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Items where Division is "Centre for Literacy and Multilingualism (CeLM)" and Year is 2015

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Number of items: 57.

B

Bell, D. and Wright, C. (2015) Perfective marking in L2 Mandarin: agreement with inherent lexical aspect or the derived Sentential Aspectual class? Newcastle and Northumbria Working Papers in Linguistics, 21 (2). pp. 1-24. ISSN 2041 -1057

Borg, E. (2015) Exploding explicatures. Mind and Language, 31 (3). pp. 335-355. ISSN 1468-0017 doi: https://doi.org/10.1111/mila.12109

C

Cabrelli-Amaro, J., Amaro, J. F. and Rothman, J. (2015) The relationship between L3 transfer and structural similarity across L3 development: raising across an experience in Brazilian Portuguese. In: Peukert, H. (ed.) Transfer Effects in Multilingual Language Development. Hamburg Studies on Linguistic Diversity (4). John Benjamins Publishing Company, Amsterdam, pp. 21-52. ISBN 9789027214171 doi: https://doi.org/10.1075/hsld.4.02ama

Chondrogianni, V. and Marinis, T. (2015) Production of definite and indefinite articles in typically developing English-speaking children and children with SLI. Lingua, 155. pp. 9-28. ISSN 0024-3841 doi: https://doi.org/10.1016/j.lingua.2014.02.009

Chondrogianni, V., Vasic, N., Marinis, T. and Blom, E. (2015) Production and on-line comprehension of definiteness in English and Dutch by monolingual and sequential bilingual children. Second Language Research, 31 (3). pp. 309-341. ISSN 1477-0326 doi: https://doi.org/10.1177/0267658314564461

Cilibrasi, L., Stojanovik, V. and Riddell, P. (2015) Word position and stress effects in consonant cluster perception and production. Dyslexia, 21 (1). pp. 50-59. ISSN 1099-0909 doi: https://doi.org/10.1002/dys.1488

Cunnings, I., Patterson, C. and Felser, C. (2015) Structural constraints on pronoun binding and coreference: evidence from eye movements during reading. Frontiers in Psychology, 6. 840. ISSN 1664-1078 doi: https://doi.org/10.3389/fpsyg.2015.00840

D

De Silva, R. and Graham, S. (2015) The effects of strategy instruction on writing strategy use for students of different proficiency levels. System, 53. pp. 47-59. ISSN 0346-251X doi: https://doi.org/10.1016/j.system.2015.06.009

F

Faloppa, F. (2015) Media and migration: some linguistic reflections. In: Bond, E., Bonsaver, G. and Faloppa, F. (eds.) Destination Italy: representing migration in contemporary media and narrative. Peter Lang, Oxford, pp. 105-124. ISBN 9783034309615

Flynn, N. (2015) Turning a Bourdieuian lens on English teaching in primary schools: linguistic field, linguistic habitus and linguistic capital. In: Murphy, M. and Costa, C. (eds.) Theory as Method in Research: On Bourdieu, Social Theory and Education. Routledge, London, pp. 155-170. ISBN 9781138900332

Flynn, N., Pim, C. and Coles, S., (2015) Teaching English as an additional language: a MESHGuide. MESH Guides. www.meshguides.org

Flynn, N. (2015) Disambiguating with Bourdieu: unravelling policy from practice in the teaching of children with English as an additional language. Literacy, 49 (1). pp. 20-27. ISSN 1741-4369 doi: https://doi.org/10.1111/lit.12049

Flynn, N. (2015) Teachers' habitus for teaching English. English in Australia, 50 (1). pp. 21-28. ISSN 0155-2147

Flynn, N., Mclean-Davies, L., Procter, R. and Younie, S. (2015) Mapping Educational Specialist knowHow (MESH): the building of a knowledge management system for research informed practice. Education Perspectives (The Bi Annual journal of the research and development branch, Ministry of Education, Sri Lanka), 4 (1). pp. 4-22. ISSN 2279-1450

Furneaux, C. (2015) Becoming a post/graduate writer in a social science discipline. In: Badenhorst, C. and Guerin, C. (eds.) Research literacies and writing pedagogies for Masters and doctoral writers. Studies in Writing Series, 31. Brill, Leiden. Netherlands, pp. 166-183. ISBN 9789004304338 doi: https://doi.org/10.1163/9789004304338

