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The impact of explicit instruction in intercultural competence in the world language classroom Mod. Lang. J. (IF 7.5) Pub Date : 2023-11-15 Janice M. Aski, Xinquan Jiang, April D. Weintritt
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“Pero yo también estoy aprendiendo”: Negotiating expert and novice positions in heritage–second language learner interaction Mod. Lang. J. (IF 7.5) Pub Date : 2023-11-09 Ana Fernández–Dobao
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Between teacher candidates’ reflection and teacher educators’ evaluation: Fluctuations in epistemic (a)symmetry in feedback conversations Mod. Lang. J. (IF 7.5) Pub Date : 2023-11-06 Pınar Turan, Nur Yiğitoğlu Aptoula
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L2 grammar-for-interaction: Functions of “and”-prefaced turns in L2 students’ collaborative talk Mod. Lang. J. (IF 7.5) Pub Date : 2023-11-04 František Tůma, Leila Kääntä, Teppo Jakonen
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Developing advanced L2 German writing: A functionally oriented longitudinal study Mod. Lang. J. (IF 7.5) Pub Date : 2023-10-30 Hiram H. Maxim
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Task communicative function and oral fluency of L1 and L2 speakers Mod. Lang. J. (IF 7.5) Pub Date : 2023-10-25 Astrid Morrison, Parvaneh Tavakoli
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From the Editor: In recognition and with appreciation Mod. Lang. J. (IF 7.5) Pub Date : 2023-10-24
The individuals listed here served as consultants and referees at various times during the preparation of volume 107 of the MLJ. In printing their names here, I express my gratitude for their many hours of dedicated and knowledgeable service. Authors often comment on the insightful and helpful critiques offered by the referees. Their efforts are well reflected in the quality of the scholarship published
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Out-of-classroom L2 vocabulary acquisition: The effects of digital activities and school vocabulary Mod. Lang. J. (IF 7.5) Pub Date : 2023-10-16 Batia Laufer, Esther Emma Vaisman
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Does spaced practice have the same effects on different second language vocabulary learning activities? Fill-in-the-blanks versus flashcards Mod. Lang. J. (IF 7.5) Pub Date : 2023-10-10 Su Kyung Kim, Stuart Webb
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PERSPECTIVES Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-18 Martha Bigelow
THE ISSUE Trans inclusion and language education This Perspectives column addresses the pedagogical and ethical need for gender justice in all of our language and teacher education practices. Framing practices as gender just, rather than gender neutral or gender inclusive pushes us to consider this issue in the realm of rights, where it should be. The contributors name and nuance the reasons why we
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Exploring avenues of implementation for gender justice in French language teaching Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-18 Chloe Mais Hagen
I write this commentary both as a French teacher in the United States who has taught at the primary and secondary (K−12) and college levels and as a speaker of French who uses nonbinary pronouns—identities that inform my positionality on this topic and my takeaways. In this position paper, as in his other work on gender-just pedagogies, Knisely makes a significant contribution to French language teaching
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Tracking learnables and teachables in L2 Arabic dyadic conversations-for-learning Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-18 Khaled Al Masaeed
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The social consequences of talking to oneself: The dialectical continuum of social and private speech Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Nicholas Carr
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Is evidence-based L2 pedagogy achievable? The research–practice dialogue in grammar instruction Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Hyun–Bin Hwang
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Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Kongji Qin, Lorena Llosa
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Use of word lists in a high-stakes, low-exposure context: Topic-driven or frequency-informed Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Emma Marsden, Amber Dudley, Rachel Hawkes
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The correlates of flow in the L2 classroom: Linking basic L2 task features to learner flow experiences Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-17 Michael Zuniga
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Bringing the body into play: The corporeal aspect in second language acquisition Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-15 Arnd Witte
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Can Japanese learners of English comprehend inflectional and derivational forms in listening? Testing the validity of the word family counting unit Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-15 Young Ae Kim, Tim Stoeckel, Stuart McLean
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The effects of distributed versus massed corrective feedback on the acquisition of Spanish differential object marking Mod. Lang. J. (IF 7.5) Pub Date : 2023-08-13 Yucel Yilmaz, Diana Arroyo, Carly Carver, Jungyoun Choi, Megan Dibartolomeo
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Pedagogical processes and standard dialect use: Implications for creative multilingual interaction from a Yorùbá-language classroom in southwestern Nigeria Mod. Lang. J. (IF 7.5) Pub Date : 2023-07-18 Adeola Agoke
