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Ade-Ojo, Gordon ORCID: https://orcid.org/0000-0002-1098-0765 (2012) Language and ideology: what is the pattern and direction of influence? In: Linguistics Colloquium, 16 May 2012, Department of Linguistics, University of South Africa, Pretoria, South Africa. (Unpublished)

Ade-Ojo, Gordon ORCID: https://orcid.org/0000-0002-1098-0765 (2014) Towards a functional curriculum model of social literacy: literacy for specific purposes. In: Duckworth, Vicky and Ade-Ojo, Gordon ORCID: https://orcid.org/0000-0002-1098-0765, (eds.) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, 1 . Routledge, London, UK, pp. 11-27. ISBN 9780415741248

Ade-Ojo, Gordon ORCID: https://orcid.org/0000-0002-1098-0765 (2013) Towards a functional curriculum model of social literacy: literacy for specific purposes. In: International Symposium on Comparative Sciences (ISCS), 8-11 Oct 2013, Sofia, Bulgaria. (Unpublished)

Ade-Ojo, Gordon ORCID: https://orcid.org/0000-0002-1098-0765 and Duckworth, Vicky (2014) Introduction: is practice keeping pace with theory? In: Duckworth, Vicky and Ade-Ojo, Gordon ORCID: https://orcid.org/0000-0002-1098-0765, (eds.) Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy. Routledge Research in Education, 1 . Routledge, London, UK, pp. 1-11. ISBN 9780415741248

Al-Khonaizi, Mohammed Taqi (1999) Natural Arabic language text understanding. PhD thesis, University of Greenwich.

Angelovska, T. and Benati, Alessandro (2013) Can adults and school-age native speakers of German process English simple past tense correctly? The effects of Processing Instruction and the age factor. In: Thinking, Doing, Learning: Usage Based Perspectives on Second Language Learning, 24-26 April 2013, Odense, Denmark.

Angelovska, Tanja and Benati, Alessandro (2012) The age factor: effects of processing instruction on the past simple tense. In: 8th BAAL Language Learning and Teaching Special Interest Group Conference. Beyond the beginner: sustaining second language learning, 4-5 Jul 2012, Oxford, UK. (Unpublished)

Angelovska, Tanja and Benati, Alessandro G. (2013) Processing instruction and the age factor: can adults and school-age native speakers of German process English simple past tense correctly? In: Lee, James F. and Benati, Alessandro G., (eds.) Individual Differences and Processing Instruction. Equinox Publishing Ltd., Sheffield, UK. ISBN 978-1845533434

Arche, Maria (2014) About the primitives of aspect across languages. Natural Language & Linguistic Theory, 32 (3). pp. 711-733. ISSN 0167-806X (Print), 1573-0859 (Online) (doi:10.1007/s11049-014-9242-z)

Arche, Maria (2018) Rethinking the syntax of aspect. Invited Talk Autonomous University of Barcelona. (Unpublished)

Arche, Maria (2018) Syntax, semantics and morphology in second language acquisition. Invited Keynote Lecture. (Unpublished)

Arche, Maria and Dominguez, Laura (2024) Chapter 16 - Viewpoint aspect. In: Ionin, Tania, Montrul, Silvina and Slabakova, Roumyana, (eds.) The Routledge Handbook of Second Language Acquisition, Morphosyntax and Semantics. Routledge - Taylor & Francis, New York. ISBN 978-1032535005

Arche, Maria J. (2009) Why do we struggle when we try to learn a language as adults? In: School of Humanities and Social Sciences Research Conference, 28 May 2009, University of Greenwich. (Unpublished)

Arche, Maria J. (2014) The construction of viewpoint aspect: the imperfective revisited. Natural Language & Linguistic Theory, 32 (3). pp. 791-831. ISSN 0167-806X (Print), 1573-0859 (Online) (doi:10.1007/s11049-013-9209-5)