Furneaux, C., Wright, C. and Wilding, E. (2015) From darkness to light: first experiences in developing and facilitating a MOOC. In: Corbeil, J. R., Corbeil, M. E. and Khan, B. H. (eds.) The MOOC Casebook: Case Studies in MOOC Design, Development and Implementation. Linus Books, Ronkonkoma, NY, pp. 337-348. ISBN 9781607975618

G

García Mayo, M. D. P. and Gonzalez Alonso, J. (2015) L3 acquisition: a focus on cognitive approaches. Bilingualism: Language and Cognition, 18 (2). pp. 127-129. ISSN 1469-1841 doi: https://doi.org/10.1017/S136672891400039X

Graham, S. and Santos, D. (2015) Language learning in the public eye: an analysis of newspapers and official documents in England. Innovation in Language Learning and Teaching, 9 (1). pp. 72-85. ISSN 1750-1229 doi: https://doi.org/10.1080/17501229.2014.995766

Graham, S. and Santos, D. (2015) Strategies for second language listening: current scenarios and improved pedagogy. Palgrave Macmillan, Basingstoke, pp208. ISBN 9781137410511 doi: https://doi.org/10.1057/9781137410528

H

Hasrati, M. and Tavakoli, P. (2015) Globalisation and MA TESOL programs in the UK. Higher Education, 69 (4). pp. 547-565. ISSN 0018-1560 doi: https://doi.org/10.1007/s10734-014-9790-5

Horst, J. S. and Houston-Price, C. (2015) An open book: what and how young children learn from picture and story books. Frontiers in Psychology, 6. 1719. ISSN 1664-1078 doi: https://doi.org/10.3389/fpsyg.2015.01719

Hyams, N., Mateu, V., Orfitelli, R., Putnam, M., Rothman, J. and Sanchez, L. (2015) Parameters in language acquisition and language contact. In: Fabregas, A., Mateu, J. and Putnam, M. (eds.) Contemporary linguistic parameters. Contemporary Studies in Linguistics. Bloomsbury Academic, pp. 353-375. ISBN 9781472533937

J

Jones, R. H. (2015) Generic intertextuality in online social activism: the case of the It Gets Better project. Language in Society, 44 (3). pp. 317-339. ISSN 0047-4045 doi: https://doi.org/10.1017/S0047404515000214

Jones, R. H., Chik, A. and Hafner, C. A., eds. (2015) Discourse and digital practices: doing discourse analysis in the digital age. Routledge, Abingdon, Oxon, pp262. ISBN 9781138022324

Joseph, H. S. S. L., Bremner, G., Liversedge, S. P. and Nation, K. (2015) Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children. Journal of Cognitive Psychology, 27 (5). pp. 622-639. ISSN 2044-592X doi: https://doi.org/10.1080/20445911.2015.1005095

K

Kaltsa, M., Tsimpli, I. and Rothman, J. (2015) Exploring the source of differences and similarities in L1 attrition and heritage speaker competence: evidence from pronominal resolution. Lingua, 164 (B). pp. 266-288. ISSN 0024-3841 doi: https://doi.org/10.1016/j.lingua.2015.06.002

L

Leal Méndez, T., Rothman, J. and Slabakova, R. (2015) Discourse-sensitive clitic-doubled dislocations in heritage Spanish. Lingua, 155. pp. 85-97. ISSN 0024-3841 doi: https://doi.org/10.1016/j.lingua.2014.01.002

Linck, J. and Cunnings, I. (2015) The utility and application of mixed-effects models in second language research. Language Learning, 65 (S1). pp. 185-207. ISSN 1467-9922 doi: https://doi.org/10.1111/lang.12117

Liu, X. and Furneaux, C. (2015) Argument structures in Chinese university students’ argumentative writing: a contrastive study. English Text Construction, 8 (1). pp. 65-87. ISSN 1874-8775 doi: https://doi.org/10.1075/etc.8.1.03liu

M

Macaro, E., Graham, S. and Woore, R. (2015) Improving foreign language teaching: towards a research-based curriculum and pedagogy. Routledge, Abingdon, pp216. ISBN 9781138779495