In many language classrooms in multilingual nations, standard dialects are associated with and promoted in formal domains. Through classroom pedagogical processes that reify standard language use, other dialects are relegated to informal domains and therefore devalued in classroom settings. Informed by critical pedagogy, this article challenges the reification of standard dialects and examines their
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The processing of multiword expressions in L1 and L2 Chinese: Evidence from reaction times and eye movements Mod. Lang. J. (IF 7.5) Pub Date : 2023-06-08 Shang Jiang, Anna Siyanova–Chanturia
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Assessing spoken lexical and lexicogrammatical proficiency using features of word, bigram, and dependency bigram use Mod. Lang. J. (IF 7.5) Pub Date : 2023-06-07 Kristopher Kyle, Masaki Eguchi
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How do learners perceive task repetition? Distributed practice effects on engagement and metacognitive judgment Mod. Lang. J. (IF 7.5) Pub Date : 2023-06-06 Keiko Hanzawa, Yuichi Suzuki
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Individual differences in L1 attainment and language aptitude predict L2 achievement in instructed language learners Mod. Lang. J. (IF 7.5) Pub Date : 2023-05-25 Richard L. Sparks, Philip S. Dale, Jon M. Patton
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Helping learners develop autonomy in acquiring multiword expressions Mod. Lang. J. (IF 7.5) Pub Date : 2023-05-09 Frank Boers, Thuy Bui, Julie Deconinck, Hélène Stengers, Averil Coxhead
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Exploring the lexical profile of advanced L2 writers: Longitudinal data from the Russian Overseas Flagship program Mod. Lang. J. (IF 7.5) Pub Date : 2023-05-04 William J. Comer
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An evaluation of a multidimensional identity measurement instrument: The heritage language speaker identity tool (HLS-IT) Mod. Lang. J. (IF 7.5) Pub Date : 2023-05-04 Valerie Garcia, Caitlyn Pineault, Lara Bryfonski
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Building a community-centered archive for Cherokee language description, documentation, and reclamation Mod. Lang. J. (IF 7.5) Pub Date : 2023-04-29 Taylor Snead, Ellen Cushman
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Exploring phonetic predictors of intelligibility, comprehensibility, and foreign accent in L2 Spanish speech Mod. Lang. J. (IF 7.5) Pub Date : 2023-04-26 Charlie L. Nagle, Amanda Huensch, Germán Zárate–Sández
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An appraisal-based examination of language teacher emotions in anxiety-provoking classroom situations using vignette methodology Mod. Lang. J. (IF 7.5) Pub Date : 2023-04-19 Julia Goetze
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Using multimodal language learning histories to understand learning experiences and beliefs of second language learners in Japan Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-31 Tae Umino
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Academic word difficulty and multidimensional lexical sophistication: An English-for-academic-purposes-focused conceptual replication of Hashimoto and Egbert (2019) Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-31 Joseph P. Vitta, Christopher Nicklin, Simon W. Albright
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Multilingualism and persistence in multiple language learning Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-16 Alastair Henry
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Translanguaging as a space of simultaneity: Theorizing translanguaging pedagogies in English medium schools from a spatial perspective Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-16 Prem Phyak
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Concept-based language instruction and the teaching of citation in English academic writing Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-14 Ruiying Y. Yang, Yiru R. Sang
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Effects of written languaging on second language learning: Mediating roles of aptitude Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-13 Masako Ishikawa, Wataru Suzuki
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Empowering preservice English teachers with language assessment literacy concepts and practices: Application of Vygotskian concept-based language instruction Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-13 Yu–Ting Kao
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Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-10 James P. Lantolf, Matthew E. Poehner
In this introduction to the special issue, we first present a brief historical overview of sociocultural theory (SCT) as it has been extended to the process of second language (L2) development and instruction, beginning with two significant publications that appeared in 1994. In the early years, the theory was used as a lens to understand various aspects of learning and instruction. Eventually, it
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Modeling mediation in the dynamic assessment of listening ability from the cognitive diagnostic perspective Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-10 Yaru Meng, Hua Fu
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Erratum Mod. Lang. J. (IF 7.5) Pub Date : 2023-03-04
Sulis, G., Babic, S., Mairitsch, A., Mercer, S., Jin, J. & King, J. (2022), Retention and attrition in early-career foreign language teachers in Austria and the United Kingdom. The Modern Language Journal, 106, 155–171. https://doi.org/10.1111/modl.12765 The above article was published without the funding information in the acknowledgement section, “This work was supported by the Austrian Science Fund
