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Language Teaching Research is a peer-reviewed journal published by SAGE, covering EFL/ESL Teaching and Learning, Second Language Learning and Teaching, Second Language Acquisition and Learning. Over its lifetime it has published 1,922 papers, which have received 70,524 citations.
| Publisher | SAGE |
|---|---|
| Reference style | Author–year (Harvard) Author–year — (Smith, 2023) in the text Smith, A., Jones, B. and Lee, C. (2023) 'A representative article title', Language Teaching Research, 12(3), pp. 45–58.
Formats any DOI in Language Teaching Research style. No sign-up. |
| Publishes research in | EFL/ESL Teaching and Learning Second Language Learning and Teaching Second Language Acquisition and Learning Multilingual Education and Policy Discourse Analysis in Language Studies |
| ISSN | 1362-1688 |
| Citation impact (2-yr) | 2.98 |
| h-index | 134 |
| i10-index | 936 |
| Top institutions publishing here | University of Auckland |
| Journal website | ltr.sagepub.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This article overviews current research on second language vocabulary learning. It concludes that a large vocabulary is necessary to function in English: 8000—9000 word families for reading, and perhaps as many as 5000—7000 families for oral discourse. In addition, a number of word knowledge aspects need to be learned about each lexical item. Taken together,…
Qualitative and descriptive research methods have been very common procedures for conducting research in many disciplines, including education, psychology, and social sciences. These types of research have also begun to be increasingly used in the field of second language teaching and learning. The interest in such methods, particularly in qualitative research, is motivated in part…
Positive psychology has boosted interest in the positive as well as the negative emotions that Foreign Language learners experience. The present study examines whether – and to what extent – foreign language enjoyment (FLE) and foreign language (FL) classroom anxiety (FLCA) are linked to a range of learner internal variables and teacher/classroom-specific variables within one…
This paper examines the effects of planning and post-task activity on task-based performance. It is motivated by the need, given recent claims that task-based instruction has desirable pedagogic qualities, to investigate the effects of choosing different types of tasks, as well as different task implementation conditions, on the fluency, accuracy and complexity of the language…
The present article focuses on the uses of the first language (L1) made by 22 pairs of grade 8 French immersion students as they complete one of two different tasks: a dictogloss and a jigsaw. The outcome of each task is a story written by each student pair. We propose a coding scheme for the…
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