Related to your search
Studies in Applied Linguistics & TESOL
See all journal content
Studies in Applied Linguistics & TESOL (SALT) is an open-access journal committed to building a community and facilitating discussions between students, professors, and practitioners in Applied Linguistics and TESOL worldwide through the publication of quality empirical research, reviews of literature, and interviews with leading scholars in the field. Previously published as: Working Papers in Applied Linguistics & TESOL, Working Papers in TESOL & Applied Linguistics. This is an archive of articles published under all three names of the journal. https://journals.library.columbia.edu/index.php/SALT
Search Results
2. Assessment and Feedback: Examining the Relationship Between Self-assessment and Blind Peer- and Teacher-assessment in TOEFL Writing
3. Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
4. Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
5. edTPA: An Assessment that Reduces the Quality of Teacher Education
6. edTPA? Good Grief!
7. edTPA: You, Too, Shall Pass
8. Exploring Language Assessment and Testing: Language in Action
9. Introduction: Pre-service TESOL Teachers Speak Out About edTPA
10. Learning-Oriented Assessment: An Introduction
11. Learning-Oriented Assessment in Large-Scale Testing
12. Learning-Oriented Assessment: The Affective Dimension
13. Learning-Oriented Assessment: The Contextual Dimension
14. Learning-Oriented Assessment: The Learning Dimension
15. Learning-Oriented Assessment: The Proficiency Dimension
16. Paired and Group Oral Assessment
17. Potential of Voice Recording Tools in Language Instruction
18. Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
19. Reflections on an edTPA Experience: A Disappointing, Anticlimactic Conclusion
20. Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
21. Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments
22. Strategic Competence and L2 Speaking Assessment
23. The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
24. The Interactional Dimension of LOA: Within and Beyond the Classroom
25. Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games
26. What’s the Hardest Part of edTPA?
27. A Case of Membership Categorization: The ‘Korean Male’
28. An Interview with APPLE Lecture Speaker Professor Mary McGroarty
29. Being a Woman: Membership Categorization in Interaction
30. Category Terms as Story-Telling Shortcuts
31. Code Switching and Code Cracking
32. Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms
33. Conceptual Dynamics in Multilingual Competence
34. Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
35. Engagement Features in Russian and English: A Cross-Cultural Analysis of Academic Written Discourse
36. Focus on Multilingualism: More Dots to Connect
37. Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
38. “He Is No Different from Other Men”: Complimenting and Responding to Compliments through Membership Categorization Practices
39. “I’m Putting Myself in a Time-Out”: Suzi “Going Categorical”
40. Input, interaction, and corrective feedback in L2 learning
41. Introduction: The Multilingual Prism
42. Leo van Lier: A scholar and teacher, a mentor and friend
43. Membership Categorization in Action
44. Mothers and Sisters
45. Multilingual Competence
46. Multilingualism and the Holistic Approach to Multilingual Education
47. Postcolonial Theories and TESOL: Exploring Implications for Teaching in U.S. Contexts
48. Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review
49. Researching Online Foreign Language Interaction and Exchange: Theories, Methods and Challenges
50. “Stop Talking Like That”: A Toddler’s Construction of Identity at a Family Dinner
51. Studying Heritage Languages with a Focus on Multilingualism
52. The case against Monolingual Bias in Multilingualism
53. The Role of Metalinguistic Awareness in Multilingual Acquisition
54. Turn-initial Yeah in Nonnative Speakers’ Speech: A Routine Token for Not-so-routine Interactional Projects
55. Written Corrective Feedback: A Review of Studies since Truscott (1996)
56. An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier
57. Applying Conversation Analysis to Real-world Concerns
58. Book Review of Video in Qualitative Research: Analysing Social Interaction in Everyday Life
59. Child Second Language Acquisition: What Do We Know?
60. Chilean Clitic Reduplication: Implications for Morphology and Syntax
61. Commentaries on Computer based Language Assessment
62. Does the L1 have a role in the foreign language classroom? A review of the literature
63. Future Directions in Pragmatics Assessment
64. Guarded Play: Multi-Tasking in Parent-Child Interactions
65. How Useful are Recasts?: Factors Influencing Their Success and Problems in Testing
66. Identity and Communities of Practice in Foreign Language Learning Contexts
67. Impact of Dictionary Use Skills Instruction on Second Language Writing
68. Negotiating Participant Status in Participation Frameworks
69. On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research
70. Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom
71. Scaffolding: Defining the Metaphor
72. Technological Growth and L2 Construct Definition: Will Applied Linguistics Keep Pace with Language Users?
73. “That’s the Work”: Reframing Talk during Meetings
74. The Application of Natural Language Processing and Automated Scoring in Second Language Assessment
75. The Visual Elements of Computer-based Language Assessment: Aspects and Effects
76. Understanding Language Testing
77. Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings
78. What Is Criterion and e-rater, and How Can They Be Used in a Classroom?
79. “You Can Make a Tower”: Using Conversation Analysis to Understand a Math Tutoring Session
80. Aligning CALL with the Theory and Practice of Instructed SLA
81. Assessment For Learning: The Role of Feedback
82. Automated Essay Scoring: A Literature Review
83. CALL for SLA: Does its Benefits Outweigh is Costs?
84. CALL in the L2 Classroom: Possibilities and Limitations
85. Classroom-Based Language Assessment and L2 Learning
86. Classroom-based Language Assessment for Young Language Learners
87. Classroom-based Language Assessment: The Case of TAFL
88. CMC and Face-to-face Communication in L2 Learning
89. Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
90. Dementia and Epistemic Authority: A Conversation Analytic Case Study
91. Diagnostic Second Language Assessment in the Classroom
92. Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
93. Ensuring Effective Second Language Learning via CALL
94. Extended Implications of Technology in Second Language Teaching and Learning
95. Formative Assessment: A Cognitive Perspective
96. Jokes and the Linguistic Mind
97. Linguistic Relativity in SLA: Thinking for Speaking
98. Microanalyzing Discourse in the Second and Foreign Language Classrooms: A Review of the Literature
99. Some Unresolved Issues in an ELT New Media Age: Towards Building an Interlanguage Semantics
100. Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
- « Previous
- Next »
- 1
- 2
- 3