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Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole-class interaction in the foreign language classroom Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-20 Jaume Batlle Rodríguez, Natalia Evnitskaya
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Unfolding language awareness in a plurilingual context: A study of metalinguistic, practical, and critical language awareness Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-20 Line Krogager Andersen
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Schrödinger's turn: An interactional examination of willingness to communicate and talk in codependent and competitive group talk Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-20 Nathan Thomas Ducker
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Understanding teacher professional commitment from a positive psychology perspective: A case from Myanmar's Chinese language teachers Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-20 Yue Peng, Kaiyang Lou, Tao Xiong
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Long-term language use by US-based study-abroad alumni: Activity types and program effects Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-07 Jingyuan Zhuang, Celeste Kinginger
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Scaffolding comprehension with reading while listening and the role of reading speed and text complexity Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-07 Bronson Hui
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L2 English speaking syntactic complexity: Data preprocessing issues, reliability of automated analysis, and the effects of proficiency, L1 background, and topic Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-07 Minjin Kim, Xiaofei Lu
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Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students Mod. Lang. J. (IF 7.5) Pub Date : 2024-02-05 Amanda K. Kibler, Martha Sandstead, Sara Wiger, Jane Weiss
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Global perspectives on heritage language education and emotion: Introduction to the special issue Mod. Lang. J. (IF 7.5) Pub Date : 2024-01-30 Meagan Driver, Josh Prada
Fear, anxiety, and uncertainty creep into the confidence the learner has previously placed in their knowing and is reflective of a very chaotic transitional period. Senses are overloaded with unfamiliar knowledges, thoughts, and reflections that disrupt a familiar and comfortable sense of being and knowing, but once in the middle we must press on through to the other side or be carried away by fear—the
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Negotiating family language policy: Emotional experiences and playful language input in heritage language learning Mod. Lang. J. (IF 7.5) Pub Date : 2024-01-24 Nermin Cantas
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Yalla Nutbikh “Let's cook”: Negotiating emotions of belonging through food in heritage language classrooms Mod. Lang. J. (IF 7.5) Pub Date : 2024-01-24 Rima Elabdali
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Emotion labor, investment, and volunteer teachers in heritage language education Mod. Lang. J. (IF 7.5) Pub Date : 2024-01-24 Asma Afreen, Bonny Norton
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Intergenerational autoethnography of heritage language maintenance: Focusing on emotion, identity, and power Mod. Lang. J. (IF 7.5) Pub Date : 2024-01-24 Juyoung Song, Amber E. Wu
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Heritage identity and Indigenous language learning motivation: A case of Indigenous Taiwanese high school students Mod. Lang. J. (IF 7.5) Pub Date : 2024-01-24 Hung Tzu Huang, Hsin Yu Chan
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Primary school children's conflicted emotions about using their heritage languages in multilingual classroom tasks Mod. Lang. J. (IF 7.5) Pub Date : 2024-01-16 Koen Van Gorp, Steven Verheyen
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Some considerations on the emotions of heritage language learners, teachers, and users Mod. Lang. J. (IF 7.5) Pub Date : 2024-01-10 Jean-Marc Dewaele
This special issue is both timely and perfectly placed. Interest in heritage language (HL) learning has been growing for a while (Driver, 2022), as has the interest in the emotions of language learners and users (Dewaele & MacIntyre, 2014). By bringing these two strands together, the guest editors have created a powerful research synergy. Just as François Grosjean (1989) famously declared that bilinguals
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Realities of comfort and discomfort in the heritage language classroom: Looking to transformative positive psychology for juggling a double-edged sword Mod. Lang. J. (IF 7.5) Pub Date : 2024-01-08 Meagan Driver
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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