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1
Positive and negative emotions underlie motivation for L2 learning
Positive and negative emotions underlie motivation for L2 learning
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Positive and negative emotions underlie motivation for L2 learning

Studies in second language learning and teaching, 2017-03, Vol.7 (1), p.61-88 [Peer Reviewed Journal]

2017. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2017.7.1.4

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2
Review of Directed motivational currents and language education: Exploring implications for pedagogy; Author: Christine Muir; Publisher: Multilingual Matters, 2020; ISBN: 978-1-78892-884-7; Pages: 252
Review of Directed motivational currents and language education: Exploring implications for pedagogy; Author: Christine Muir; Publisher: Multilingual Matters, 2020; ISBN: 978-1-78892-884-7; Pages: 252
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Review of Directed motivational currents and language education: Exploring implications for pedagogy; Author: Christine Muir; Publisher: Multilingual Matters, 2020; ISBN: 978-1-78892-884-7; Pages: 252

Studies in Second Language Learning and Teaching, 2020-12, Vol.10 (4), p.807-811 [Peer Reviewed Journal]

2020. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2020.10.4.7

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3
A state-of-the-art review of distribution-of-practice effects on L2 learning
A state-of-the-art review of distribution-of-practice effects on L2 learning
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A state-of-the-art review of distribution-of-practice effects on L2 learning

Studies in second language learning and teaching, 2022-09, Vol.12 (3), p.355-379 [Peer Reviewed Journal]

2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2022.12.3.2

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4
Gender differences in foreign language classroom anxiety: Results of a meta-analysis
Gender differences in foreign language classroom anxiety: Results of a meta-analysis
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Gender differences in foreign language classroom anxiety: Results of a meta-analysis

Studies in second language learning and teaching, 2022-06, Vol.12 (2), p.173-203 [Peer Reviewed Journal]

COPYRIGHT 2022 Adam Mickiewicz University ;2022. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2022.12.2.2

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5
The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading
The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading
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The underlying factors of foreign language reading anxiety: Their effects on strategy use and orientation toward reading

Studies in second language learning and teaching, 2021-06, Vol.11 (2), p.213-234 [Peer Reviewed Journal]

COPYRIGHT 2021 Adam Mickiewicz University ;2021. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2021.11.2.3

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6
Proficiency effect on L2 pragmatic competence
Proficiency effect on L2 pragmatic competence
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Proficiency effect on L2 pragmatic competence

Studies in second language learning and teaching, 2015-12, Vol.5 (4), p.557-581 [Peer Reviewed Journal]

2016. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/sllt.2015.5.4.3

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7
Deconstructing the I and SLA in ISLA: One curricular approach
Deconstructing the I and SLA in ISLA: One curricular approach
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Deconstructing the I and SLA in ISLA: One curricular approach

Studies in second language learning and teaching, 2016-03, Vol.6 (1), p.43-63 [Peer Reviewed Journal]

COPYRIGHT 2016 Adam Mickiewicz University ;2016. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2016.6.1.3

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8
L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues
L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues
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L1 French learning of L2 Spanish past tenses: L1 transfer versus aspect and interface issues

Studies in second language learning and teaching, 2017-09, Vol.7 (3), p.489-515 [Peer Reviewed Journal]

COPYRIGHT 2017 Adam Mickiewicz University ;2017. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2017.7.3.7

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9
On the usefulness of formal judgment tasks in syntax and in second-language research: The case of resumptive pronouns in English, Turkish, and Mandarin Chinese
On the usefulness of formal judgment tasks in syntax and in second-language research: The case of resumptive pronouns in English, Turkish, and Mandarin Chinese
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On the usefulness of formal judgment tasks in syntax and in second-language research: The case of resumptive pronouns in English, Turkish, and Mandarin Chinese

Linguistics, 2016-11, Vol.54 (6), p.1241-1280 [Peer Reviewed Journal]

Copyright Mouton de Gruyter Nov 2016 ;ISSN: 0024-3949 ;EISSN: 1613-396X ;DOI: 10.1515/ling-2016-0033

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10
Variations in developmental patterns across pragmatic features
Variations in developmental patterns across pragmatic features
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Variations in developmental patterns across pragmatic features

Studies in second language learning and teaching, 2016-12, Vol.6 (4), p.587-617 [Peer Reviewed Journal]

2016. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2016.6.4.3

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11
Affordances perspective and grammaticalization: Incorporation of language, environment and users in the model of semantic paths
Affordances perspective and grammaticalization: Incorporation of language, environment and users in the model of semantic paths
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Affordances perspective and grammaticalization: Incorporation of language, environment and users in the model of semantic paths

Studies in second language learning and teaching, 2015-12, Vol.5 (4), p.663-696 [Peer Reviewed Journal]

2016. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2015.5.4.7

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12
An ever closer union . . . of linguistic diversity
An ever closer union . . . of linguistic diversity
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An ever closer union . . . of linguistic diversity

Studies in second language learning and teaching, 2017-06, Vol.7 (2), p.317-334 [Peer Reviewed Journal]

COPYRIGHT 2017 Adam Mickiewicz University ;2017. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2017.7.2.8

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13
Second language learners’ divergence from target language pragmatic norms
Second language learners’ divergence from target language pragmatic norms
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Second language learners’ divergence from target language pragmatic norms

Studies in second language learning and teaching, 2016-06, Vol.6 (2), p.249-269 [Peer Reviewed Journal]

COPYRIGHT 2016 Adam Mickiewicz University ;2016. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2016.6.2.4

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14
A Critical Review of Research on Strategies in Learning Chinese as Both a Second and Foreign Language
A Critical Review of Research on Strategies in Learning Chinese as Both a Second and Foreign Language
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A Critical Review of Research on Strategies in Learning Chinese as Both a Second and Foreign Language

Studies in second language learning and teaching, 2012-10, Vol.2 (1), p.9-43 [Peer Reviewed Journal]

2012. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2084-1965 ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2012.2.1.2

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15
The handling of missing binary data in language research
The handling of missing binary data in language research
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The handling of missing binary data in language research

Studies in second language learning and teaching, 2015, Vol.5 (1), p.153-169 [Peer Reviewed Journal]

2015. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2015.5.1.8

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16
Cognate Facilitation Effects in Trilingual Word Recognition
Cognate Facilitation Effects in Trilingual Word Recognition
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Cognate Facilitation Effects in Trilingual Word Recognition

Studies in second language learning and teaching, 2011-08, Vol.1 (2), p.189-208 [Peer Reviewed Journal]

2011. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2084-1965 ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2011.1.2.2

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17
Input or Intimacy
Input or Intimacy
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Input or Intimacy

Studies in second language learning and teaching, 2014-01, Vol.4 (3), p.485-506 [Peer Reviewed Journal]

2014. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 2084-1965 ;ISSN: 2083-5205 ;EISSN: 2084-1965 ;DOI: 10.14746/ssllt.2014.4.3.6

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