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Studies in Second Language Learning and Teaching

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INTRODUCTION:
Studies in Second Language Learning and Teaching (ISSN 2083-5205) is a refereed journal published four times a year by the Department of English Studies, Faculty of Pedagogy and Fine Arts, Adam Mickiewicz University, Kalisz, Poland. The language of publication is English. The journal is devoted to reporting previously unpublished highest quality theoretical and empirical research on learning and teaching second and foreign languages. It deals with the learning and teaching of any language, not only English, and focuses on a variety of topics ranging from the processes underlying second language acquisition, various aspects of language learning in instructed and non-instructed settings, as well as different facets of the teaching process, including syllabus choice, materials design, classroom practices and evaluation. Each issue carries about 6 papers, 6000-8000 words in length, as well as reply articles and reviews. Submissions are subjected to an anonymous review process conducted by at least two referees who may be members of the Editorial Board and other leading specialists in the field. Authors are notified of acceptance or rejection of their papers within three months of the submission date.

INDEXED IN:

European Reference Index for the Humanities (ERIH PLUS); Education Resources Information Center (ERIC); SCOPUS; Index Copernicus; Central and Eastern European Online Library (CEEOL); The Central European Journal of Social Sciences and Humanities (CEJSH); The MLA International Bibliography; The MLA Directory of Periodicals; EBSCO; Linguistic Abstracts; InfobaseIndex; Directory of Open Access Journals (DOAJ); WorldCat; PKP Index; Google Scholar

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DOI: 10.14746/ssllt
ISSN: 2083-5205 e-ISSN: 2084-1965
ARTICLES ARE LICENSED UNDER A CREATIVE COMMONS (2016 -): CC_by-nd/3.0

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Vol 7, No 3 (2017): Special issue: Instructed L2 grammar acquisition and beyond

Table of Contents

Notes on Contributors PDF
  357-369
Editorial PDF
Tanja Angelovska 371-375

Articles

The role of input and output tasks in grammar instruction: Theoretical, empirical and pedagogical considerations PDF
Alessandro Benati 377-396
Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge PDF
Tanja Angelovska 397-417
The development of English grammar and reading comprehension by majority and minority language children in a bilingual primary school PDF
Anja K. Steinlen 419-442
Transitional woes: On the impact of L2 input continuity from primary to secondary school PDF
Simone E. Pfenninger, Johanna Lendl 443-469
Noticing grammar in L2 writing and problem-solving strategies PDF
Monika Geist 471-487
L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues PDF
José Amenós Pons, Aoife Ahern, Pedro Guijarro Fuentes 489-515
L2 acquisition of Spanish dative clitics by English and Dutch learners PDF
M. Ángeles Escobar-Álvarez 517-534
L2 irregular verb morphology: Exploring behavioral data from intermediate English learners of German as a foreign language using generalized mixed effects models PDF
Thomas Wagner 535-556


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