Arche, Maria J. and Domínguez, Laura (2011) Morphology and syntax dissociation in SLA: A study on clitic acquisition in Spanish. In: Galani, Alexandra, Hicks, Glyn and Tsoulas, George, (eds.) Morphology and its Interfaces. Linguistik Aktuell / Linguistics Today (178). John Benjamins Publishing Company, Amsterdam, The Netherlands, pp. 291-320. ISBN 9789027255617

Arche, Maria J. and Domínguez, Laura (2008) Optionality in L2 grammars: the acquisition of SV/VS contrast in Spanish. Proceedings of the 32nd annual Boston University Conference on Language Development. BUCLD, 32 . Cascadilla Press, Somerville, MA, United States, pp. 96-107. ISBN 978-1-57473-184-2

Arche, Maria J., Domínguez, Laura and Myles, Florence (2011) Testing the predictions of the feature-assembly hypothesis: evidence from the L2 acquisition of Spanish aspect orphology. In: BUCLD 35: Proceedings of the 35th Annual Boston University Conference on Language Development. Cascadilla Press, Somerville, MA, USA, pp. 185-196. ISBN 978-1-57473-065-4 (pbk), 978-1-57473-165-1 (library binding) ISSN 1080-692X

Arche, Mariá J. (2018) The Seeds of Aspect. In: Invited Talk at Pompeu Fabra university, 22nd April 2018, Barcelona, Spain. (Unpublished)

Arche, María J. (2014) About the primitives of aspect across languages. Natural Language & Linguistic Theory, 32 (3). pp. 711-733. ISSN 0167-806X (Print), 1573-0859 (Online) (doi:10.1007/s11049-014-9242-z)

Arche, María J. (2009) [Book Review] The role of formal features in second language acquisition - edited by J. Liceras, H. Zobl, and H. Goodluck. International Journal of Applied Linguistics, 19 (1). pp. 99-105. ISSN 0802-6106 (Print), 1473-4192 (Online) (doi:10.1111/j.1473-4192.2009.00212.x)

Arche, María J. (2006) Individuals in time: tense, aspect and the individual/stage distinction. Linguistik Aktuell/Linguistics Today, 94 . John Benjamins Publishing Company, Amsterdam, The Netherlands. ISBN 978 90 272 3358 5 (hbk), 978 90 272 9334 3 (ebk)

Arche, María J. (2018) Mini Course on the Syntax & Semantics of Aspect. In: Invited_Mini Course on Aspect, 19/01/2018, University of Southampton. (Unpublished)

Arche, María J. (2012) On the aspectuality of the individual-level / stage-level dichotomy. Borealis: An International Journal of Hispanic Linguistics, 1 (2). pp. 109-132. ISSN 1893-3211 (doi:10.7557/1.1.2.2385)

Arche, María J., Fábregas, Antonio and Marin, Rafael Marín (2021) On event-denoting deadjectival nominalizations. The Linguistic Review, 38 (2). pp. 191-231. ISSN 0167-6318 (Print), 1613-3676 (Online) (doi:10.1515/tlr-2021-2063)

Arche, María J., Fábregas, Antonio and Marín, Rafael (eds.) (2019) The Grammar of Copulas Across Languages. Oxford Studies in Theoretical Linguistics . Oxford University Press (OUP), Oxford. ISBN 978-0198829850

B

Baillie, Justine ORCID: https://orcid.org/0000-0002-0056-9155 (2025) Fitzgerald, modernism, and race. In: Rattray, Laura and Wagner-Martin, Linda, (eds.) Bloomsbury Handbook to F. Scott Fitzgerald. Bloomsbury Handbooks . Bloomsbury Academic, London; New York, pp. 15-27. ISBN 978-1350429642; 1350429635-10 (In Press)

Baker-Kukona, Anuenue ORCID: https://orcid.org/0000-0003-4377-3057 (2021) Contextual constraints on the activation of lexical forms by nonlinguistic sounds. Journal of Experimental Psychology: Human Perception and Performance, 47 (7). pp. 963-976. ISSN 0096-1523 (doi:10.1037/xhp0000919)

