Subjects -> LANGUAGE AND LITERATURE (Total: 2147 journals)
    - LANGUAGE AND LITERATURE (954 journals)
    - LANGUAGES (276 journals)
    - LITERARY AND POLITICAL REVIEWS (201 journals)
    - LITERATURE (GENERAL) (180 journals)
    - NOVELS (13 journals)
    - PHILOLOGY AND LINGUISTICS (500 journals)
    - POETRY (23 journals)

LANGUAGE AND LITERATURE (954 journals)            First | 1 2 3 4 5     

Showing 801 - 127 of 127 Journals sorted alphabetically
Studia Romanica Posnaniensia     Open Access  
Studia Rossica Gedanensia     Open Access  
Studia Scandinavica     Open Access  
Studia Slavica     Full-text available via subscription   (Followers: 1)
Studia theodisca     Open Access  
Studien zur deutschen Sprache und Literatur     Open Access   (Followers: 4)
Studies in African Languages and Cultures     Open Access  
Studies in American Indian Literatures     Full-text available via subscription   (Followers: 4)
Studies in Applied Linguistics & TESOL (SALT)     Open Access   (Followers: 3)
Studies in Canadian Literature / Études en littérature canadienne     Full-text available via subscription   (Followers: 2)
Studies in ELT and Applied Linguistics     Open Access   (Followers: 16)
Studies in Scottish Literature     Open Access   (Followers: 5)
Studies in the Age of Chaucer     Full-text available via subscription   (Followers: 3)
Studies in the Novel     Full-text available via subscription   (Followers: 16)
SubStance     Full-text available via subscription   (Followers: 7)
Suomalais-Ugrilaisen Seuran Aikakauskirja : Journal de la Société Finno-Ougrienne     Open Access  
Sustainable Multilingualism     Open Access  
Swedish Journal of Romanian Studies     Open Access  
Sylloge epigraphica Barcinonensis : SEBarc     Open Access  
symploke     Full-text available via subscription   (Followers: 3)
Sztuka Edycji     Open Access   (Followers: 4)
Tabuleiro de Letras     Open Access  
Teksty Drugie     Open Access  
Telar     Open Access  
Telondefondo : Revista de Teoría y Crítica Teatral     Open Access  
Temps zero     Open Access  
Tenso     Full-text available via subscription   (Followers: 2)
Teoliterária : Revista Brasileira de Literaturas e Teologias     Open Access  
Terminàlia     Open Access  
Territories : A Trans-Cultural Journal of Regional Studies     Open Access   (Followers: 1)
Texas Studies in Literature and Language     Full-text available via subscription   (Followers: 3)
Text Matters     Open Access   (Followers: 6)
Textual Cultures     Full-text available via subscription   (Followers: 12)
Textual Practice     Hybrid Journal   (Followers: 24)
Texturas     Open Access  
The BARS Review     Open Access  
The CLR James Journal     Full-text available via subscription  
The Comparatist     Full-text available via subscription   (Followers: 4)
The Eighteenth Century     Full-text available via subscription   (Followers: 37)
The Explicator     Full-text available via subscription   (Followers: 4)
The F. Scott Fitzgerald Review     Full-text available via subscription   (Followers: 1)
The Highlander Journal     Open Access   (Followers: 2)
The Hopkins Review     Full-text available via subscription   (Followers: 2)
The Lion and the Unicorn     Full-text available via subscription   (Followers: 12)
The Literacy Trek     Open Access  
The Mark Twain Annual     Full-text available via subscription   (Followers: 2)
The New Yorker     Full-text available via subscription   (Followers: 31)
The Vernal Pool     Open Access  
Tirant : Butlletí informatiu i bibliogràfic de literatura de cavalleries     Open Access  
Tolkien Studies     Full-text available via subscription   (Followers: 10)
TradTerm     Open Access  
Traduire : Revue française de la traduction     Open Access   (Followers: 2)
TRANS : Revista de Traductología     Open Access   (Followers: 1)
Transalpina     Open Access  
