 | 450 |
| 18 | Psychology | Social Psychology | 74 | 436 |
| 19 | Neuroscience | Behavioral Neuroscience | 31 | 270 |
| 20 | Social Sciences | Anthropology | 38 | 217 |
Appendix 5: Most highly-cited references (IRAL)
| 1963–1979 | 1980–1999 | 2000–2022 |
|---|---|---|
| Aspects of the theory of syntax (Chomsky, N. 1965) C#22 | “Interlanguage” (Selinker, L. 1972 IRAL) C#20 | A cognitive approach to language learning (Skehan, P. 1998) C#22 |
| “The significance of learners errors” (Corder, S.P. 1967 IRAL) C#17 | The sentence and its parts: A grammar of contemporary English (Long, R. B. 1961) C#18 | “The role of consciousness in second language learning” (Schmidt, R. W. 1990 Applied Linguistics) C#21 |
| Linguistics across cultures: Applied linguistics for language teachers (Robert, L. 1957) C#16 | Semantics (Lyons, J. 1977) C#18 | The role of the linguistic environment in second language acquisition (Long, M. 1996 in Handbook of Second Language acquisition) C#17 |
| Introduction to theoretical linguistics (Lyons, J. 1968) C#13 | “A non-contrastive approach to error analysis” (Richards, J.C. 1971 ELT Journal) C#16 | “Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition” (Ellis, N. C. 2002 Studies in Second Language Acquisition) C#15 |
| “Interlanguage” (Selinker, L. 1972 IRAL) C#11 | A communicative grammar of English (Leech, G., Svartvik, J. 1975) C#13 | Speaking: From intention to articulation (Levelt, W. J. 1993) C#14 |
| Syntactic structures (Chomsky, N. 1957) C#11 | Aspects of the theory of syntax (Chomsky, N. 1965) C#13 | “The robustness of critical period effects in second language acquisition” (DeKeyser, R. M. 2000 Studies in Second Language Acquisition) C#14 |
| The linguistic sciences and language teaching (Halliday, M.A.K., McIntosh, A., Strevens, P. 1964) C#10 | Cohesion in English (Halliday, M.A.K., Hasan, R. 1976) C#13 | Attention (Schmidt, R. 2001 in Cognition and Second Language Instruction) C#13 |
| The sound pattern of English (Chomsky, N., Halle, M. 1968) C#10 | Linguistics across cultures: Applied linguistics for language teachers (Robert, L. 1957) C#13 | Communicative competence: Some roles of comprehensible input and comprehensible output in its development (Swain, M. 1985 in Input in Second Language Acquisition) C#13 |
| Language teaching analysis (Mackey, W. F. 1967) C#9 | Second language acquisition and second language learning (Krashen, S. 1981) C#13 | Individual differences in second language learning (Skehan, P. 1989) C#13 |
| Languages in contact (Weinreich, U. 1953) C#9 | Introducing applied linguistics (Corder, S. 1973) C#12 | “Interlanguage” (Selinker, L. 1972 IRAL) C#13 |
| “A psycholinguistic critique of programmed foreign language instruction” (Spolsky, B. 1966 IRAL) C#8 | Principles and practice in second language acquisition (Krashen, S. 1982) C#12 | “L2 cognitive states and the full transfer/full access model” (Schwartz, B. D., Sprouse, R. A. 1996 Second Language Research) C#13 |
| Teaching and learning English as a foreign language (Fries, C. C. 1945) C#8 | “The significance of learners errors” (Corder, S.P. 1967 IRAL) C#12 | The study of second language acquisition (Ellis, R. 1994) C#13 |
| Verbal behavior (Skinner, B. F. 1957) C#8 | A comprehensive grammar of the English language (Quirk, R., Greenbaum, S., Leech, G., Svartvik, J. 1985) C#11 | Common European Framework of Reference for Languages: Learning, teaching, assessment (Council of Europe, Council for Cultural Co-operation, Education Committee, Modern Languages Division 2001) C#12 |
| Foreign language learning: A psycholinguistic analysis of the issues (Jakobovits, L. A. 1970) C#7 | Language two (Dulay, H., Burt, M., Krashen, S. 1982) C#11 | “Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language” (Johnson, J. S., Newport, E. L. 1989 Cognitive Psychology) C#12 |
| The sentence and its parts: A grammar of contemporary English (long, R. B. 1961) C#6 | Understanding second language acquisition (Ellis, R. 1989) C#11 | “Differential effects of prompts and recasts in form-focused instruction” (Lyster, R. 2004 Studies in Second Language Acquisition) C#12 |
