Vol 10 No 2 (2024): Theory and Practice of Second Language Acquisition

Full Issue

Full issue

Contents

Style Guide for the Authors

Journal Preface

Preface

Jolanta Latkowska, Adam Wojtaszek

1-5

DOI: https://doi.org/10.31261/TAPSLA.17347

PDF

Articles

EFL Teacher Preparedness to Include Learners with Dyslexia: Israeli Context (ICFSLA 2023)

Joanna Nijakowska, Susie Russak

1-30

DOI: https://doi.org/10.31261/TAPSLA.15857

PDF

Can We Modify Teacher Mindsets: Towards Well-being in Education

Małgorzata Szulc-Kurpaska, Sabina A. Nowak

1-37

DOI: https://doi.org/10.31261/TAPSLA.13280

PDF

Digital Game-Based Language Learning (DGBL): An Analysis of Polish and Spanish Teacher Candidates’ Knowledge and Attitudes

Jose Belda-Medina, Miguel Luis Poveda-Balbuena

1-25

DOI: https://doi.org/10.31261/TAPSLA.14599

PDF

Are Portuguese Higher Education Students Motivated to Study English as a Second/Foreign Language?

Luciana Cabral P. Bessa, Elisabete Mendes Silva, Galvão Meirinhos, Rui Silva

1-18

DOI: https://doi.org/10.31261/TAPSLA.15257

PDF

The Nexus between Social Factors, Basic Psychological Needs and Task-value of Tertiary EFL Learners: A Bangladeshi Perspective

Marzia Shurovi

1-23

DOI: https://doi.org/10.31261/TAPSLA.15332

PDF

Exploring Lexical Sophistication in Second Language: An Analysis of Vocabulary Using a Word-Rating Method

Eihab Abu-Rabiah

1-24

DOI: https://doi.org/10.31261/TAPSLA.15623

PDF

The Role of Phonesthemes in EFL Learners’ Word Acquisition

Haotong Zhao

1-22

DOI: https://doi.org/10.31261/TAPSLA.16086

PDF

The Cultural Component of Selected LSP Textbooks in the Area of Business and Their Potential for Developing Intercultural Competence

Teresa Maria Wlosowicz

1-37

DOI: https://doi.org/10.31261/TAPSLA.15142

PDF

The Sounds of Conflict: Lexical Representation of Anger in Listening Activities from Modern ELT Coursebooks

Łukasz Matusz

1-18

DOI: https://doi.org/10.31261/TAPSLA.14601

PDF

Impact of Task-based and Task-supported L2 Teaching on the Use of Connective Markers in Learners’ Written Performance

Tomasz Róg, Artur Urbaniak

1-22

DOI: https://doi.org/10.31261/TAPSLA.15113

PDF

Facilitating Learning of Generation Z Learners towards Effective Remote English Language Learning

Rose Ann O. Torres, Ruth A. Ortega-Dela Cruz

1-18

DOI: https://doi.org/10.31261/TAPSLA.15616

PDF

Acquisition of L2 English Negative Quantifiers without Equivalent Lexical Items in an L1

Masaaki Kamiya, Zhaosen Guo

1-39

DOI: https://doi.org/10.31261/TAPSLA.13029

PDF

Vol 10 No 2 (2024): Theory and Practice of Second Language Acquisition

Full Issue

Journal Preface

Preface

Articles

EFL Teacher Preparedness to Include Learners with Dyslexia: Israeli Context (ICFSLA 2023)

Can We Modify Teacher Mindsets: Towards Well-being in Education

Digital Game-Based Language Learning (DGBL): An Analysis of Polish and Spanish Teacher Candidates’ Knowledge and Attitudes

Are Portuguese Higher Education Students Motivated to Study English as a Second/Foreign Language?

The Nexus between Social Factors, Basic Psychological Needs and Task-value of Tertiary EFL Learners: A Bangladeshi Perspective

Exploring Lexical Sophistication in Second Language: An Analysis of Vocabulary Using a Word-Rating Method

The Role of Phonesthemes in EFL Learners’ Word Acquisition

The Cultural Component of Selected LSP Textbooks in the Area of Business and Their Potential for Developing Intercultural Competence

The Sounds of Conflict: Lexical Representation of Anger in Listening Activities from Modern ELT Coursebooks

Impact of Task-based and Task-supported L2 Teaching on the Use of Connective Markers in Learners’ Written Performance

Facilitating Learning of Generation Z Learners towards Effective Remote English Language Learning

Acquisition of L2 English Negative Quantifiers without Equivalent Lexical Items in an L1

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