Baker-Kukona, Anuenue ORCID: https://orcid.org/0000-0003-4377-3057 and Jordan, Adrian (2022) Online mouse cursor trajectories distinguish phonological activation by linguistic and nonlinguistic sounds. Psychonomic Bulletin & Review (30). pp. 362-372. (doi:10.3758/s13423-022-02153-6)

Benati, Alessandro (2001) Focus on form in the classroom. The role of different types of form-focused instructions on the acquisition of a second language: some theoretical, empirical and pedagogical issues. RiPLA / Rivista di Psicolinguistica Applicata / Journal of Applied Psycholinguistics, 1. pp. 161-179. ISSN 1592-1328 (Print), 1724-0646 (Online)

Benati, Alessandro (2011) Generalizability of processing instruction research. In: International Seminar on Instructed Second Language Learning, 12-13 May 2011, Departamento de Filologia Inglesa, Universitad del Pais Vasco, Spain. (Unpublished)

Benati, Alessandro (2010) Grammar Instruction and Processing Instruction in second language acquisition. Journal of Applied Linguistics, 26. pp. 43-58. ISSN 1107-0331

Benati, Alessandro (2010) Grammar instruction and processing instruction. In: Seminar Programme, 8 November 2010, University of Oxford, Dept. of Education. (Unpublished)

Benati, Alessandro (2011) Grammar instruction and processing instruction. In: Tokyo JALT, 20 Oct 2011, Tokyo, Japan. (Unpublished)

Benati, Alessandro (2010) Grammar instruction and processing instruction. In: Greek Applied Linguistics Association (GALA) One-day Colloquium Instructed Language Learning, 23 Oct 2010, Thessaloniki, Greece. (Unpublished)

Benati, Alessandro (2013) Individual differences and processing instruction: who benefits the most? In: BAAL Conference 2013, 5 Sep 2013, Edinburgh, UK. (Unpublished)

Benati, Alessandro (2013) Individual differences in instructed second language learning: working memory, aptitude and age differences. Equinox Publishing, Sheffield, UK. ISBN 9781845533434

Benati, Alessandro (2015) Input manipulations: Structured output and the centrality of meaning in grammar instruction. In: The role of grammar instruction, 24 March 2015, Thessaloniki, Greece. (Submitted)

Benati, Alessandro (2013) Input processing and Processing Instruction is second language acquisition. In: Invited Talk, 26 March, 2013, University of Pavia, Italy. (Unpublished)

Benati, Alessandro (2014) Input processing and processing instruction. In: Acqusizione e Didattica delle Lingue: University of Rome 3, 10-11 June, 2014. (Unpublished)

Benati, Alessandro (2012) Input processing and processing instruction: the story so far. In: Inaugural Professorial Lecture, 7 March, 2012, University of Greenwich, London, UK. (Unpublished)

Benati, Alessandro (2013) Input processing and processing instruction: the story so far. In: Dipartimento di Lingue e Letterature Straniere, Tirocinio Formativo Attivo (TFA), 27 March, 2013, Università degli Studi di Milano, Milan, Italy. (Unpublished)

Benati, Alessandro (2009) Issues in second language proficiency. Continuum, London. ISBN 9780826435156

Benati, Alessandro (2012) Key issues in language learning. In: Special Tagen lecture, 18 Oct 2012, Waseda University, Japan. (Unpublished)

Benati, Alessandro (2012) Key issues in second language acquisition. In: Invited Talk, 28 May 2012, The British University in Dubai (BUiD).

