Items where Division is "Faculty of Social Sciences > Language and Linguistics, Department of " and Year is 2023

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Al-wer, Enam and Herin, Bruno and Younes, Igor and Al-Hawamdeh, Areej (2023) The dialect of the Druze of Jordan. Zeitschrift für Arabische Linguistik, 77 (2).

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Bernander, Rasmus and Devos, Maud and Gibson, Hannah (2023) Bantu negative verbs: a typological-comparative investigation of form, function and distribution. Linguistique et langues africaines, 9 (1). DOI https://doi.org/10.4000/lla.9818

Buchanan, Erin Michelle and Lewis, Savannah C and Hanel, Paul HP and Chiu, Faith and Sirota, Miroslav and et al (2023) The Psychological Science Accelerator's COVID-19 Rapid-Response Dataset. Scientific Data, 10 (1). DOI https://doi.org/10.1038/s41597-022-01811-7

Bui, Ha Hong (2023) DIRECTED MOTIVATIONAL CURRENTS THROUGH GROUP PROJECTS: A STUDY OF VIETNAMESE UNIVERSITY STUDENTS. Doctoral thesis, University of Essex.

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Clift, Rebecca (2023) Embodied scepticism: Facial expression and response relevance. In: New Perspectives on Goffman in Language and Interaction. Routledge, pp. 170-194. ISBN 9780367555771. Official URL: http://doi.org/10.4324/9781003094111-10

Cole, Amanda and Strycharczuk, Patrycja (2023) Evaluating the role of self-description in demarcating accents. In: 20th International Congress of Phonetic Sciences (ICPhS 2023), 2023-08-07 - 2023-08-11, Prague.

Cole, Amanda and Strycharczuk, Patrycja (2023) The search for linguistically coherent accents: Unsupervised clustering of diphthong variation in Southeast England. English World-Wide: a journal of varieties of English, 95 (1). p. 129. DOI https://doi.org/10.1075/eww.22054.col

Costley, Tracey and Kula, Nancy and Marten, Lutz (2023) Translanguaging Spaces and Multilingual Public Writing in Zambia: Tracing change in the linguistic landscape of Ndola on the Copperbelt. Journal of Multilingual and Multicultural Development, 44 (9). pp. 773-793. DOI https://doi.org/10.1080/01434632.2022.2086985

Craven, Laurence (2023) The Effects of Different Types of Unfocused Corrective Feedback on Complexity, Accuracy and Fluency in L2 English Academic Writing. Doctoral thesis, University of Essex.

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Da Silva, Antonio Marcio and Rottava, Lucia (2023) Ondas semânticas no ensino de português como língua adicional: gravidade e densidade semântica na construção do conhecimento (Semantic waves in the teaching of Portuguese as an additional language: semantic gravity and semantic density in the construction of knowledge). Trabalhos em Lingüística Aplicada, 62 (2). pp. 307-321. DOI https://doi.org/10.1590/01031813v62220238671079

Dingemanse, Mark and Liesenfeld, Andreas and Rasenberg, Marlou and Albert, Saul and Ameka, Felix K and Birhane, Abeba and Bolis, Dimitris and Cassell, Justine and Clift, Rebecca and Cuffari, Elena and De Jaegher, Hanne and Novaes, Catarina Dutilh and Enfield, NJ and Fusaroli, Riccardo and Gregoromichelaki, Eleni and Hutchins, Edwin and Konvalinka, Ivana and Milton, Damian and Rączaszek‐Leonardi, Joanna and Reddy, Vasudevi and Rossano, Federico and Schlangen, David and Seibt, Johanna and Stokoe, Elizabeth and Suchman, Lucy and Vesper, Cordula and Wheatley, Thalia and Wiltschko, Martina (2023) Beyond Single‐Mindedness: A Figure‐Ground Reversal for the Cognitive Sciences. Cognitive Science, 47 (1). e13230-. DOI https://doi.org/10.1111/cogs.13230

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Galata, Eleni (2023) The Impact of Vowel Inventory Size and Linguistic Environment when Learning Two Languages: The Case of English and Greek. Doctoral thesis, University of Essex.

Ganem Gutierrez, Gabriela and Gilmore, Alexander (2023) A mixed methods case study on the use and impact of web-based lexicographic tools on L2 writing. Computer Assisted Language Learning, 36 (7). pp. 1365-1391. DOI https://doi.org/10.1080/09588221.2021.1987273

Gkonou, Christina and Miller, Elizabeth R (2023) Relationality in language teacher emotion regulation: Regulating emotions through, with and for others. System, 115. p. 103046. DOI https://doi.org/10.1016/j.system.2023.103046

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Hillman, Sara and Li, Wendy and Şahan, Özgür and Sahan, Kari and Liyanage, Indika and Zhang, Tiefu and Yuan, Rui and Hopkyns, Sarah and Gkonou, Christina and Sah, Pramod K (2023) Forum on “The emotional landscape of English medium instruction (EMI) in higher education”. Linguistics and Education, 75. p. 101181. DOI https://doi.org/10.1016/j.linged.2023.101181

Hopkyns, Sarah and Gkonou, Christina (2023) Sites of belonging: Fluctuating and entangled emotions at a UAE English-medium university. Linguistics and Education, 75 (101148). DOI https://doi.org/10.1016/j.linged.2023.101148

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Jabbari, Nasser and Eslami Rasekh, Zohreh (2023) Negotiations for meaning in the context of a massively multiplayer online role-playing game. Language Learning and Technology, 27 (1). pp. 1-28.

