【限时资源，期刊全文】Language Teaching2019年全4期论文合集（目录+全文）
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本期推送的是SSCI期刊Language Teaching2019年的论文合集，即第52卷第1-4期共31篇论文，其中目录可在正文中查看，全文可以在三天内点击文末附件列表下载，三天后资源失效。
Language Teaching2019年全4期（第52卷第1-4期）论文合集
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| 卷号 | 期号 | 论文号 | 论文题目 |
| Vol. 52 | Issue 1 | Article 01 | Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking |
| Vol. 52 | Issue 1 | Article 02 | Collaborative writing |
| Vol. 52 | Issue 1 | Article 03 | Ways of seeing: The individual and the social in applied linguistics research methodologies |
| Vol. 52 | Issue 1 | Article 04 | Translanguaging pedagogies and English as a lingua franca |
| Vol. 52 | Issue 1 | Article 05 | From mythical ‘standard’ to standard reality: The need for alternatives to standardized English language tests |
| Vol. 52 | Issue 1 | Article 06 | Exploring a poorly understood variable: An agenda for classroom research on the age factor |
| Vol. 52 | Issue 1 | Article 07 | Replication research in contextual and individual influences in pragmatic competence: Taguchi, Xiao & Li (2016) and Bardovi-Harlig & Bastos (2011) |
| Vol. 52 | Issue 2 | Article 08 | From research-as-practice to exploratory practice-as-research in language teaching and beyond |
| Vol. 52 | Issue 2 | Article 09 | Lexical coverage and profiling |
| Vol. 52 | Issue 2 | Article 10 | Research in language teaching and learning in Austria (2011–2017) |
| Vol. 52 | Issue 2 | Article 11 | English medium instruction: Global views and countries in focus: Introduction to the symposium held at the Department of Education, University of Oxford on Wednesday 4 November 2015 |
| Vol. 52 | Issue 2 | Article 12 | The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality |
| Vol. 52 | Issue 2 | Article 13 | Understanding vocabulary acquisition, instruction, and assessment: A research agenda |
| Vol. 52 | Issue 2 | Article 14 | Practitioners respond to Michael Swan's ‘Applied Linguistics: A consumer's view’ |
| Vol. 52 | Issue 3 | Article 15 | Language teacher identity |
| Vol. 52 | Issue 3 | Article 16 | Language learning and teaching in South African primary schools |
| Vol. 52 | Issue 3 | Article 17 | ESP teacher education needs |
| Vol. 52 | Issue 3 | Article 18 | Looking inside the world of peer review: Implications for graduate student writers |
| Vol. 52 | Issue 3 | Article 19 | Classroom-oriented research: Processing Instruction (findings and implications) |
| Vol. 52 | Issue 3 | Article 20 | Multilingualism in older age: A research agenda from the cognitive perspective |
| Vol. 52 | Issue 3 | Article 21 | Replication in task-based language teaching research: Kim (2012) and Shintani (2012) |
| Vol. 52 | Issue 3 | Article 22 | Examining lexical development in second language learners: An approximate replication of Salsbury, Crossley & McNamara (2011) |
| Vol. 52 | Issue 3 | Article 23 | Replication research in pedagogical approaches to spoken fluency and formulaic sequences: A call for replication of Wood (2009) and Boers, Eyckmans, Kappel, Stengers & Demecheleer (2006) |
| Vol. 52 | Issue 4 | Article 24 | A critical review of research relating to the learning, use and effects of additional and multiple languages in later life |
| Vol. 52 | Issue 4 | Article 25 | Theory and practice in language teacher education |
| Vol. 52 | Issue 4 | Article 26 | Towards the corpus revolution? Bridging the research–practice gap |
| Vol. 52 | Issue 4 | Article 27 | Trading Places, Creating Spaces: Chris Candlin's contribution to aligning research and practice |
| Vol. 52 | Issue 4 | Article 28 | Input-based tasks for beginner-level learners: An approximate replication and extension of Erlam & Ellis (2018) |
| Vol. 52 | Issue 4 | Article 29 | Examining second language vocabulary growth: Replications of Schmitt (1998) and Webb & Chang (2012) |
| Vol. 52 | Issue 4 | Article 30 | Teacher written corrective feedback: Less is more |
| Vol. 52 | Issue 4 | Article 31 | Research initiatives in the foreign and second language education program of Florida State University: Multiple perspectives, multiple approaches |
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