Benati, Alessandro (2009) Processing Instruction: investigating secondary and cumulative effects. In: Georgetown University Round Table on Languages and Linguistics: GURT 2009, 13-15 Mar 2009, Washington D.C., USA. (Unpublished)

Benati, Alessandro (2011) Processing instruction and interpretation discourse effects. In: American Association for Applied Linguistics Annual Conference 2011, 26-29 March 2011, Chicago, USA. (Unpublished)

Benati, Alessandro (2011) Processing instruction and interpretation discourse effects. In: Institute of International Education in London (IIEL) / The Council of Japanese Language Teaching (CJLT) conference, 13 Aug 2011, University of Greenwich, London. (Unpublished)

Benati, Alessandro (2011) Processing instruction and interpretation discourse-level effects. In: EUROSLA 21: The 21st Annual Conference of the European Second Language Association, 8-10 Sep 2011, Stockholm, Sweden. (Unpublished)

Benati, Alessandro (2013) Processing instruction and the effects of re-exposure. In: Interdisciplinary Linguistics Conference 2013 (ILinC 2013), 2 Nov 2013, Belfast, UK.

Benati, Alessandro (2015) Processing instruction research, theory and practical implications for the learning and teaching of English grammar to Chinese speakers. In: HKUST Conference, May 2015. (Unpublished)

Benati, Alessandro (2012) Reconsidering the role of grammar instruction. TYOchap’zine, 3. pp. 1-4.

Benati, Alessandro (2015) Rethinking grammar teaching. In: From Research to Practice: New insights into MFL learning and teaching in the primary and secondary phases, 3 Jul 2015, University of Greenwich, London, UK. (Submitted)

Benati, Alessandro (2014) Review of second language acquisition research. In: Special Invited Lecture at the Institute of International Education in London, 4 Mar 2014, London, UK. (Unpublished)

Benati, Alessandro (2005) Ricercazione nella classe di lingua: il modello sperimentale. Rassegna Italiana di Linguistica Applicata. pp. 53-73. ISSN 0033-9725 (doi:10.1400/57799)

Benati, Alessandro (2012) Sentence and Discourse-level effects of Processing Instruction on the acquisition of English third-person singular. In: American Association for Applied Linguistics Conference 2012, 26-29 Mar 2011, Chicago, USA. (Unpublished)

Benati, Alessandro (2013) What Processing Instruction really is. In: Workshop for Teacher trainees, 6 Dec 2013, University of Munich, Germany. (Unpublished)

Benati, Alessandro (2013) What Processing Instruction really is. In: Invited Talk, 9 Nov 2013, New York College, Athens, Greece. (Unpublished)

Benati, Alessandro (2000) What grammar? A comprehension-based approach to grammar instruction in foreign language teaching. Rassegna Italiana di Linguistica Applicata, 32 (2). pp. 109-127. ISSN 0033-9725

Benati, Alessandro (2001) A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense. Language Teaching Research, 5 (2). pp. 95-127. ISSN 1362-1688 (Print), 1477-0954 (Online) (doi:10.1177/136216880100500202)

Benati, Alessandro (2006) The effects of Processing Instruction and meaning output-based instruction on the acquisition of the Italian subjunctive of boubt and opinion. In: Kiely, Richard, Rea-Dickins, Pauline, Woodfield, Helen and Clibbon, Gerald, (eds.) Culture and Identity in Applied Linguistics. Equinox, London, UK, pp. 181-198. ISBN 9781845532192

Benati, Alessandro (2007) The effects of Processing Instruction on the lexical preference principle: generalizability of indings. RiPLA Rivista di Psicolinguistica Applicata Journal of Applied Psycholinguistics, 1-2. pp. 93-104. ISSN 1592-1328 (Print), 1724-0646 (Online)

Benati, Alessandro (2004) The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness, 13 (2). pp. 67-80. ISSN 0965-8416 (Print), 1747-7565 (Online) (doi:10.1080/09658410408667087)

Benati, Alessandro (2005) The effects of processing instruction, traditional instruction and meaning—output instruction on the acquisition of the English past simple tense. Language Teaching Research, 9 (1). pp. 67-93. ISSN 1362-1688 (Print), 1477-0954 (Online) (doi:10.1191/1362168805lr154oa)

Benati, Alessandro (2015) The effects of re-exposure to instruction and the use of discourse-level interpretation tasks on processing instruction and the Japanese passive. International Review of Applied Linguistics in Language Teaching (IRAL), 53 (2). pp. 127-150. ISSN 0019-042X (Print), 1613-4141 (Online) (doi:10.1515/iral-2015-0007)

Benati, Alessandro (2011) A guidebook for language teaching. High Commissioner For Minority Languages & British Council Macedonia, Macedonia.