Marinis, T. and Armon-Lotem, S. (2015) Sentence repetition. In: Armon-Lotem, S., de Jong, J. and Meir, N. (eds.) Methods for assessing multilingual children: disentangling bilingualism from Language Impairment. Multilingual Matters, pp. 95-124. ISBN 9781783093120

Marinis, T. (2015) Providing some more pieces to the puzzle: L2 adults, L2 children and children with Specific Language Impairment. Linguistic Approaches to Bilingualism, 5 (4). pp. 499-504. ISSN 1879-9272 doi: https://doi.org/10.1075/lab.5.4.10mar

Marsh, J. E., Hughes, R. W., Sorqvist, P., Beaman, C. P. and Jones, D. M. (2015) Erroneous and veridical recall are not two sides of the same coin: evidence from semantic distraction in free recall. Journal of Experimental Psychology: Learning, Memory & Cognition, 41 (6). pp. 1728-1740. ISSN 0278-7393 doi: https://doi.org/10.1037/xlm0000121

Moutsiana, C., Johnstone, T., Murray, L., Fearon, P., Cooper, P. J., Pliatsikas, C., Goodyer, I. and Halligan, S. L. (2015) Insecure attachment during infancy predicts greater amygdala volumes in early adulthood. Journal of Child Psychology and Psychiatry, 56 (5). pp. 540-548. ISSN 0021-9630 doi: https://doi.org/10.1111/jcpp.12317

O

Ozge, D., Marinis, T. and Zeyrek, D. (2015) Incremental processing in head-final child language: online comprehension of relative clauses in Turkish-speaking children and adults. Language and Cognitive Processes, 30 (9). pp. 1230-1243. ISSN 0169-0965 doi: https://doi.org/10.1080/23273798.2014.995108

P

Papaconstantinou, A. (2015) Fusṭāṭ and its governor: administering the province. In: Treptov, T. and Vorderstrasse, T. (eds.) A cosmopolitan community: Muslims, Christians and Jews in Old Cairo. Oriental Institute Museum Publications (38). Oriental Institute, Chicago, pp. 43-47. ISBN 9781614910268

Papaconstantinou, A. (2015) Language and writing. In: Fluck, C., Helmecke, G. and O'Connell, E. (eds.) Egypt: faith after the Pharaohs. British Museum, London, pp. 198-205. ISBN 9780714151144

Papaconstantinou, A. (2015) Sprache und Schrift. In: Fluck, C., Helmecke, G. and O'Connell, E. R. (eds.) Ein Gott: Abrahams Erben am Nil : Juden, Christen und Muslime in Ägypten von der Antike bis zum Mittelalter. Staatliche Museen zu Berlin, Berlin, pp. 198-205. ISBN 9783731901495

Papaconstantinou, A. (2015) Introduction. In: Papaconstantinou, A., McLynn, N. and Schwartz, D. (eds.) Conversion in late antiquity: Christianity, Islam, and beyond. Ashgate, Farnham, xv-xxxvii. ISBN 9781409457381

Papaconstantinou, A., McLynn, N. and Schwartz, D., eds. (2015) Conversion in late antiquity: Christianity, Islam, and beyond. Ashgate, Farnham, pp436. ISBN 9781409457381

Papadopoulou, D., Peristeri, E., Plemenou, E., Tsimpli, I. and Marinis, T. (2015) Pronoun ambiguity resolution in Greek: evidence from monolingual adults and children. Lingua, 155. pp. 98-120. ISSN 0024-3841 doi: https://doi.org/10.1016/j.lingua.2014.09.006

Pliatsikas, C. and Chondrogianni, V. (2015) Learning a non-native language in a naturalistic environment: insights from behavioural and neuroimaging research. Frontiers in Psychology.