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How Output Outweighs Input and Interlocutors Matter for Study-Abroad SLA: Computational Social Network Analysis of Learner Interactions Mod. Lang. J. (IF 7.5) Pub Date : 2022-12-27 MICHAŁ B. PARADOWSKI, AGNIESZKA CIERPICH–KOZIEŁ, CHIH–CHUN CHEN, JEREMI K. OCHAB
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Measuring Writing Development and Proficiency Gains Using Indices of Lexical and Syntactic Complexity: Evidence From Longitudinal Russian Learner Corpus Data Mod. Lang. J. (IF 7.5) Pub Date : 2022-12-23 OLESYA KISSELEV, ROSSINA SOYAN, DMITRII PASTUSHENKOV, JASON MERRILL
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Channeling Voices to Improve L2 English Intelligibility Mod. Lang. J. (IF 7.5) Pub Date : 2022-12-20 DARREN K. LASCOTTE, ELAINE TARONE
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What Does Explicit Knowledge Look Like? An Analysis of Information Structure in Rule Formation by L2 Learners and Its Relationship With Guided Inductive Learning Mod. Lang. J. (IF 7.5) Pub Date : 2022-12-14 PAUL A. MALOVRH, JAMES F. LEE
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Intentional and Incidental Vocabulary Learning: The Role of Historical Linguistics in the Second Language Classroom Mod. Lang. J. (IF 7.5) Pub Date : 2022-12-13 JAMES M. STRATTON
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By the Old Gods and the New: The Effect of the Congruence and Incongruence of Foreign Language Classroom Anxiety and Enjoyment on Self-Perceived Proficiency Mod. Lang. J. (IF 7.5) Pub Date : 2022-12-08 ELOUISE BOTES, JEAN–MARC DEWAELE, SAMUEL GREIFF
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The Hare and the Tortoise: The Race on the Course of L2 Learning Mod. Lang. J. (IF 7.5) Pub Date : 2022-11-20 YASSER TEIMOURI, FARHAD TABANDEH, SOMAYEH TAHMOURESI
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Comprehensible to Whom? Examining Rater, Speaker, and Interlocutor Perspectives on Comprehensibility in an Interactive Context Mod. Lang. J. (IF 7.5) Pub Date : 2022-11-20 CHARLIE L. NAGLE, PAVEL TROFIMOVICH, MARY GRANTHAM O'BRIEN, SARA KENNEDY
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“I Preferred to Take Another Activity From the Textbook”: An Activity–Theoretical Study of Learning to Design Language Teaching Materials Mod. Lang. J. (IF 7.5) Pub Date : 2022-11-08 Luis Carabantes, Amos Paran
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The Research–Practice Dialogue in Second Language Learning and Teaching: Past, Present, and Future Mod. Lang. J. (IF 7.5) Pub Date : 2022-10-05 Masatoshi Sato, Shawn Loewen
This article explores ways in which a dialogue between researchers and practitioners can be bidirectional, effective, and beneficial for the two professional communities. We suggest concrete directions for second language (L2) research: (a) a collaborative mindset, (b) the nature of research, (c) venues for dialogue, and (d) institutional support. First, we argue that we, researchers and teachers alike
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In it Together: Teachers, Researchers, and Classroom SLA Mod. Lang. J. (IF 7.5) Pub Date : 2022-10-05 NINA SPADA, PATSY M. LIGHTBOWN
In discussions about relationships between research and pedagogy, teachers and researchers are often characterized as facing each other across a “gap” that separates them. Teachers are described as having practical concerns about their own classrooms and little patience for “theoretical” issues. Researchers are described as removed from day-to-day classroom concerns and oriented to more abstract factors
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Researcher-Supported Professional Learning and Development for Instructors in Adult L2 Programs: Factors Leading to Ongoing Communities of Practice Mod. Lang. J. (IF 7.5) Pub Date : 2022-09-04 MARILYN L. ABBOTT, KENT K. LEE
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Bridging the Researcher–Practitioner Divide Through Community-Engaged Action Research: A Collaborative Autoethnographic Exploration Mod. Lang. J. (IF 7.5) Pub Date : 2022-08-22 Peter I. De Costa, Kasun Gajasinghe, Laxmi Prasad Ojha, Amr Rabie–Ahmed
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Teacher Beliefs About Second Language Research and Researchers: Different Roles at Research-Oriented Universities Mod. Lang. J. (IF 7.5) Pub Date : 2022-08-22 LIESELOTTE SIPPEL, MASATOSHI SATO
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Bridging the Gap Between Researchers and Teachers: A Curricular Perspective Mod. Lang. J. (IF 7.5) Pub Date : 2022-08-22 RONALD P. LEOW, ANNE THINGLUM, MAUDE HAVENNE, RINA TSENG
This study investigated the researcher–teacher interface issue by exploring second language (L2) teachers’ experiences of being involved in a large instructed second language acquisition empirical study aimed at curricular changes. The study addressed two goals. First, by involving the entire teaching staff at all levels of the multisection language teaching program in the administration of the empirical
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May I See Your Credentials, Please? Displays of Pedagogical Expertise by Language Teaching Researchers Mod. Lang. J. (IF 7.5) Pub Date : 2022-08-06 HEATH ROSE, JIM MCKINLEY
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Nurturing Teachers’ Research Mindset in an Inquiry-Based Language Teacher Education Course Mod. Lang. J. (IF 7.5) Pub Date : 2022-08-06 MAI XUAN NHAT CHI NGUYEN, PHUNG DAO, NORIKO IWASHITA
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Erratum Mod. Lang. J. (IF 7.5) Pub Date : 2022-07-29
Isbell, D. R., Brown, D., Chen, M., Derrick, D. J., Ghanem, R., Gutiérrez Arvizu, M. N., Schnur, E., Zhang, M., & Plonsky, L. (2022). Misconduct and questionable research practices: The ethics of quantitative data handling and reporting in applied linguistics. Modern Language Journal, 106, 172–195. https://doi.org/10.1111/modl.12760 This erratum addresses an inaccuracy in the Discussion section of