Benati, Alessandro (2003) The role of explicit instruction in instructed second language acquisition: new data from Italian. RiPLA Rivista di Psicolinguistica Applicata Journal of Applied Psycholinguistics, 2-3. pp. 144-153. ISSN 1592-1328 (Print), 1724-0646 (Online) (doi:10.1400/19186)

Benati, Alessandro and Angelovska, Tanja (2015) The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands. International Review of Applied Linguistics in Language Teaching (IRAL), 53 (2). pp. 249-269. ISSN 0019-042X (Print), 1613-4141 (Online) (doi:10.1515/iral-2015-0012)

Benati, Alessandro and Batziou, Maria (2017) The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms. International Review of Applied Linguistics in Language Teaching (IRAL), 57 (3). pp. 265-287. ISSN 0019-042X (Print), 1613-4141 (Online) (doi:10.1515/iral-2016-0038)

Benati, Alessandro and Lee, James F. (2007) Delivering processing instruction in classroom and virtual contexts. Research and practice . Equinox Publishing Ltd., London. ISBN 978-1845532475

Benati, Alessandro and Lee, James F. (2015) Introduction to the Special Issue. International Review of Applied Linguistics in Language Teaching, 53 (2). pp. 87-90. ISSN 0019-042X (Print), 1613-4141 (Online) (doi:10.1515/iral-2015-0004)

Benati, Alessandro and Lee, James F. (2009) Measuring Processing Instruction secondary effects. In: Second Language Processing and Parsing: State of the Science, 21-24 May 2009, Texas Tech University, USA.

Benati, Alessandro and Rastelli, Stefano (2013) Input processing theory: imparare a processare la seconda lingua. In: Rastelli, Stefano, (ed.) Il processing nella seconda lingua: teorie, dati sperimentali, didattica. Biblioteca di testi e studi (867). Carocci editore, Rome, Italy, pp. 139-156. ISBN 9788843066766

Benati, Alessandro and Romero-Lopez, Paula (2004) The effects of structured input activities and explicit information on the acquisition of gender agreement in Italian and the simple past in Spanish. In: Baynham, Mike, Deignan, Alice and White, Goodith, (eds.) Applied Linguistics at the Interface. Equinox, London, UK, pp. 29-46. ISBN 9781904768579

Benati, Alessandro G. (2013) The Input Processing Theory in second language acquisition. In: del Pilar García Mayo, María, Junkal Gutierrez Mangado, María and Martínez Adrián, María, (eds.) Contemporary Approaches to Second Language Acquisition. AILA Applied Linguistics Series (9). John Benjamins B. V., Amsterdam, The Netherlands, pp. 93-110. ISBN 978 90 272 0525 4 (doi:10.1075/aals.9.08ch5)

Benati, Alessandro G. (2009) Japanese language teaching: a communicative approach. Continuum International Publishing Group, London / New York. ISBN 9780826498816 (hbk), 9780826498823 (pbk)

Benati, Alessandro G. (2015) Key methods in second language acquisition research. Equinox Publishing Ltd., Sheffield, UK. ISBN 9781781792407

Benati, Alessandro G. (2015) Second language research: Key methodological frameworks. Mouton Textbook . Walter de Gruyter GmbH, Berlin, Germany. ISBN 978-1-61451-404-6

Benati, Alessandro G. and Lee, James F. (2008) Grammar acquisition and processing instruction: Secondary and cumulative effects. Second Language Acquisition . Multilingual Matters, Bristol, UK. ISBN 9781847691040

Benati, Alessandro G. and Lee, James F. (2010) Processing instruction and discourse. Continuum Studies in Linguistics . Continuum International Publishing Group, London, UK. ISBN 9780826434968

