Vol 9 No 2 (2023): Theory and Practice of Second Language Acquisition

Full Issue

Full issue

Contents

Style Guide for the Authors

Journal Preface

Preface

Danuta Gabryś-Barker, Adam Wojtaszek

1-5

DOI: https://doi.org/10.31261/TAPSLA.15289

PDF

Articles

Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator

Joanna Rokita-Jaśkow, Dorota Werbińska

1-26

DOI: https://doi.org/10.31261/TAPSLA.12686

PDF

Language Teacher Identity Outside the State-School Context

Kirsten Hempkin

1-22

DOI: https://doi.org/10.31261/TAPSLA.13190

PDF

Language Teacher Wellbeing in the Private School Context: A Case Study

Katarzyna Budzińska

1-30

DOI: https://doi.org/10.31261/TAPSLA.12576

PDF

Diagnostic Abilities of Novice Teachers

Ewa Tołoczko

1-26

DOI: https://doi.org/10.31261/TAPSLA.12621

PDF

“Three months on, I still sound like an Anglophone”: Tales of Success and Failure told by English and French Tandem Partners

Sylwia Scheuer, Céline Horgues

1-28

DOI: https://doi.org/10.31261/TAPSLA.12609

PDF

Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners

Katarzyna Nosidlak

1-24

DOI: https://doi.org/10.31261/TAPSLA.12573

PDF

Tools for Scaffolding the Development of L2 Speaking in English-medium Higher Education: Lessons from Poland and Australia

Joanna Pitura, Heejin Chang

1-35

DOI: https://doi.org/10.31261/TAPSLA.12816

PDF

The Relationship between Students’ Motivation for Studying Business English and Their Knowledge of Business English and Its Terminology

Teresa Maria Włosowicz

1-26

DOI: https://doi.org/10.31261/TAPSLA.14121

PDF

Acquisition of Structures at Syntax-Discourse Interface: Post-Verbal Subjects in L2 English

Liljana Mitkovska, Eleni Bužarovska, Natasha Stojanovska-Ilievska

1-22

DOI: https://doi.org/10.31261/TAPSLA.13311

PDF

Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge

K. James Hartshorn, Aylin Surer

1-31

DOI: https://doi.org/10.31261/TAPSLA.13865

PDF

The Impact of Orthographic Transparency and Typology on L2 Learner Perceptions

Rachel Garton

1-25

DOI: https://doi.org/10.31261/TAPSLA.11388

PDF

Reviews

Zoltán Dörnyei, Katerina Mentzelopoulos, „Lessons From Exceptional Language Learners Who Have Achieved Nativelike Proficiency: Motivation, Cognition and Identity" Multilingual Matters, 2022, xviii + 196 pp.

Antony Hoyte-West

1-4

DOI: https://doi.org/10.31261/TAPSLA.15148

PDF

Vol 9 No 2 (2023): Theory and Practice of Second Language Acquisition

Full Issue

Journal Preface

Preface

Articles

Language Teacher Identity and Emotions in a Duoethnographic Narrative: The Perspective of Teacher, Parent, and Teacher Educator

Language Teacher Identity Outside the State-School Context

Language Teacher Wellbeing in the Private School Context: A Case Study

Diagnostic Abilities of Novice Teachers

“Three months on, I still sound like an Anglophone”: Tales of Success and Failure told by English and French Tandem Partners

Hopeless Cases or Just Hard Nuts to Crack? Stories of “Difficult” Foreign Language Learners

Tools for Scaffolding the Development of L2 Speaking in English-medium Higher Education: Lessons from Poland and Australia

The Relationship between Students’ Motivation for Studying Business English and Their Knowledge of Business English and Its Terminology

Acquisition of Structures at Syntax-Discourse Interface: Post-Verbal Subjects in L2 English

Contributions toward Understanding the Acquisition of Eight Aspects of Vocabulary Knowledge

The Impact of Orthographic Transparency and Typology on L2 Learner Perceptions

Reviews

Zoltán Dörnyei, Katerina Mentzelopoulos, „Lessons From Exceptional Language Learners Who Have Achieved Nativelike Proficiency: Motivation, Cognition and Identity" Multilingual Matters, 2022, xviii + 196 pp.

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