Recent Articles in IGSE Journals
2016
- Baek, S. (2016). Dative alternation in Korean L2 English learners’ essay writing. 담화와 인지/Discourse and Cognition, 23(1), 111–134. Retrieved from http://www.dbpia.co.kr/Article/NODE06616279
- Biber, D., Gray, B., & Staples, S. (2016). Predicting patterns of grammatical complexity across language exam task types and proficiency levels. Applied Linguistics, 37(5), 1–31. http://doi.org/10.1093/applin/amu059
- Bordag, D., Kirschenbaum, A., Opitz, A., Rogahn, M., & Tschirner, E. (2016). Incidental acquisition of grammatical features during reading in L1 and L2. Studies in Second Language Acquisition, 38(3), 445–483. http://doi.org/10.1017/S0272263115000315
- Cerezo, L., Caras, A., & Leow, R. P. (2016). The effectiveness of guided induction versus deductive instruction on the development of complex Spanish gustar structures: An analysis of learning outcomes and processes. Studies in Second Language Acquisition, 38(2), 265–291. http://doi.org/10.1017/S0272263116000139
- Chan, A. Y. W. (2016). How much do Cantonese ESL learners know about the English article system? System, 56, 66–77. http://doi.org/10.1016/j.system.2015.11.005
- Cho, Y., Kim, J., & Oh, J. (2016). 한국 대학생의 영어 문법 학습 전략 사용 연구 [The study of the use of grammar learning strategies of Korean college students]. 글로벌영어교육학회/Studies in English Education, 21(2), 147–173. Retrieved from http://www.riss.kr/link?id=A102042949
- Choi, I.-C. (2016). Efficacy of an ICALL tutoring system and process-oriented corrective feedback. Computer Assisted Language Learning, 29(2), 334–364. http://doi.org/10.1080/09588221.2014.960941
- Chung, T. (2016). L1 influence and interface effects in L2 English unaccusatives. 영어교육/ENGLISH TEACHING, 71(4), 75–104. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010025058647
- Corks, D., & Park, E. S. (2016). Effects of direct feedback on grammatical accuracy and explicit/implicit knowledge of target forms. 영어어문교육/English Language & Literature Teaching, 22(1), 1–22. Retrieved from http://www.riss.kr/link?id=A101856046
- Della Putta, P. (2016). The effects of textual enhancement on the acquisition of two nonparallel grammatical features by Spanish-speaking learners of Italian. Studies in Second Language Acquisition, 38(2), 217–238. http://doi.org/10.1017/S0272263116000073
- Denhovska, N., Serratrice, L., & Payne, J. (2016). Acquisition of second language grammar under incidental learning conditions: The role of frequency and working memory. Language Learning, 66(1), 159–190. http://doi.org/10.1111/lang.12142
- Eckstein, G. (2016). Grammar correction in the writing centre: expectations and experiences of monolingual and multilingual writers. Canadian Modern Language Review, 72(3), 360–382. http://doi.org/10.3138/cmlr.3605
- Hamilton, A. J. (2016). Conjunctive howeveritis: a corpus-based analysis of however used as a conjunction. English Today, 32(4), 19–26. http://doi.org/10.1017/S0266078416000195
- Ishikawa, M., & Suzuki, W. (2016). The effect of written languaging on learning the hypothetical conditional in English. System, 58, 97–111. http://doi.org/10.1016/j.system.2016.02.008
- Johnson, N. H., & Lyddon, P. A. (2016). Teaching grammatical voice to computer science majors: The case of less proficient English learners. English for Specific Purposes, 41, 1–11. Retrieved from http://www.riss.kr/link?id=O67902219
- Jung, Y. (2016). 제1언어와 제2언어의 중의문 해결 방안 [Syntactic ambiguity resolution in first and second languages]. 이중언어학/Bilingual Research, 65, 257–279. Retrieved from http://www.riss.kr/link?id=A102509328
- Kang, S. H. K. C. K. (2016). Asymmetry of L2 learners’ implicit and explicit knowledge of unpaired English unaccusatives. 영어교육/ENGLISH TEACHING, 71(1), 47–71. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024824294
- Kim, C. E. (2016). A subject-indirect object asymmetry in L2 processing of English RCs. 영어어문교육/English Language & Literature Teaching, 22(1), 45–64. Retrieved from http://www.riss.kr/link?id=A101856052
- Kim, C.-E. (2016). Processing direct object and oblique relative clauses. 어학연구/Language Research, 52(2), 151–170. Retrieved from http://www.dbpia.co.kr/Article/NODE07001787
- Kim, H. K. (2016). Grammatical competency or pragmatic competency: An examination of the language features related to proficiency scores in oral interviews. 영어교육연구/English Languae Teaching, 28(3), 19–38. Retrieved from http://www.riss.kr/link?id=A102117066
- Kim, J. H. (2016). The effects of different types of oral corrective feedback on the development of explicit/implicit L2 knowledge of English articles. 영어교육/ENGLISH TEACHING, 71(3), 53–77. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971295
- Kim, S. (2016). Revisiting causes of grammar errors: Commonly confused lexical category dyads in Korean EFL student writing. 영어교육/ENGLISH TEACHING, 71(2), 61–85. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024893258
- Lahmann, C., Steinkrauss, R., & Schmid, M. S. (2016). Factors affecting grammatical and lexical complexity of long-term L2 speakers’ oral proficiency. Language Learning, 66(2), 354–385. http://doi.org/10.1111/lang.12151