Benati, Alessandro G., Lee, James F. and Laval, Cecile (2008) From processing instruction on the acquisition of French imparfait to secondary transfer-of-training effects on French subjunctive and to cumulative transfer-of-training effect with French causative constructions. In: Benati, Alessandro G. and Lee, James F., (eds.) Grammar Acquisition and Processing Instruction: Secondary and Cumulative Effects. Second Language Acquisition . Multilingual Matters, Bristol, UK, pp. 121-157. ISBN 978-1-84769-104-0 (hbk), 978-1847691033 (pbk)

Benati, Alessandro G., Lee, James F. and Laval, Cecile (2011) Secondary and cumulative effects in attaining L2 proficiency in the classroom: the acquisition of French. In: Benati, Alessandro G., (ed.) Issues in Second Language Proficiency. Continuum International Publishing Group, London / New York, pp. 189-201. ISBN 978-0-8264-3515-6 (hbk), 9781441182326 (pbk)

Benati, Alessandro G. and VanPatten, Bill (2015) Key terms in second language acquisition. Key Terms . Bloomsbury Publishing, London, UK. ISBN 9781474227513

Benati, Alessandro Giovanni (1999) A comparative study of the effects of processing instruction and output-based instruction on the acquisition of Italian future tense. PhD thesis, University of Greenwich.

Benati, Alessandro Giovanni and Bertinelli, Fiorella Liverani (2001) Grammatica: Perché? Quando? Come? Modelli di insegnamento della lingua italiana come lingua straniera o L2: il caso del processing instruction. Other. Edizioni Guerra, Perugia, Italy.

Benati, Alessandro Giovanni, VanPatten, Bill and Wong, Wynne (2005) Il modello input processing & processing instruction: teoria e sperimentazione nell'acquisizione dell'italiano come lingua straniera (The model input processing & processing instruction: theory and experimentation in the acquisition of Italian as a foreign language). Linguistica e psicolinguistica . Armando Editore, Rome, Italy. ISBN 9788883587870

Bisson, Marie-Josée ORCID: https://orcid.org/0000-0002-9539-6508, Baker-Kukona, Anuenue ORCID: https://orcid.org/0000-0003-4377-3057 and Lengeris, Angelos (2021) An ear and eye for language: mechanisms underlying second language word learning. Bilingualism: Language and Cognition, 24 (3). pp. 549-568. ISSN 1366-7289 (Print), 1469-1841 (Online) (doi:10.1017/S1366728920000723)

Bowes, Neil Simon ORCID: https://orcid.org/0000-0002-9189-0322 (2024) The Possibility of fact: sketching an origin for the performative. In: Twitchin, Mischa, (ed.) Wittgenstein and Performance: You'd be Surprised, Ed. Misc ha Twitchin, Rowman and Littlefield, 2024. Rowman & Littlefield, Lanham; Boulder; New York; London, pp. 27-44. ISBN 978-1538175095; 978-1538175101; 1538175096

Bowes, Neil Simon ORCID: https://orcid.org/0000-0002-9189-0322 (2022) An art like nature: theatre environment as territory in Tim Spooner performances. Journal of Contemporary Drama in English, 10 (1). pp. 1-15. ISSN 2195-0156 (Print), 2195-0164 (Online) (doi:10.1515/jcde-2022-0005)

Bozzi, Nicola ORCID: https://orcid.org/0000-0003-1506-8078 (2024) Platforming the Joe Rogan Experience: cancel culture, comedy, and infrastructure. Television and New Media. pp. 1-14. ISSN 1527-4764 (Print), 1552-8316 (Online) (doi:10.1177/15274764241277476)

Brown, Helen, Smith, Kenny, Samara, Anna ORCID: https://orcid.org/0000-0001-6503-5181 and Wonnacott, Elizabeth (2021) Semantic cues in language learning: an artificial language study with adult and child learners. Language, Cognition and Neuroscience, 37 (4). pp. 509-531. ISSN 2327-3798 (doi:10.1080/23273798.2021.1995612)