Transfer : e-Journal on Translation and Intercultural Studies     Open Access   (Followers: 2)
Translation and Literature     Hybrid Journal   (Followers: 16)
Translation Review     Hybrid Journal   (Followers: 3)
Translation Studies     Hybrid Journal   (Followers: 24)
Translationes     Open Access   (Followers: 1)
Transmodernity : Journal of Peripheral Cultural Production of the Luso-Hispanic World     Open Access   (Followers: 4)
Transmotion     Open Access   (Followers: 22)
Transversal     Open Access  
Trasvases Entre la Literatura y el Cine     Open Access  
Trípodos     Open Access  
Tropelías : Revista de Teoría de la Literatura y Literatura Comparada     Open Access  
Tsafon : Revue Interdisciplinaire d'études Juives     Open Access   (Followers: 1)
Tulsa Studies in Women's Literature     Full-text available via subscription   (Followers: 7)
Turkish Review of Communication Studies     Open Access  
Tutur : Cakrawala Kajian Bahasa-Bahasa Nusantara     Open Access  
Tydskrif vir Letterkunde     Open Access  
Uncommon Culture     Open Access  
Unidiversidad     Open Access  
Urdimento : Revista de Estudos em Artes Cênicas     Open Access  
US Latino & Latina Oral History Journal     Full-text available via subscription  
Valenciana     Open Access  
Variants : Journal of the European Society for Textual Scholarship     Open Access  
Verba : Anuario Galego de Filoloxía     Full-text available via subscription  
Verba Hispanica     Open Access  
Vertimo studijos (Translation Studies)     Open Access   (Followers: 1)
Via Panorâmica : Revista de Estudos Anglo-Americanos     Open Access  
Victorian Literature and Culture     Hybrid Journal   (Followers: 22)
Victorian Poetry     Full-text available via subscription   (Followers: 11)
Vilnius University Open Series     Open Access  
Vision : Journal for Language and Foreign Language Learning     Open Access   (Followers: 1)
Vita Latina     Full-text available via subscription   (Followers: 2)
Voice and Speech Review     Hybrid Journal  
Voix et Images     Full-text available via subscription   (Followers: 1)
Vox Romanica     Full-text available via subscription   (Followers: 4)
Wacana     Open Access  
Wacana : Journal of the Humanities of Indonesia     Open Access   (Followers: 1)
Wasafiri     Hybrid Journal   (Followers: 4)
Werkwinkel : Journal of Low Countries and South African Studies     Open Access  
Western American Literature     Full-text available via subscription   (Followers: 4)
Wicazo Sa Review     Full-text available via subscription   (Followers: 1)
WikiJournal of Humanities     Open Access  
William Carlos Williams Review     Full-text available via subscription   (Followers: 1)
Word Structure     Hybrid Journal   (Followers: 2)
Writing Systems Research     Hybrid Journal   (Followers: 3)
Written Language & Literacy     Hybrid Journal   (Followers: 4)
WSQ: Women's Studies Quarterly     Full-text available via subscription   (Followers: 15)
Year's Work in English Studies     Hybrid Journal   (Followers: 19)
Yearbook of Ancient Greek Epic Online     Full-text available via subscription   (Followers: 1)
Yearbook of Langland Studies     Full-text available via subscription  
Zeitschrift fuer deutsches Altertum und Literatur     Full-text available via subscription   (Followers: 7)
Zeitschrift für Interkulturellen Fremdsprachenunterricht     Open Access   (Followers: 1)
Zeitschrift für Literaturwissenschaft und Linguistik     Hybrid Journal   (Followers: 1)
Zeitschrift für Wortbildung / Journal of Word Formation     Full-text available via subscription  
Zeszyty Cyrylo-Metodiańskie     Open Access   (Followers: 1)
Zibaldone : Estudios Italianos     Open Access  
Zutot     Hybrid Journal   (Followers: 1)
Œuvres et Critiques     Full-text available via subscription  
Известия Южного федерального университета. Филологические науки     Open Access  