- Lee, H. (2016). Concept-based instruction?: Imagistic and metaphorical understanding of phrasal verbs. 영어교육/ENGLISH TEACHING, 71(4), 167–191. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010025058678
- Lee, J. F. K. (2016). Enriching short stories through processes – a functional approach. System, 58, 112–126. http://doi.org/10.1016/j.system.2016.03.012
- Lee, J. W. (2016). The role of vocabulary and grammar in different L2 reading comprehension measures. 영어교육/ENGLISH TEACHING, 71(3), 79–97. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971309
- Lee, S.-G., & Hong, J. (2016). A study on the optimal structure of coherence in argumentative texts - With a special focus on linking adverbials. 담화와 인지/Discourse and Cognition, 23(1), 135–157. Retrieved from http://www.dbpia.co.kr/Article/NODE06616280
- Liao, H.-C. (2016). Enhancing the grammatical accuracy of EFL writing by using an AWE-assisted process approach. System, 62, 77–92. http://doi.org/10.1016/j.system.2016.02.007
- Liardét, C. L. (2016). Nominalization and grammatical metaphor: Elaborating the theory. English for Specific Purposes, 44, 16–29. Retrieved from http://www.riss.kr/link?id=O69103179
- Luka?, M. (2016). Grammar advice in the age of web 2.0: introducing the new (and keeping the old) language authorities. English Today, 32(2), 2–3. http://doi.org/10.1017/S0266078416000134
- Mawlawi Diab, N. (2016). A comparison of peer, teacher and self-feedback on the reduction of language errors in student essays. System, 57, 55–65. http://doi.org/10.1016/j.system.2015.12.014
- McCarthy, M. (2016). Putting the CEFR to good use: designing grammars based on learner-corpus evidence. Language Teaching, 49(1), 99–115. http://doi.org/10.1017/S0261444813000189
- Min, Y., & Bae, J. (2016). Do good writers use more ellipses in writing? 외국어교육/Foreign Languages Education, 23(2), 85–105. Retrieved from http://www.riss.kr/link?id=A102073522
- Mizumoto, A., & Chujo, K. (2016). Who is data-driven learning for? challenging the monolithic view of its relationship with learning styles. System, 61, 55–64. http://doi.org/10.1016/j.system.2016.07.010
- Nassaji, H. (2016). Research Timeline: form-focused instruction and second language acquisition. Language Teaching, 49(1), 35–62. http://doi.org/10.1017/S0261444815000403
- Oh, E. J. (2016). Relationships among perceived self-efficacy, vocabulary and grammar knowledge, and L2 reading proficiency. 영어교육/ENGLISH TEACHING, 71(2), 3–29. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024893234
- Park, Y. H., Lee, C. M., Yook, B. M., & Lee, Y. K. (2016). A multifactorial analysis of English dative alternations in Korean EFL learners’ writings. 영어교육/ENGLISH TEACHING, 71(3), 145–168. Retrieved from http://scholar.dkyobobook.co.kr/searchDetail.laf?barcode=4010024971330
- Qureshi, M. A. (2016). A meta-analysis: age and second language grammar acquisition. System, 60, 147–160. http://doi.org/10.1016/j.system.2016.06.001
- Ryoo, M. L., & Parent, K. (2016). Effects of noun countability perception on selection of grammatical articles. 영어교육연구/English Languae Teaching, 28(1), 123–142. Retrieved from http://www.riss.kr/link?id=A101823131
- Sao, B. T. (2016). Implicit and explicit grammatical knowledge in predicting reading comprehension of Vietnamese EFL learners. 응용언어학/Korean Journal of Applied Linguistics, 32(1), 175–201. Retrieved from http://www.riss.kr/link?id=A101958521
- Schenker, T. (2016). Syntactic complexity in a cross-cultural E-mail exchange. System, 63, 40–50. http://doi.org/10.1016/j.system.2016.08.012
- Schleppegrell, M. J. (2016). Content-based language teaching with functional grammar in the elementary school. Language Teaching, 49(1), 116–128. http://doi.org/10.1017/S0261444814000093
- Shintani, N., & Aubrey, S. (2016). The effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer-mediated environment. The Modern Language Journal, 100(1), 296–319. http://doi.org/10.1111/modl.12317
- Song, M.-Y. (2016). The Semantics of counterfactual wish. 어학연구/Language Research, 52(2), 171–196. Retrieved from http://www.dbpia.co.kr/Article/NODE07001788
- Sun, K. H., & Seung, K. B. (2016). Learning the present perfect in English through the drama. 영상영어교육/STEM Journal, 17(1), 1–21. Retrieved from http://www.riss.kr/link?id=A101788919
- Valeo, A., & Spada, N. (2016). Is there a better time to focus on form? Teacher and learner views. TESOL Quarterly, 50(2), 314–339. http://doi.org/10.1002/tesq.222
- Vriesendorp, H. (2016). The internet’s (New) usage problems: a further contribution from the Leiden University Bridging the Unbridgeable project. English Today, 32(3), 18–19. http://doi.org/10.1017/S0266078416000365
- Yalçın, ?., & Spada, N. (2016). Language aptitude and grammatical difficulty. Studies in Second Language Acquisition, 38(2), 239–263. http://doi.org/10.1017/S0272263115000509
- Yoon, S. (2016). Influence of coerced input on English learners’ grammar. 어학연구/Language Research, 52(1), 57–85. Retrieved from http://www.dbpia.co.kr/Article/NODE06664323
- Zhang, X., & Dong, X. (2016). Revisiting Zipfian frequency: L2 acquisition of English prenominal past participles. The Modern Language Journal, 100(2), 404–427. http://doi.org/10.1111/modl.12328
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