| A linguistic theory of translation (Catford, J. C. 1978) C#6 | A university grammar of English (Quirk, R., Greenbaum, S. 1973) C#10 | “Discourse motivations for some cognitive acquisition principles” (Andersen, R. W., Shirai, Y. 1994 Studies in Second Language Acquisition) C#12 |
| The biological foundations of language (Lenneberg, E. H. 1967) C#6 | An introduction to functional grammar (Halliday, M.A.K. 1994) C#10 | “Explaining the ‘natural order of L2 morpheme acquisition’ in English: A meta-analysis of multiple determinants” (Goldschneider, J. M., DeKeyser, R. M. 2005 Language Learning) C#12 |
| Comparing the phonetic features of English, French, German and Spanish (Delattre, P. 1965) C#6 | Logic and conversation (Grice, H. P. 1975 in Speech Acts) C#10 | Learning vocabulary in another language (Nation, I. S. 2001) C#12 |
| “On sources of errors in foreign language learning” (Dušková, L. 1969 IRAL) C#6 | Principles of language learning and teaching (Brown, H. D. 1980) C#10 | Longman grammar of spoken and written English (Biber, D., Johansson, S., Leech, G., Conrad, S., Finegan, E. 2000) C#11 |
| The case for case (Fillmore, C. J. 1968 in Universals in Linguistic Theory) C#6 | A modern English grammar on historical principles (Jespersen, O. 1909) C#9 | Principles and practice in second language acquisition (Krashen, S. 1982) C#11 |
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The titles of journal papers are enclosed in double quotation marks.
Appendix 6: Most highly-cited references (LL)
| 1963–1979 | 1980–1999 | 2000–2022 |
|---|---|---|
| “The acquisition of grammatical morphemes by adult ESL students” (Freeman, D. E. L. 1975 TESOL Quarterly) C#6 | Language (Bloomfield, L. 1933) C#7 | A dynamic approach to second language development: Methods and techniques (Verspoor, M., de Bot, K., Lowie, W. 2011) C#5 |
| “A non-contrastive approach to error analysis” (Richards, J.C. 1971 ELT Journal) C#4 | Semantics (Lyons, J. 1977) C#5 | Effects of the second language on the first (Cook, V., Cook, V. J. 2003) C#5 |
| “Psycholinguistic universals in the reading process” (Goodman, K. S. 1970 Visible Language) C#4 | Developmental psycholinguistics (McNeill, D. 1966 in The Genesis of Language) C#4 | Individual differences in second language learning (Skehan, P. 1989) C#5 |
| A model of adult second language performance (Krashen, S. 1975) C#3 | Language development (Ferguson, C.A. 1968 in Language Problems of Developing Nations) C#4 | “Automatic linguistic annotation of large scale L2 databases: The EF-Cambridge open language database” (Geertzen, J., Alexopoulou, T., Korhonen, A. 2013 in Proceedings of the 31st Second Language Research Forum) C#4 |
| “Interlanguage” (Selinker, L. 1972 IRAL) C#3 | Schemata: The building blocks of cognition (Rumelhart, D. E. 1980) C#4 | Continuing discourse on language: A functional perspective (Hasan, R., Matthiessen, C., Webster, J. 2005) C#4 |
| “Reading: A psycholinguistic guessing game” (Goodman, K. S. 1967 Literacy Research and Instruction) C#3 | The second time around: Cognitive and social strategies in second language acquisition (Fillmore, L. W. 1976) C#4 | “English language learners: Developing literacy in second-language learners-Report of the National Literacy Panel on language-Minority Children and Youth” (August, D., Shanahan, T., Escamilla, K. 2009 Journal of Literacy Research) C#4 |
| “Second language acquisition: The pidginization hypothesis” (Schumann, J. H. 1976 Language learning) C#3 | Working memory (Baddeley, A. D. 1983 Philosophical Transactions of the Royal Society of London) C#4 | Practice in a second language: Perspectives from applied linguistics and cognitive psychology (DeKeyser, R. 2007) C#4 |
| “Social factors in second language acquisition and bilinguality” (Gardner, R. C. 1975 Research Bulletin) C#3 | “An analysis of story comprehension in elementary school children: A test of a schema” (Stein, N. L., Glenn, C. G. 1975 New Directions in Discourse Processing) C#3 | Speaking: From intention to articulation (Levelt, W. J. 1993) C#4 |