  First | 1 2 3 4 5     

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Studies in Applied Linguistics & TESOL (SALT)
Number of Followers: 3  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2689-193X
Published by Columbia University Homepage  [11 journals]
  • The Effect of Language Aptitude on Recast-Driven L2 Morphosyntax
           Acquisition: An Overview

    • Authors: Ruirui Jia
      Abstract: The purpose of this paper is to review several studies on the effects of language aptitude on the recast-driven acquisition of L2 morphosyntax. Recasts are one of the most commonly used forms of corrective feedback in second language (L2) classrooms. It is clear from research that there are a variety of internal and external factors that affect the ability of L2 learners to benefit from recasting. Among those internal factors, working memory and language analytic ability, as two critical components of language aptitude, have gained increasing attention in recast studies. Given L2 learners’ variability in their ability to notice the gap and extrapolate grammatical rules, working memory and language analytic ability may be responsible for learners’ ability to attend to the recasts provided. By reviewing and synthesizing relevant research, the current literature review demonstrates that despite the inconsistent results and the need for further verification, working memory and language analytic ability, in general, tend to mediate recasts-driven L2 morphosyntax acquisition. Also, L2 learners have demonstrated a disposition to draw upon different components of language aptitude at different second language developmental stages and response to different types of corrective feedback.
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.9905
      Issue No: Vol. 22, No. 1 (2022)
       
  • Challenging Dominant Language Ideology in the Adult ESL Classroom: A Case
           Study

    • Authors: Gabriela Constantin-Dureci
      Abstract: In the United States, dominant language ideology validates the use of Standardized English as the only appropriate linguistic practice (Lippi-Green, 1994; Flores & Rosa, 2015). In educational settings, dominant language ideology manifests through the beliefs in language standardization and monolingualism (Farr & Song, 2011). The present case study investigates how dominant language ideology is manifested in the adult ESL classroom by examining the practices of one ESL teacher. The study employs multiple sources and modes of data (questionnaires, in-person observations, a semi-structured interview, and teaching artifacts) collected over multiple lessons. The study shows that the teacher generally resists dominant language ideology: she views students’ code-switching as a resource, rather than a deficit and does not associate Standardized English with correctness. Accordingly, incorporating language variation in the ESL classroom is viewed as a necessary teaching practice. Nevertheless, the teacher reinforces the notion of the monolingual native speaker as the authority for linguistic expertise and, thus, aligns with the tenets of dominant language ideology. Ultimately, by offering an account of the practices of one ESL teacher, the present study illuminates the ways in which teachers can resist dominant language ideology in the classroom and, thus, engage with critical language pedagogy.
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.8726
      Issue No: Vol. 22, No. 1 (2022)
       
  • Crosslinguistic Influence and Second Language Learning

    • Authors: Shan An
      Abstract: The multilingual turn in second language acquisition (SLA) research signals an epistemic reorientation of the field (Ortega, 2014). It manifests the move away from the monolingual bias that measures learner language with the idealized competence of native speakers as the yardstick. In so doing, the focus has shifted to disentangling the cognitive, linguistic, and psycholinguistic mechanisms involved in multilinguals’ language acquisition processes. Crosslinguistic influence (CLI) has been a prominent object of research since the 1980s, and new perspectives have been requested to reflect this multilingual turn (Odlin & Yu, 2016). McManus’s (2022) book, Crosslinguistic influence and second language learning, aims to advance new avenues of theorization and empirical research in CLI to answer the multilingual turn’s call.
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.9900
      Issue No: Vol. 22, No. 1 (2022)
       
  • Readers’ Credits for Volume 22, Issue 1

    • Authors: Peter Kim
      Abstract: Studies in Applied Linguistics & TESOL (SALT) would like to thank the following individuals for reviewing the contributions for Volume 22, Issue 1 (2022):
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.9904
      Issue No: Vol. 22, No. 1 (2022)
       
  • Documenting Change from a Conversation Analytic Perspective: Introduction
           to the Spring Forum

    • Authors: Carol Hoi Yee Lo, Kelly Katherine Frantz
      Abstract: Since its inception, Conversation Analysis (CA), which aims to describe the fine-grained machinery of talk (Sidnell, 2010), has uncovered an impressive range of “member’s methods”—how members of society accomplish social actions. The “lived work” of participants is, in fact, dynamic and complex: Facing new situations and unforeseen contingencies could inform how participants respond to similar situations in the future. And beyond tracing the emergence of new knowledge and practices, our understanding of member’s knowledge can also be extended by charting how novices of a community of practice develop competence and expand their repertoires. After all, novices do not become experts overnight; documenting the trajectories and evolutions of practices can provide important insights into the very process of becoming a competent member.
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.9896
      Issue No: Vol. 22, No. 1 (2022)
       
  • “It’s Not Scientific Enough”: Analyzing the Development of Academic
           Criticism in a Graduate Student Writer