Jabbari, Nasser and Peterson, Mark (2023) Complexity, accuracy, and fluency improvements through massively multiplayer online gaming: a longitudinal mixed-methods case study. Language Learning Journal, 51 (4). pp. 416-450. DOI https://doi.org/10.1080/09571736.2023.2219713

Jerro, Kyle (2023) The semantics of applicativization in Kinyarwanda. Natural Language and Linguistic Theory, 41 (4). pp. 1425-1464. DOI https://doi.org/10.1007/s11049-023-09569-2

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Kula, Nancy (2023) Why should voiceless aspirates cause depression in Nguni? Stellenbosch Papers in Linguistics Plus, 67 (1). pp. 43-47. DOI https://doi.org/10.5842/67-1-1008

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Miller, Elizabeth R and Gkonou, Christina (2023) Exploring Teacher Caring as a “Happy Object” in Language Teacher Accounts of Happiness. Applied Linguistics, 44 (2). pp. 328-346. DOI https://doi.org/10.1093/applin/amac034

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Reilly, Colin and Costley, Tracey and Gibson, Hannah and Kula, Nancy and Bagwasi, Mompoloki and Dikosha, Dikosha and Mmolao, Phetso and Mwansa, Joseph and Mwandia, Martha and Mapunda, Gastor and James, Edna (2023) Emerging principles for researching multilingually in linguistic ethnography: Reflections from Botswana, Tanzania, the UK, and Zambia. Journal of Multilingual and Multicultural Development, 44 (8). pp. 689-701. DOI https://doi.org/10.1080/01434632.2023.2194864

Reilly, Colin and Scandurra, Rosario and ResCue, Elvis and Hermannsson, Kristinn and Gayton, Angela (2023) Language and employment in Ghana: capturing the multilingual reality. Journal of Multilingual and Multicultural Development, 44 (9). pp. 807-826. DOI https://doi.org/10.1080/01434632.2023.2195853

Roehr-Brackin, Karen (2023) Language learning in older adults: Interdisciplinary perspectives. Language Teaching, 56 (2). pp. 292-295. DOI https://doi.org/10.1017/s0261444822000325

Roehr-Brackin, Karen and Loaiza, Vanessa and Pavlekovic, Renato (2023) Language learning aptitude in older adults. Journal of the European Second Language Association, 7 (1). pp. 1-15. DOI https://doi.org/10.22599/jesla.93

Rolland, Louise (2023) ‘I’m sure at some point we’ll be switching’: planning and enacting an interview language policy with multilingual participants. Journal of Multilingual and Multicultural Development, 44 (8). pp. 702-717. DOI https://doi.org/10.1080/01434632.2023.2199000

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Saikia, Pori (2023) Children's Acquisition of Assamese Split Ergativity. Doctoral thesis, University of Essex.

Savvani, Stamatia (2023) Language Teacher Emotions in Game-Informed Teaching. Doctoral thesis, University of Essex.

Smith, Nicole (2023) Family Talk: Deontic Rights and Initiating Interaction in Domestic Space. Doctoral thesis, University of Essex.

Solaimani, Ehsan and Myles, Florence and Lawyer, Laurel (2023) Testing the Interpretability Hypothesis: Evidence from acceptability judgments of relative clauses by Persian and French learners of L2 English. Second Language Research. DOI https://doi.org/10.1177/02676583231162783

Solaimani Dahanesari, Ehsan (2023) L2 processing of English relative clauses and long-distance wh-dependencies: evidence from L1-French and L1-Persian speakers. Doctoral thesis, University of Essex.

Spencer, James (2023) Creating an EAL conscious school: recommendations for how international schools can develop collaborative practices between English as an Additional Language and the mainstream to best support English language learners. Doctoral thesis, University of Essex.

Spencer, James (2023) Working together: why language policies of international schools must evolve to incorporate collaborative strategies between EAL and the mainstream. Journal of Research in International Education, 22 (3). pp. 222-239. DOI https://doi.org/10.1177/14752409231213844

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Tapia Castillo, Claudia V. (2023) Developing growth language learning mindsets to facilitate motivation and academic achievement among Chilean learners of English. Doctoral thesis, University of Essex.

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VASILOPOULOU, IOANNA (2023) Visual Deficits in Dyslexia: Examination of stress patterns and the impact of emotions on students’ reading performance. Doctoral thesis, University of Essex.

Van Boxtel, Willem S and Lawyer, Laurel A (2023) In the prime of life: ERP evidence for syntactic comprehension priming in older adults. Journal of Language and Aging Research, 1 (1). pp. 49-86. DOI https://doi.org/10.15460/jlar.2023.1.1.1108

van Boxtel, Willem S and Lawyer, Laurel A (2023) Syntactic comprehension priming and lexical boost effects in older adults. Language, Cognition and Neuroscience, 38 (1). pp. 105-120. DOI https://doi.org/10.1080/23273798.2022.2091151

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Weng, Zehui (2023) Identity and authority in the lay-bureaucratic encounter: A case study in Mandarin Chinese. Doctoral thesis, University of Essex.