| Some issues relating to the monitor model (Krashen, S. 1977) C#3 | “Easifying second language learning” (Cohen, A. D., & Aphek, E. 1981 Studies in Second Language Acquisition) C#3 | Statistical power analysis for the behavioral sciences (Cohen, J. 1988) C#4 |
| Teaching English as a second language (Allen, H., Cambell, R. 1972) C#3 | “Idiosyncratic dialects and error analysis” (Corder, S. P. 1971 IRAL) C#3 | The acquisition of temporality in a second language (Dietrich, R., Klein, W., Noyau, C. 1995) C#4 |
| “The logic of non-standard English” (Labov, W. 1969 Georgetown Monographs on Language and Linguistics) C#3 | Individual differences in second language learning (Skehan, P. 1989) C#3 | Theories in second language acquisition: An introduction (VanPatten, B., Keating, G. D., Wulff, S. 2007) C#4 |
| “The role of formal and informal environments in second language learning: A pilot study” (Krashen, S. D., Seliger, H. W. 1976 Linguistics) C#3 | “Interlanguage” (Selinker, L. 1972 IRAL) C#3 | Working memory (Baddeley, A. D. 1983 Philosophical Transactions of the Royal Society of London) C#4 |
| Age differences in second language acquisition (Snow, C. E., Hoefnagel-Höhle, M. 1975) C#2 | “Investigating linguistic acceptability with Egyptian EFL students” (Tucker, G. R., Sarofim, M. 1979 TESOL Quarterly) C#3 | Handbook of cognitive linguistics and second language acquisition (Robinson, P., Ellis, N. C. 2008) C#3 |
| “A brief reappraisal of contrastive linguistics” (Selinker, L. 1972 University of Hawaii Working Papers in Linguistics) C#2 | Metacognitive skills and reading (Baker, L. 1984 in Handbook of Reading Research) C#3 | Advancing quantitative methods in second language research (Plonsky, L. 2015) C#3 |
| A cross-sectional study of morpheme acquisition in first language learners (Porter, J. H. 1975) C#2 | “Phonological processes in second language acquisition: Another look at interlanguage syllable structure” (Sato, C. J. 1984 Language learning) C#3 | Alternative approaches to second language acquisition (Atkinson, D. 2011) C#3 |
| A functor acquisition hierarchy study in Puerto Rico (Andersen, R. 1976) C#2 | “Primary French in the balance” (Burstall, C. 1975 Educational Research) C#3 | Attention (Schmidt, R. 2001 in Cognition and Second Language Instruction) C#3 |
| A Japanese child learns English (Milon, J. 1972) C#2 | “Reading and summarizing challenging texts in first and second languages” (Cumming, A., Rebuffot, J., Ledwell, M. 1989 Reading and Writing) C#3 | “Collaborative dialogue: Its contribution to second language learning” (Swain, M. 1997 Revista Canaria de Estudios Ingleses) C#3 |
| A Spanish-speaking adolescent’s acquisition of English syntax (Butterworth, G., Hatch, E. 1978 in Second Language Acquisition: A Book of Readings) C#2 | “Reading: A psycholinguistic guessing game” (Goodman, K. S. 1967 Literacy Research and Instruction) C#3 | Common European Framework of Reference for Languages: Learning, teaching, assessment (Council of Europe, Council for cultural Co-operation, education Committee, Modern languages division 2001) C#3 |
| A study of the non-standard English of negro and Puerto Rican speakers in New York City (Labov, W., Cohen, P., Robins, C., Lewis, J. 1968) C#2 | Research on written composition: New directions for teaching (Hillocks, G. 1986) C#3 | Cours de linguistique générale (De Saussure, F. 1916) C#3 |
| Acquisition of English structures: A case study of an adult native speaker of Arabic in an English-speaking environment (Hanania, E. 1974) C#2 | “Second language acquisition: The pidginization hypothesis” (Schumann, J. H. 1976 Language learning) C#3 | Interfaces between second language acquisition and language testing research (Bachman, L. F., Cohen, A. D. 1998) C#3 |
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The titles of journal papers are enclosed in double quotation marks.
