【限时资源，期刊全文】ELT Journal 《英语语言教学杂志》2019年论文集-共65篇论文（侵删）
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本期推送的是SSCI权威期刊——ELT Journal 《英语语言教学杂志》2019年论文集，共有65篇论文，其中目录可在正文中查看，全文可以点击文末附件列表下载，下载链接即日起三天内有效，失效后可
ELT Journal 《英语语言教学杂志》2019年论文集-共65篇论文（侵删）
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| 卷号 | 期号 | 论文号 | 论文题目 |
| Vol. 73 | Issue 1 | Article 01 | Do teachers care about research? The research–pedagogy dialogue |
| Vol. 73 | Issue 1 | Article 02 | Investigating reflection in written assignments on CELTA courses |
| Vol. 73 | Issue 1 | Article 03 | Using Shakespeare to teach English in the digital age |
| Vol. 73 | Issue 1 | Article 04 | Saying it ‘just right’: teaching for pragmatic success in ELT |
| Vol. 73 | Issue 1 | Article 05 | How dictogloss can facilitate collocation learning in ELT |
| Vol. 73 | Issue 1 | Article 06 | Shared, sustained flow: triggering motivation with collaborative projects |
| Vol. 73 | Issue 1 | Article 07 | EFL teachers’ perceptions of two reflection approaches |
| Vol. 73 | Issue 1 | Article 08 | Expatriate ELT teachers in Korea: participation and sense of belonging |
| Vol. 73 | Issue 1 | Article 09 | Automated writing evaluation |
| Vol. 73 | Issue 1 | Article 10 | How English depresses school achievement in Africa |
| Vol. 73 | Issue 1 | Article 11 | Feature Films in English Language Teaching |
| Vol. 73 | Issue 1 | Article 12 | Extramural English in Teaching and Learning: From Theory and Research to Practice |
| Vol. 73 | Issue 1 | Article 13 | Creativity and English Language Teaching: From Inspiration to Implementation |
| Vol. 73 | Issue 1 | Article 14 | Language Regulation in English as a Lingua Franca: Focus on Academic Spoken Discourse |
| Vol. 73 | Issue 1 | Article 15 | New Insights into Language Anxiety: Theory, Research and Educational Implications |
| Vol. 73 | Issue 1 | Article 16 | Investigating NEST Schemes around the World: Supporting NEST/LET Collaborative Practices |
| Vol. 73 | Issue 2 | Article 17 | What does language assessment literacy mean to teachers? |
| Vol. 73 | Issue 2 | Article 18 | Teaching lecture notetaking with authentic materials |
| Vol. 73 | Issue 2 | Article 19 | EFL teachers’ beliefs and practices about pronunciation teaching |
| Vol. 73 | Issue 2 | Article 20 | The use of teacher code-switching for very young EFL learners |
| Vol. 73 | Issue 2 | Article 21 | Teaching practice in UK ELT Master’s programmes |
| Vol. 73 | Issue 2 | Article 22 | Investigating a collaborative approach to peer feedback |
| Vol. 73 | Issue 2 | Article 23 | Young learners’ engagement with multimodal texts |
| Vol. 73 | Issue 2 | Article 24 | The use of humour in the off-task spaces of the language classroom |
| Vol. 73 | Issue 2 | Article 25 | Critical perspectives on the IELTS test |
| Vol. 73 | Issue 2 | Article 26 | Restoring perspective on the IELTS test |
| Vol. 73 | Issue 2 | Article 27 | A Response to Anthony Green |
| Vol. 73 | Issue 2 | Article 28 | Inclusion |
| Vol. 73 | Issue 2 | Article 29 | Against teaching collocations |
| Vol. 73 | Issue 2 | Article 30 | Teacher Involvement in High-Stakes Language Testing |
| Vol. 73 | Issue 2 | Article 31 | Teacher Involvement in High-Stakes Language Testing |
| Vol. 73 | Issue 2 | Article 32 | A Handbook for Exploratory Action Research |
| Vol. 73 | Issue 2 | Article 33 | Social Interaction and English Language Teacher Identity |
| Vol. 73 | Issue 2 | Article 34 | Research on Reflective Practice in TESOL |
| Vol. 73 | Issue 2 | Article 35 | Reflections on Task-Based Language Teaching |
| Vol. 73 | Issue 3 | Article 36 | The dual personality of ‘topic’ in the IELTS Speaking Test |
| Vol. 73 | Issue 3 | Article 37 | Some key terms in ELT and why we need to disambiguate them |
| Vol. 73 | Issue 3 | Article 38 | Graded reader comprehension questions and item discrimination analysis |
| Vol. 73 | Issue 3 | Article 39 | Board games for teaching English prosody to advanced EFL learners |
| Vol. 73 | Issue 3 | Article 40 | Strategy instruction for successful language tandems |
| Vol. 73 | Issue 3 | Article 41 | Japanese student writers’ perspectives on anonymous peer review |
| Vol. 73 | Issue 3 | Article 42 | Learning EAP at university: perceptions of high-achieving first-year ESL undergraduates |
| Vol. 73 | Issue 3 | Article 43 | Through the eyes of young EFL learners: learning with student teachers |
| Vol. 73 | Issue 3 | Article 44 | Augmented reality |
| Vol. 73 | Issue 3 | Article 45 | The IELTS test in a global free market: Clash of the Titans! |
| Vol. 73 | Issue 3 | Article 46 | Recent books on language materials development and analysis |
| Vol. 73 | Issue 3 | Article 47 | Lexical Grammar: Activities for Teaching Chunks and Exploring Patterns_Teaching Grammar: From Rules to Reasons. Practical Ideas and Advice for Working with Grammar in the Classroom |
| Vol. 73 | Issue 3 | Article 48 | Emotions in Second Language Teaching. Theory, Research and Teacher Education |
| Vol. 73 | Issue 3 | Article 49 | The Routledge Handbook of English Language Teaching |
| Vol. 73 | Issue 4 | Article 50 | Effective questioning in CLIL classrooms: empowering thinking |
| Vol. 73 | Issue 4 | Article 51 | A new model of literary competences and the revised CEFR descriptors |
| Vol. 73 | Issue 4 | Article 52 | Motivating teens to speak English through group work in Storyline |
| Vol. 73 | Issue 4 | Article 53 | Professional development: life or death after pre-service training? |
| Vol. 73 | Issue 4 | Article 54 | The effectiveness of a professional development course: teachers’ perceptions |
| Vol. 73 | Issue 4 | Article 55 | English as an international language beyond the ELT classroom |
| Vol. 73 | Issue 4 | Article 56 | Supporting the development of primary in-service teacher educators |
| Vol. 73 | Issue 4 | Article 57 | We need to talk about coursebooks |
| Vol. 73 | Issue 4 | Article 58 | Coursebooks: Is there more than meets the eye? |
| Vol. 73 | Issue 4 | Article 59 | A response to Hughes |
| Vol. 73 | Issue 4 | Article 60 | Precarity |
| Vol. 73 | Issue 4 | Article 61 | Business English materials |
| Vol. 73 | Issue 4 | Article 62 | Teaching English as a Lingua Franca: The Journey from EFL to ELF |
| Vol. 73 | Issue 4 | Article 63 | Using Literature in English Language Education: Challenging Reading for 8–18 Year Olds |
| Vol. 73 | Issue 4 | Article 64 | How Vocabulary is Learned |
| Vol. 73 | Issue 4 | Article 65 | Teaching and Developing Reading Skills |
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