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Calle-Gruber, Mireille, Rabourdin, Caroline ORCID: https://orcid.org/0000-0002-9694-0384, Lewis, Sophie and Chrislip, Matthew (2023) The Essay as rewriting. [Artefact]

Caravolas, Markéta and Samara, Anna ORCID: https://orcid.org/0000-0001-6503-5181 (2014) Learning to read and spell words in different writing systems. In: Pollatsek, Alexander and Treiman, Rebecca, (eds.) The Oxford Handbook of Reading. Oxford Library of Psychology . Oxford University Press, pp. 326-343. ISBN 978-0199324576 (doi:10.1093/oxfordhb/9780199324576.013.21)

Chopra, Priti (2002) [Book Review] Jones et al. (eds) (1999) Students writing in the University: Cultural and epistemological issues. Amsterdam: John Benjamins BAAL Newsletter (Autumn 2002). British studies in applied linguistics (newsletter), 72.

Colomer Dominguez, Vicens ORCID: https://orcid.org/0000-0001-6672-3824 (2022) Prólogo. In: Montes, Carlos Soler, Díaz-Bravo, Rocío and Colomer Dominguez, Vicens ORCID: https://orcid.org/0000-0001-6672-3824, (eds.) Avances Investigadores y Pedagógicos sobre la Enseñanza del Español. Research-publishing.net, Online, XI-XIII. ISBN 978-2383720065; 978-2383720072; 978-2383720089 (doi:10.14705/rpnet.2022.58.1395)

Colomer Dominguez, Vicens ORCID: https://orcid.org/0000-0001-6672-3824, Navas, Raquel and González, Leticia Villamediana (eds.) (2024) ELEUK en Acción: reflexiones pedagógicas e investigadoras. Instituto Cervantes Virtual, Centro de publicaciones virtuales del Instituto Cervantes, Madrid, Spain. ISBN 978-1399991025

Costantino, Anna (2024) Chapter 13. Developing the artistry of language teaching through practitioner research. In: King, Helen, (ed.) The Artistry of Teaching in Higher Education: Practical Ideas for Developing Creative Academic Practice. Routledge - Taylor & Francis Group, London, pp. 193-208. ISBN 978-1003437826; 978-1032569529; 1032569522 (doi:10.4324/9781003437826-17)

Costantino, Anna (2023) Exploring the multimodal affordances of pedagogical materials and activities for an inclusive and transformative language pedagogy. In: Dominquez Romero, Elena, Bobkina, Jelena, Stefanova, Stefanova Radoulska and Herrero, Carmen, (eds.) Rethinking multimodal literacy in theory and practice. Peter Lang, Berlin, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, pp. 37-57. ISBN 978-3631901380, 978-3631901397, 978-3631853917 (doi:10.3726/b20792)

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Davies, Rosamund ORCID: https://orcid.org/0000-0001-8645-8271 (2009) Digital intimacies: aesthetic and affective strategies in the production and use of online video. In: Ephemeral Media Workshop, 23-24 Jun 2009, Nottingham University. (Unpublished)

Davies, Rosamund ORCID: https://orcid.org/0000-0001-8645-8271 (2011) Digital intimacies: aesthetic and affective strategies in the production and use of online video. In: Grainge, Paul, (ed.) Ephemeral Media: Transitory Screen Culture from Television to YouTube. Palgrave Macmillan, Basingstoke, UK, pp. 214-227. ISBN 9781844574353

Davies, Rosamund ORCID: https://orcid.org/0000-0001-8645-8271 (2011) Narrative analysis and the design of technologies to support research. In: Hypertext 2011 Narrative Workshop, 6 Jun 2011, Eindhoven, The Netherlands.

