Vol. 3 No. 2 (2019): Special Issue: Linguistic complexity and instruction in second language acquisition

Guest Editors: Folkert Kuiken, Ineke Vedder and Marije Michel

Published: 2019-11-01

Editorial

Linguistic complexity and instruction in second language acquisition introduction

Ineke Vedder, Folkert Kuiken, Marije Michel

119–123
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Articles

Effects of task type on morphosyntactic complexity across proficiency evidence from a large learner corpus of A1 to C2 writings

Marije Michel, Akira Murakami, Theodora Alexopoulou, Detmar Meurers

124–152
- OPEN ACCESS: CC BY-NY-ND PDF
Beginning L2 complexity development in CLIL and non-CLIL secondary education

Bram Bulte, Alex Housen

153-180
- Requires Subscription or Fee PDF (GBP 23)
Structure-based or dynamic usage?based instruction long-term effects on (morpho)syntactic and lexical complexity in writing samples

Audrey Rousse-Malpat, Rasmus Steinkrauss, Marjolijn Verspoor

181-205
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Differential contribution of oral and written modes to lexical, syntactic and propositional complexity in L2 performance in instructed contexts

Olena Vasylets, Roger Gilabert, Rosa Maria Manchón

206-227
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Investigating teachers’ perceptions of syntactic complexity in L2 academic writing

Folkert Kuiken, Ineke Vedder

249–258
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You’ve got to crack a few eggs to make an omelette. Linguistic complexity and instruction in SLA what’s in it for language teaching?

Rick de Graaff

249–258
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