Pliatsikas, C. and Chondrogianni, V. (2015) Editorial: learning a non-native language in a naturalistic environment: insights from behavioral and neuroimaging research. Frontiers in Psychology, 6. 1009. ISSN 1664-1078 doi: https://doi.org/10.3389/fpsyg.2015.01009

Pliatsikas, C., Moschopoulou, E. and Saddy, J. D. (2015) The effects of bilingualism on the white matter structure of the brain. Proceedings of the National Academy of Sciences of the United States of America, 112 (5). pp. 1334-1337. ISSN 0027-8424 doi: https://doi.org/10.1073/pnas.1414183112

Powell, D. (2015) The challenges of learning to read and write in English. Patoss Bulletin, 28 (1). pp. 2-6. ISSN 1476-1521

R

Rothman, J. (2015) Linguistic and cognitive motivations for the typological primacy model of third language (L3) transfer: timing of acquisition and proficiency considered. Bilingualism: Language and Cognition, 18 (2). pp. 179-190. ISSN 1469-1841 doi: https://doi.org/10.1017/S136672891300059X

S

Stojanovik, V. (2015) Multilingual perspectives on language in children with Williams syndrome. In: Patterson, J. L. and Rodriguez, B. L. (eds.) Multilingual perspectives on child language disorders. Multilingual Matters, Bristol, pp. 95-123. ISBN 9781783094714

T

Tavakoli, P. and Hasrati, M. (2015) MA TEFL programmes in Iran: change in a globalised era. In: Kennedy, C. (ed.) English language teaching in the Islamic Republic of Iran: Innovations, trends and challenges. The British Council, London, pp. 139-150. ISBN 9780863557699

Tavakoli, P. (2015) Connecting research and practice in TESOL: a community of practice perspective. RELC, 46 (1). pp. 37-52. ISSN 1745-526X doi: https://doi.org/10.1177/0033688215572005

Themistocleous, C. (2015) Digital code-switching between Cypriot and Standard Greek: performance and identity play online. International Journal of Bilingualism, 19 (3). pp. 282-297. ISSN 1756-6878 doi: https://doi.org/10.1177/1367006913512727

Treffers-Daller, J. (2015) The construct of language dominance, its operationalization and measurement. In: Silva-Corvalan, C. and Treffers-Daller, J. (eds.) Language Dominance in Bilinguals: Issues of Measurement and Operationalization. Cambridge University Press, Cambridge, pp. 235-265. ISBN 9781107044494

Treffers-Daller, J. and Calude, A. (2015) The role of statistical learning in the acquisition of motion event construal in a second language. International Journal of Bilingual Education and Bilingualism, 18 (5). pp. 602-623. ISSN 1367-0050 doi: https://doi.org/10.1080/13670050.2015.1027146

Treffers-Daller, J. and Korybski, T. (2015) Using lexical diversity measures to operationalise language dominance in bilinguals. In: Silva-Corvalan, C. and Treffers-Daller, J. (eds.) Language dominance in bilinguals: issues of measurement and operationalization. Cambridge University Press, Cambridge, pp. 106-123. ISBN 9781107044494

V

Valenzuela, E., Iverson, M., Rothman, J., Borg, K., Pascual y Cabo, D. and Pinto, M. (2015) Eventive and stative passives and copula selection in Canadian and American heritage speaker Spanish. In: Pérez-Jiménez, I., Leonetti, M. and Gumiel-Molina, S. (eds.) New Perspectives on the Study of Ser and Estar. John Benjamins Publishing Co., Amsterdam, pp. 267-292. ISBN 9789027258045 doi: https://doi.org/10.1075/ihll.5

VanPatten, B. and Rothman, J. (2015) What does current generative theory have to say about the explicit-implicit debate? In: Rebuschat, P. (ed.) Implicit and Explicit Learning of Languages. Studies in bilingualism (48). John Benjamins Publishing Company, Amsterdam, pp. 91-116. ISBN 9789027241894 doi: https://doi.org/10.1075/sibil.48

W

Ward, D., Connally, E. L., Pliatsikas, C., Bretherton-Furness, J. and Watkins, K. E. (2015) The neurological underpinnings of cluttering: some initial findings. Journal of Fluency Disorders, 43. pp. 1-16. ISSN 0094-730X doi: https://doi.org/10.1016/j.jfludis.2014.12.003

Wright, C. (2015) Working memory and L2 development across the lifespan: a commentary. In: Wen, Z. (E.), Mota, M. B. and McNeill, A. (eds.) Working memory in second language acquisition and processing. Multilingual Matters, Bristol, pp. 285-298. ISBN 9781783093588

This list was generated on Fri Dec 2 20:17:13 2022 UTC.

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