Appendix 7: Most contributing authors (IRAL)
| 1963–1979 (296 authors in total) | 1980–1999 (325 authors in total) | 2000–2022 (624 authors in total) |
|---|---|---|
| Delattre P. (C#11) | Nehls D. (C#9) | Dewaele J.-M. (C#6) |
| Nehls D. (C#7) | Nickel G. (C#8) | Taguchi N. (C#5) |
| Vermeer H.J. (C#7) | Zughoul M.R. (C#7) | García Mayo, M.P. (C#5) |
| Nickel G. (C#4) | Fetzer A. (C#6) | Oxford R.L. (C#4) |
| Zydatiß W. (C#4) | Westney P. (C#5) | Roberts L. (C#4) |
| Bennett W.A. (C#4) | Joseph J. (C#5) | Benati A. (C#4) |
| Politzer R.L. (C#4) | Bader Y. (C#4) | Gilabert R. (C#4) |
| Lane H. (C#3) | Lennon P. (C#4) | Lindqvist C. (C#4) |
| Foster D.W. (C#3) | Kakouriotis A. (C#4) | Muñoz C. (C#4) |
| Jernudd B.H. (C#3) | Major R.C. (C#3) | Poehner M.E. (C#3) |
| Hans F. (C#3) | Takashima H. (C#3) | Vedder I. (C#3) |
| Malmberg B. (C#3) | Leitner G. (C#3) | McDonough K. (C#3) |
| Oller J.W., Jr. (C#3) | Zydatiß W. (C#3) | Lee J.F. (C#3) |
| Cook V.J. (C#3) | Tadeusz P. (C#3) | Robinson P.J. (C#3) |
| Barrutia R. (C#3) | Taylor D.S. (C#3) | Yuan B. (C#3) |
| Birkenmaier W. (C#3) | Hammerly H. (C#3) | Tavakoli P. (C#3) |
| Bauer E.W. (C#3) | Andrews I. (C#3) | Bardel C. (C#3) |
| Sager J.C. (C#3) | Pottier B. (C#3) | Soler E.A. (C#3) |
| Keil R.-D. (C#3) | Nakuma C.K. (C#2) | Berthele R. (C#3) |
| Wode H. (C#2) | Dewaele J.-M. (C#2) | Rothman J. (C#3) |
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The number of articles they contributed during the period is in brackets. The authors who contributed to each period’s top 20 highly-cited papers are bolded.
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Supplementary Material
The online version of this article offers supplementary material (https://doi.org/10.1515/iral-2022-0088).
© 2022 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Approaching motion in a second language: how bilinguals restructure motion event expressions inside and outside the classroom
- Bidirectional cross-linguistic influence in motion event conceptualisation in bilingual speakers of Spanish and English
- Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications
- Low-level visual processing of motion events as a window into language-specific effects on perception
- Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions
- How concept-based language instruction works in teaching thinking for speaking in an L2
- Review Article
- A bibliometric analysis of the IRAL over the past six decades
Artikel in diesem Heft
- Frontmatter
- Research Articles
- Approaching motion in a second language: how bilinguals restructure motion event expressions inside and outside the classroom
- Bidirectional cross-linguistic influence in motion event conceptualisation in bilingual speakers of Spanish and English
- Motion event construal in L2 French and Italian: from acquisitional perspectives to pedagogical implications
- Low-level visual processing of motion events as a window into language-specific effects on perception
- Developing L2 learners’ metaphoric competence: a case study of figurative motion constructions
- How concept-based language instruction works in teaching thinking for speaking in an L2
- Review Article
- A bibliometric analysis of the IRAL over the past six decades
