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Studies in Applied Linguistics & TESOL
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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
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2. But-prefacing for Refocusing in Public Questioning and Answering
3. Doing Being the Moderator: Use of “Respondent Selection” During Webinar Q&As
4. Enabling Human Conduct: Studies of Talk-in-interaction in Honor of Emanuel A. Schegloff
5. Enabling Institutional Messaging: TV Journalists’ Work with Interviewee Responses
6. In Pursuit of Conversation Analysis: An Interview with Professor John Heritage
7. Introducing a GURT 2018 Panel on Communicating with the Public: “Third Parties” in Question-Answer Sequences
8. An Interview with APPLE Lecture Speaker Professor Alister Cumming
9. Assessment and Feedback: Examining the Relationship Between Self-assessment and Blind Peer- and Teacher-assessment in TOEFL Writing
10. Business and Service Telephone Conversations: An Investigation of British English, German, and Italian Encounters
11. Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
12. edTPA: An Assessment that Reduces the Quality of Teacher Education
13. edTPA? Good Grief!
14. edTPA: You, Too, Shall Pass
15. Exploring Language Assessment and Testing: Language in Action
16. Introduction: Pre-service TESOL Teachers Speak Out About edTPA
17. Learning-Oriented Assessment: An Introduction
18. Learning-Oriented Assessment in Large-Scale Testing
19. Learning-Oriented Assessment: The Affective Dimension
20. Learning-Oriented Assessment: The Contextual Dimension
21. Learning-Oriented Assessment: The Learning Dimension
22. Learning-Oriented Assessment: The Proficiency Dimension
23. Paired and Group Oral Assessment
24. Potential of Voice Recording Tools in Language Instruction
25. Prosody in the Production and Processing of L2 Spoken Language and Implications for Assessment
26. Reflections on an edTPA Experience: A Disappointing, Anticlimactic Conclusion
27. Reflections on TCCRISLS 2014: Roundtable on Learning-Oriented Assessment in Language Classrooms and Large-Scale Assessment Contexts
28. Second Language Pragmatic Competence: Individual Differences in ESL and EFL Environments
29. Strategic Competence and L2 Speaking Assessment
30. The Conceptualization and Operationalization of Diagnostic Testing in Second and Foreign Language Assessment
31. The Interactional Dimension of LOA: Within and Beyond the Classroom
32. Unified Discourse Analysis: Language, Reality, Virtual Worlds, and Video Games
33. What’s the Hardest Part of edTPA?
34. A Case of Membership Categorization: The ‘Korean Male’
35. An Interview with APPLE Lecture Speaker Professor Mary McGroarty
36. Being a Woman: Membership Categorization in Interaction
37. Category Terms as Story-Telling Shortcuts
38. Code Switching and Code Cracking
39. Code-switching and Translanguaging: Potential Functions in Multilingual Classrooms
40. Conceptual Dynamics in Multilingual Competence
41. Cross-linguistic Influence in Third Language Acquisition: Factors Influencing Interlanguage Transfer
42. Engagement Features in Russian and English: A Cross-Cultural Analysis of Academic Written Discourse
43. Focus on Multilingualism: More Dots to Connect
44. Focus on Multilinguilism: Its Potential Contributions to SLA Theory and Research
45. “He Is No Different from Other Men”: Complimenting and Responding to Compliments through Membership Categorization Practices
46. “I’m Putting Myself in a Time-Out”: Suzi “Going Categorical”
47. Input, interaction, and corrective feedback in L2 learning
48. Introduction: The Multilingual Prism
49. Leo van Lier: A scholar and teacher, a mentor and friend
50. Membership Categorization in Action
51. Mothers and Sisters
52. Multilingual Competence
53. Multilingualism and the Holistic Approach to Multilingual Education
54. Postcolonial Theories and TESOL: Exploring Implications for Teaching in U.S. Contexts
55. Pragmatic Knowledge and Ability in the Applied Linguistics and Second Language Assessment Literature: A Review
56. Researching Online Foreign Language Interaction and Exchange: Theories, Methods and Challenges
57. “Stop Talking Like That”: A Toddler’s Construction of Identity at a Family Dinner
58. Studying Heritage Languages with a Focus on Multilingualism
59. The case against Monolingual Bias in Multilingualism
60. The Role of Metalinguistic Awareness in Multilingual Acquisition
61. Turn-initial Yeah in Nonnative Speakers’ Speech: A Routine Token for Not-so-routine Interactional Projects
62. Written Corrective Feedback: A Review of Studies since Truscott (1996)
63. An Interview with APPLE Lecture Guest Speaker Professor Leo van Lier
64. Applying Conversation Analysis to Real-world Concerns
65. Book Review of Video in Qualitative Research: Analysing Social Interaction in Everyday Life
66. Child Second Language Acquisition: What Do We Know?
67. Chilean Clitic Reduplication: Implications for Morphology and Syntax
68. Commentaries on Computer based Language Assessment
69. Does the L1 have a role in the foreign language classroom? A review of the literature
70. Future Directions in Pragmatics Assessment
71. Guarded Play: Multi-Tasking in Parent-Child Interactions
72. How Useful are Recasts?: Factors Influencing Their Success and Problems in Testing
73. Identity and Communities of Practice in Foreign Language Learning Contexts
74. Impact of Dictionary Use Skills Instruction on Second Language Writing
75. Negotiating Participant Status in Participation Frameworks
76. On Language Teachers’ Classroom Practices: Bridging Conversation Analysis with Language Teacher Education Research
77. Power, Position and Autonomy: Student Conflict in a Communicative Language Classroom
78. Scaffolding: Defining the Metaphor
79. Technological Growth and L2 Construct Definition: Will Applied Linguistics Keep Pace with Language Users?
80. “That’s the Work”: Reframing Talk during Meetings
81. The Application of Natural Language Processing and Automated Scoring in Second Language Assessment
82. The Visual Elements of Computer-based Language Assessment: Aspects and Effects
83. Understanding Language Testing
84. Using CA to Find Out How a Child with High Functioning Autism Responds to Questions in Different Settings
85. What Is Criterion and e-rater, and How Can They Be Used in a Classroom?
86. “You Can Make a Tower”: Using Conversation Analysis to Understand a Math Tutoring Session
87. Aligning CALL with the Theory and Practice of Instructed SLA
88. Assessment For Learning: The Role of Feedback
89. Automated Essay Scoring: A Literature Review
90. CALL for SLA: Does its Benefits Outweigh is Costs?
91. CALL in the L2 Classroom: Possibilities and Limitations
92. Classroom-Based Language Assessment and L2 Learning
93. Classroom-based Language Assessment for Young Language Learners
94. Classroom-based Language Assessment: The Case of TAFL
95. CMC and Face-to-face Communication in L2 Learning
96. Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
97. Dementia and Epistemic Authority: A Conversation Analytic Case Study
98. Diagnostic Second Language Assessment in the Classroom
99. Dynamic Assessment: A Dialectical Integration of Assessment and Instruction
100. Ensuring Effective Second Language Learning via CALL
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