【限时资源，期刊全文】Foreign Language Annals《外语年鉴》2019年论文集-共40篇论文（侵删）
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本篇推送的是SSCI权威期刊——Foreign Language Annals《外语年鉴》2019年论文集，即第52卷第1-4期的40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
Foreign Language Annals《外语年鉴》2019年论文集-共40篇论文（侵删）
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| 卷号 | 期号 | 论文号 | 论文题目 |
| Vol. 52 | Issue 1 | Article 01 | The pronunciation teaching practices of university‐level graduate teaching assistants of French and Spanish introductory language courses |
| Vol. 52 | Issue 1 | Article 02 | Current approaches to pronunciation instruction: A longitudinal case study in French |
| Vol. 52 | Issue 1 | Article 03 | Exploring the effects of foreign language instructional practices on student proficiency development |
| Vol. 52 | Issue 1 | Article 04 | Self‐assessment: How reliable is it in assessing oral proficiency over time? |
| Vol. 52 | Issue 1 | Article 05 | Factors associated with improvement in oral fluency when using video‐synchronous mediated communication with native speakers |
| Vol. 52 | Issue 1 | Article 06 | Heritage language education in the United States: A national survey of college‐level Chinese language programs |
| Vol. 52 | Issue 1 | Article 07 | Motivation to learn languages other than English: A critical research synthesis |
| Vol. 52 | Issue 1 | Article 08 | Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers |
| Vol. 52 | Issue 1 | Article 09 | Facing reality: A survey of methods instructors’ perspectives on world language teacher development |
| Vol. 52 | Issue 1 | Article 10 | When a heritage speaker wants to be a Spanish teacher: Educational experiences and challenges |
| Vol. 52 | Issue 2 | Article 11 | Using different carrots: How incentivization affects proficiency testing outcomes |
| Vol. 52 | Issue 2 | Article 12 | Exploring achievement goal theory, ACTFL's 5 Cs, and the L2 classroom: What goals do students set? |
| Vol. 52 | Issue 2 | Article 13 | Individual differences in L2 achievement mirror individual differences in L1 skills and L2 aptitude: Crosslinguistic transfer of L1 to L2 skills |
| Vol. 52 | Issue 2 | Article 14 | Global simulation as a mediating tool for teaching and learning language and culture as discourse |
| Vol. 52 | Issue 2 | Article 15 | Engineering engagement: Perceived L2 development and short‐term service learning abroad |
| Vol. 52 | Issue 2 | Article 16 | Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics |
| Vol. 52 | Issue 2 | Article 17 | Enhancing instructor candidate oral proficiency through interdepartmental collaboration |
| Vol. 52 | Issue 2 | Article 18 | Writing recounts of habitual events: Investigating a genre‐based approach |
| Vol. 52 | Issue 2 | Article 19 | Student and faculty perceptions of writing in a foreign language studies major |
| Vol. 52 | Issue 2 | Article 20 | The impact of a Web‐based leveled reading program on Arabic language learners' reading experiences |
| Vol. 52 | Issue 2 | Article 21 | Salience in the noticing and production of L2 arabic forms |
| Vol. 52 | Issue 3 | Article 22 | Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2005–2011 |
| Vol. 52 | Issue 3 | Article 23 | Making the most of general education foreign language requirements |
| Vol. 52 | Issue 3 | Article 24 | Promoting intercultural thinking and reflection through U.S. history |
| Vol. 52 | Issue 3 | Article 25 | Service learning in Spanish for the health professions: Heritage language learners’ competence in action |
| Vol. 52 | Issue 3 | Article 26 | Managing cognitive load with a flipped language class: An ethnographic study of the student experience |
| Vol. 52 | Issue 3 | Article 27 | The effects of prompts on L2 writing performance and engagement |
| Vol. 52 | Issue 3 | Article 28 | The impact of peer corrective feedback on vocabulary development |
| Vol. 52 | Issue 3 | Article 29 | Peer review and training: Pathways to quality and value in second language writing |
| Vol. 52 | Issue 3 | Article 30 | A case for a functional linguistic knowledge base in world language teacher education |
| Vol. 52 | Issue 3 | Article 31 | The control, content, and consequences of edTPA: World language teacher educators’ perceptions |
| Vol. 52 | Issue 4 | Article 32 | Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019 |
| Vol. 52 | Issue 4 | Article 33 | Why reading is a challenge for U.S. L2 learners: The impact of cognitive, ecological, and psychological factors in L2 comprehension |
| Vol. 52 | Issue 4 | Article 34 | Contextual factors impacting feedback practices for non‐English L2 writing |
| Vol. 52 | Issue 4 | Article 35 | Exploring the pedagogical affordances of a collaborative board game in a dual language immersion classroom |
| Vol. 52 | Issue 4 | Article 36 | Lasting effects of pre‐university language exposure on undergraduate proficiency |
| Vol. 52 | Issue 4 | Article 37 | Impact of self‐reflection and awareness‐raising on novice French learners’ pronunciation |
| Vol. 52 | Issue 4 | Article 38 | A study of 21st century skills and engagement in a university Spanish foreign language classroom |
| Vol. 52 | Issue 4 | Article 39 | Language learning at the dinner table: Two case studies of French homestays |
| Vol. 52 | Issue 4 | Article 40 | A survey of world language cooperating teachers: Implications for teacher development |
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