© 2014 Language Learning Research Club, University of Michigan
General Editor: Nick C. Ellis / Journal Editor: Pavel Trofimovich / Associate Journal Editor: Steven J. Ross / Associate Journal Editor: Kara Morgan-Short / Associate Journal Editor: Emma Marsden / Monograph Series Editor: Mary J. Schleppegrell and Marianne Gulberg / LL Cognitive Neuroscience Series Editor: Núria Sebastián-Gallés / Executive Director: Alister Cumming / Associate Executive Director: Scott Jarvis
Impact Factor: 1.433
ISI Journal Citation Reports © Ranking: 2013: 22/169 (Linguistics); 34/219 (Education & Educational Research)
Online ISSN: 1467-9922
Recently Published Issues
Best of 2014
Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding
Robert M. DeKeyser
L2 Reading Comprehension and Its Correlates: A Meta-Analysis
Eun Hee Jeon and Junko Yamashita
Effects of Written Feedback and Revision on Learners' Accuracy in Using Two English Grammatical Structures
Natsuko Shintani, Rod Ellis, and Wataru Suzuki
Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing
Catherine G. Van Beuningen, Nivja H. De Jong and Folkert Kuiken
Task-Based Language Learning: A Review of Issues
Statistical Learning and Language: An Individual Differences Study
Jennifer B. Misyak and Morten H. Christiansen
The Effectiveness of Second Language Strategy Instruction: A Meta-analysis
Deliberate Learning and Vocabulary Acquisition in a Second Language
Effects of Form-Focused Instruction and Corrective Feedback on L2 Pronunciation Development of /ɹ/ by Japanese Learners of English
Kazuya Saito and Roy Lyster
Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research
Luke Plonsky, Susan Gass
2013 Language Learning Outstanding Article of the Year - Free to Download
The Board of Directors of Language Learning is pleased to continue our annual award for the article that the Board members consider to be the most outstanding among the articles published in the previous year’s volume of the journal. For Volume 63 in 2013, we are delighted to grant this award to:
Jang, E. E., Dunlop, M., Wagner, M., Kim, Y.-H., & Gu, Z. (2013). Elementary school ELLs' reading skill profiles using cognitive diagnosis modeling: Roles of length of residence and home language environment.Language Learning,Volume 63, Issue 3, 400–436. doi: 10.1111/lang.12016
The researchers investigated English academic reading proficiency in monolingual and immigrant students with different language background profiles, applying cognitive diagnosis modeling to data from large-scale provincial reading tests at Grade 6. The study demonstrates that students who come from home environments where they use English and another language exhibit high skill mastery achievement levels. Given ongoing instructional and linguistic support, immigrant students’ diverse home language environments did not adversely affect their reading achievement in the longer term. Indeed, English Language Learners outperformed English monolinguals after 5 years of residence in Ontario. The research offers new ways of investigating the heterogeneous populations of learners of English, contributing valuable insights to understand their different learning trajectories. The findings have important implications for educational policies and will be closely read by many researchers and educators around the world.
2012 Language Learning Outstanding Article of the Year - Free to Download
L2 negation constructions at workLanguage Learning, Volume 62, Issue 2, Pages 335-372
The Editors and Board of Directors of Language Learning congratulate Søren Eskildsen of the University of Southern Denmark, recipient of our annual award for the most outstanding article published in 2012 in the journal. Søren Eskildsen’s analysis of the acquisition of negative constructions by two adult learners of English is an impressive, groundbreaking realization of the promise of new usage-based approaches to second language acquisition. The research recontextualized findings from prior studies in meticulous detail, combining corpus data from a longitudinal study innovatively with a microanalysis of conversational data, to demonstrate the inseparability of lexis and grammar in the emergence of the particular linguistic patterns
2012 ACTFL-MLJ Pimsleur Award for Research in Foreign Language Education and 2011 Language Learning Outstanding Article of the Year - Free to Download
The Language Learning Board of Directors and Editors congratulate Luke Plonsky of Northern Arizona University and Susa M. Gass of Michigan State University for their receipt of the 2012 ACTFL-MLJ Paul Pimsleur Award for Research in Foreign Language Education. The award recognizes their article entitled, “Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction,” which was also chosen by the Language Learning Board of Directors as Outstanding Article of the Year in 2011. This is the fourth article published in Language Learning that garners the recognition of a Pimsleur award. The article is free to download here:
Quantitative research methods, study quality, and outcomes: The case of interaction research
Language Learning, Volume 61, Issue 2, Pages 325-366
The article analyzes the last 30 years of interactionist research on second language acquisition, documenting the development of the research area, the research questions addressed, and the various design methodologies and statistical analysis techniques used to investigate them. The analyses are carefully constructed, clearly presented, and appropriately nuanced, revealing interesting relationships between study quality and outcome. Making a distinct contribution to improving the quality of research in this subfield, the article is a must for anybody planning future research in this area and will inform established researchers and graduate students alike in the proper design and reporting of their studies.
LLResearch Recipient of 2011 Christopher Brumfit Thesis Award - Free to Download
LL is pleased to offer free access to the article reporting on the award-winning dissertation study by Catherine Van Beuningen, with Nivja De Jong and Folkert Kuiken:
Evidence on the effectiveness of comprehensive error correction in second language writing
Language Learning, Volume 62, Issue 1, Pages 1-41
The 2014 Language Learning Cognitive Series volume, edited by Monika Molnar and Nuria Sebastian-Galles, is available for purchase at wiley.com, or included with a 2014 subscription to Language Learning.
Click here for more information about the Language Learning Cognitive Series.
The 2014 Language Learning Monograph Series volume, authored by Caroline Coffin and Jim Donohue, is available for purchase from wiley.com, or included with a 2014 subscription to Language Learning.
Click here for more information about the Language Learning Monograph Series.
Language Learning supports scholarship and research in language studies by means of a variety of grant programs:
- The Language Learning Dissertation Grant Program
- The Language Learning Roundtable Conference Program
- The Language Learning Distinguished Scholar-in-Residence Program
- The Language Learning Small Grants Research Program
- The Language Learning Visiting Research Assistant Professorship
These schemes are described in the frontmatter of the journal and on the Grants page.