    • Authors: Kelly Katherine Frantz
      Abstract: Academic criticism is a fundamental feature of scholarly discourse. It plays a key role in scientific theory building, whereby ideas are iteratively challenged and redrafted (Kuhn, 1962, 1970). It is also how individual scholars create a research space (see the CARS model, Swales, 1990) and establish themselves as members of the research community. Thus, for graduate student writers, the ability to engage in this practice is important for academic success and socialization into the discourse community. However, by definition, students are novices, so they may struggle to assume the role of disciplinary authority required to evaluate others’ works (Dobson & Feak, 2001; Hyland, 2002). Several scholars have explored the linguistic and rhetorical features of academic criticism (Hyland, 2000, 2002; Thompson & Yiyun, 1991) and how it varies across disciplines (Hyland, 2000; Salager-Meyer & Ariza, 2003), often with educational goals in mind (Belcher, 1995; Swales & Feak, 2004). And while some researchers have analyzed criticism in student texts (Cheng, 2006), we know little about how this practice develops over time. Additionally, given that existing studies focus on written criticism, we have yet to explore the nature of spoken criticism and how it is shaped in and through interaction. Thus, this paper adopts a conversation analytic framework to examine how a graduate student writer formulates spoken academic critique during writing consultations and how these formulations change over time.
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.9897
      Issue No: Vol. 22, No. 1 (2022)
       
  • Tracing Changes in a Gun Control Q&A: The Story of “One Hundred Round
           Magazine Drums”

    • Authors: Di Yu
      Abstract: In recent years, the US society has witnessed a sharp growth in political divide, particularly between those holding conservative and liberal views (Pew Research Center, 2014, 2017). Among the multitude of issues that the American people find divisive, the issue on gun regulation has been one of the most controversial ones (Pew Research Center, 2021) wherein attitudes towards guns vary drastically and are divided along partisan lines. Citizens take to platforms of civic participation such as town hall meetings to express concerns about such divisive issues and seek accountability from politicians. This analysis focuses on one such instance and documents how, with the focal issue of high-capacity firearms, both the citizen and politician adjust their next actions in this gun regulation discussion. Specifically, we observe how the citizen reformulates the notion of gun rights while the politician shifts the perspectives of his responses.
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.9898
      Issue No: Vol. 22, No. 1 (2022)
       
  • Socialization of Appropriate Classroom Behavior: A Micro-Longitudinal
           Conversation Analytic Account

    • Authors: Sean Hughes
      Abstract: According to Garfinkel and Sacks (1970), linguistic development is a fundamental tool by which children become competent members of society. While socialization in the home is key to children’s acquisition of cultural norms, school is another important setting in which children are socialized into their cultural environment (Schieffelin & Ochs, 1986). In this paper, I employ conversation analysis (CA) to examine how young children are socialized towards appropriate classroom behavior by a teacher’s upgraded use of directives, embodied directives, and finally, metacommentary. Specifically, this study focuses on the strategy one teacher uses within the span of a single class to get a misbehaving student to physically move back to her partner during group work.
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.9899
      Issue No: Vol. 22, No. 1 (2022)
       
  • An Interview with APPLE Lecture Speaker Dr. Paul D. Deane

    • Authors: Peter Kim, Jorge Beltrán, Soo Hyoung Joo
      Abstract: On February 25, 2022, the Studies in Applied Linguistics and TESOL (SALT) journal had the great pleasure of interviewing Dr. Paul D. Deane, the invited speaker for the 2022 APPLE Lectures Series hosted by the Applied Linguistics and TESOL Program at Teachers College, Columbia University. Dr. Deane was kind enough to take the time to speak about his research, his work on scenario-based assessment, automated scoring and his thoughts on cognition and L2 assessment.
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.9901
      Issue No: Vol. 22, No. 1 (2022)
       
  • An Interview with APPLE Lecture Speaker Dr. John McWhorter

    • Authors: Shan An, Ashley Beccia, Kelly Katherine Frantz, Carol Hoi Yee Lo
      Abstract: On May 9, 2022, the Studies in Applied Linguistics and TESOL (SALT) journal had the great pleasure of interviewing Dr. John McWhorter, the invited speaker for the 2022 APPLE Lecture Series hosted by the Applied Linguistics and TESOL Program at Teachers College, Columbia University. Dr. McWhorter kindly took the time to speak about his work on language change, dialects, and language use. He also shared his career trajectory, tips for connecting with a wider audience, and advice for junior scholars.
      PubDate: 2022-06-17
      DOI: 10.52214/salt.v22i1.9902
      Issue No: Vol. 22, No. 1 (2022)
       
 
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