Dippold, Doris, Bridges, Stephanie, Eccles, Sue and Mullen, Emma (2019) Taking ELF off the shelf: Developing HE students' speaking skills through a focus on English as a lingua franca. Linguistics and Education, 54:100761. ISSN 0898-5898 (doi:10.1016/j.linged.2019.100761)

Dominguez, Laura and Arche, Maria J (2021) The ‘comparative logic’ and why we need to explain interlanguage grammars. Frontiers in Psychology, 12:717635. ISSN 1664-1078 (Print), 1664-1078 (Online) (doi:10.3389/fpsyg.2021.717635)

Dominguez, Laura, Arche, Maria J. and Myles, Florence (2011) Testing the predictions of the Feature Assembly Hypothesis (FAH): evidence from the L2 acquisition of Spanish aspect morphology. In: BUCLD 35: Proceedings of the 35th annual Boston University Conference on Language Development. Cascadilla Press, Somerville, MA, USA, pp. 183-196. ISBN 9781574731651

Dominguez, Laura, Tracy-Ventura, Nicole, Mitchell, Ros, Myles, Florence and Arche, Maria J. (2009) Eliciting evidence on tense and aspect in L2 Spanish: a learner corpus approach. In: 13th Hispanic Linguistics Symposium, 21-24 Oct 2009, Universidad de Puerto Rico, San Juan, Puerto Rico. (Unpublished)

Domínguez, Laura and Arche, María J. (2014) Subject inversion in non-native Spanish. Lingua, 145. pp. 243-265. ISSN 0024-3841 (doi:10.1016/j.lingua.2014.04.004)

Domínguez, Laura, Tracy-Ventura, Nicole, Arche, María J., Mitchell, Rosamond and Myles, Florence (2012) The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology. Bilingualism: Language and Cognition, 16 (3). pp. 558-577. ISSN 1366-7289 (Print), 1469-1841 (Online) (doi:10.1017/S1366728912000363)

Duckworth, Vicky and Ade-Ojo, Gordon ORCID: https://orcid.org/0000-0002-1098-0765 (eds.) (2014) Landscapes of specific literacies in contemporary society: exploring a social model of literacy. Routledge Research in Education, 1 . Routledge, London, UK. ISBN 9780415741248

Dunlop, Jane Frances ORCID: https://orcid.org/0009-0000-4350-5381 (2023) Sonic Wandering in New Landscapes. Gertrude Stein and sonic performativity in Eglė Budvytytė’s Songs from the Compost: mutating bodies, exploding stars. In: Performing Studies international conference (PSi) #28 Uhambo Luyazilawula: Embodied Wandering Practices, 2nd - 5th Aug, 2023, Johannesburg. (Unpublished)

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Fleetwood, Jennifer ORCID: https://orcid.org/0000-0002-6348-4810 (2024) What We Talk About When We Talk About Crime. Notting Hill Editions, Broadhembury, Honiton UK. ISBN 978-1912559534

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Liszka, Sarah Ann (2009) Associating meaning to form in advanced L2 speakers: An investigation into the acquisition of the English present simple and present progressive. In: Snape, Neal, Leung, Yan-kit Ingrid and Sharwood Smith, Michael, (eds.) Representational Deficits in SLA: Studies in honor of Roger Hawkins. Language Acquisition and Language Disorders (47). John Benjamins Publishing Company, Amsterdam, Netherlands, pp. 229-246. ISBN 9789027253088

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McLaughlin, James ORCID: https://orcid.org/0000-0002-2146-6884, Weston, Sarah, Turner, Jane and Condron, Aiden (2024) Special Issue: Theatre, Dance and Performance Training, Volume 15, Issue 2 (2024). Taylor and Francis Group - Routledge, Abingdon, UK.

Miller, Denise A. ORCID: https://orcid.org/0000-0001-9947-0616 (2024) BPS updates, Teaching and Learning: ‘I understand the power of words to both uplift and hold back.’ Dr Denise Miller on her journey to being awarded a National Teaching Fellowship by Advance HE. The Psychologist - The British Psychological Society (BPS).

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Nissan, Ephraim (1999) Using the CuPros metarepresentation language for defining flexible nested-relation structures for monolingual and multilingual terminological databases. In: EAFT Conference on Co-operation in the Field of Terminology in Europe, 17-19 May 1999, Paris, France. (Unpublished)

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