Example of Studies in Second Language Acquisition format
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Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format
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Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format Example of Studies in Second Language Acquisition format
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open access Open Access
recommended Recommended

Studies in Second Language Acquisition — Template for authors

Categories Rank Trend in last 3 yrs
Language and Linguistics #15 of 879 up up by 12 ranks
Linguistics and Language #16 of 935 up up by 16 ranks
Education #62 of 1319 up up by 24 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 149 Published Papers | 847 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 21/07/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

5.7

8% from 2019

CiteRatio for Studies in Second Language Acquisition from 2016 - 2020
Year Value
2020 5.7
2019 5.3
2018 4.1
2017 3.8
2016 4.7
graph view Graph view
table view Table view

2.207

32% from 2019

SJR for Studies in Second Language Acquisition from 2016 - 2020
Year Value
2020 2.207
2019 3.238
2018 1.871
2017 1.516
2016 2.066
graph view Graph view
table view Table view

2.186

21% from 2019

SNIP for Studies in Second Language Acquisition from 2016 - 2020
Year Value
2020 2.186
2019 2.759
2018 1.834
2017 1.477
2016 2.027
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 8% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has decreased by 32% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has decreased by 21% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Studies in Second Language Acquisition

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Cambridge University Press

Studies in Second Language Acquisition

Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of issues in second and foreign language acquisition of any language. Each volume contains four issues, one of which is generally devoted to a current topic...... Read More

Language and Linguistics

Linguistics and Language

Education

Arts and Humanities

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Last updated on
21 Jul 2020
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ISSN
0272-2631
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Impact Factor
High - 1.811
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
unsrt
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Citation Type
Numbered
[25]
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Bibliography Example
G E Blonder, M Tinkham, and T M Klapwijk. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys. Rev. B, 25(7):4515–4532, 1982. 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1017/S0272263197001034
Corrective feedback and learner uptake
Roy Lyster1, Leila Ranta2

Abstract:

This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed using a model developed for... This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed using a model developed for the study and comprising the various moves in an error treatment sequence. Results include the frequency and distribution of the six different feedback types used by the four teachers, in addition to the frequency and distribution of different types of learner uptake following each feedback type. The findings indicate an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair. Four other feedback types—elicitation, metalinguistic feedback, clarification requests, and repetition—lead to student-generated repair more successfully and are thus able to initiate what the authors characterize as the negotiation of form. read more read less

Topics:

Corrective feedback (64%)64% related to the paper, Focus on form (51%)51% related to the paper
View PDF
1,852 Citations
open accessOpen access Journal Article DOI: 10.1017/S0272263102002024
Frequency Effects in Language Processing: A Review with Implications for Theories of Implicit and Explicit Language Acquisition.
Nick C. Ellis1

Abstract:

This article shows how language processing is intimately tuned to input frequency. Examples are given of frequency effects in the processing of phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, language comprehension, grammaticality, sentence production, and syntax. The implications of these... This article shows how language processing is intimately tuned to input frequency. Examples are given of frequency effects in the processing of phonology, phonotactics, reading, spelling, lexis, morphosyntax, formulaic language, language comprehension, grammaticality, sentence production, and syntax. The implications of these effects for the representations and developmental sequence of SLA are discussed. Usage-based theories hold that the acquisition of language is exemplar based. It is the piecemeal learning of many thousands of constructions and the frequency-biased abstraction of regularities within them. Determinants of pattern productivity include the power law of practice, cue competition and constraint satisfaction, connectionist learning, and effects of type and token frequency. The regularities of language emerge from experience as categories and prototypical patterns. The typical route of emergence of constructions is from formula, through low-scope pattern, to construction. Frequency plays a large part in explaining sociolinguistic variation and language change. Learners' sensitivity to frequency in all these domains has implications for theories of implicit and explicit learning and their interactions. The review concludes by considering the history of frequency as an explanatory concept in theoretical and applied linguistics, its 40 years of exile, and its necessary reinstatement as a bridging variable that binds the different schools of language acquisition research. read more read less

Topics:

Second-language acquisition (62%)62% related to the paper, Language acquisition (61%)61% related to the paper, Grammaticality (58%)58% related to the paper, Word lists by frequency (56%)56% related to the paper, Phonotactics (56%)56% related to the paper
View PDF
1,545 Citations
open accessOpen access Journal Article DOI: 10.1017/S0272263100004022
The Robustness of Critical Period Effects in Second Language Acquisition.
Robert DeKeyser1

Abstract:

This study was designed to test the Fundamental Difference Hypothesis (Bley-Vroman, 1988), which states that, whereas children are known to learn language almost completely through (implicit) domain-specific mechanisms, adults have largely lost the ability to learn a language without reflecting on its structure and have to... This study was designed to test the Fundamental Difference Hypothesis (Bley-Vroman, 1988), which states that, whereas children are known to learn language almost completely through (implicit) domain-specific mechanisms, adults have largely lost the ability to learn a language without reflecting on its structure and have to use alternative mechanisms, drawing especially on their problem-solving capacities, to learn a second language. The hypothesis implies that only adults with a high level of verbal analytical ability will reach near-native competence in their second language, but that this ability will not be a significant predictor of success for childhood second language acquisition. A study with 57 adult Hungarian-speaking immigrants confirmed the hypothesis in the sense that very few adult immigrants scored within the range of child arrivals on a grammaticality judgment test, and that the few who did had high levels of verbal analytical ability; this ability was not a significant predictor for childhood arrivals. This study replicates the findings of Johnson and Newport (1989) and provides an explanation for the apparent exceptions in their study. These findings lead to a reconceptualization of the Critical Period Hypothesis: If the scope of this hypothesis is limited to implicit learning mechanisms, then it appears that there may be no exceptions to the age effects that the hypothesis seeks to explain. read more read less

Topics:

Critical period hypothesis (63%)63% related to the paper, Second-language acquisition (61%)61% related to the paper, Developmental linguistics (61%)61% related to the paper, Second-language attrition (58%)58% related to the paper, Implicit learning (52%)52% related to the paper
View PDF
1,213 Citations
open accessOpen access Journal Article DOI: 10.1017/S0272263100015047
The Influence of Planning and Task Type on Second Language Performance
Pauline Foster1, Peter Skehan1

Abstract:

This study focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. Characteristics of tasks are discussed, and then a framework is offered that can organize the nature of task-based instruction and relevant research. The framework is used to generate predict... This study focuses on the impact of different variables on the nature of language performance in the context of task-based instruction. Characteristics of tasks are discussed, and then a framework is offered that can organize the nature of task-based instruction and relevant research. The framework is used to generate predictions regarding the effects of three different tasks (Personal Information Exchange, Narrative, and Decision-Making) and three different implementation conditions for each task (unplanned, planned but without detail, detailed planning) on the variables of fluency, complexity, and accuracy. The study reports strong effects of planning on fluency and clear effects also on complexity, with a linear relationship between degree of planning and degree of complexity. However, a more complex relationship was discovered between planning and accuracy, with the most accurate performance produced by the less detailed planners. In addition, interactions were found between task type and planning conditions, such that the effects of planning were greater with the Narrative and Decision-Making tasks than with the Personal Information Exchange task. The results are discussed in terms of an attentional model of learning and performance and highlight the importance of tradeoff effects between the goals of complexity and accuracy in the context of the use of limited capacity attentional resources. The study contributes to the development of cognitive models of second language performance and addresses a number of pedagogic issues. read more read less

Topics:

Task (project management) (57%)57% related to the paper, Fluency (55%)55% related to the paper, Context effect (52%)52% related to the paper, Language assessment (52%)52% related to the paper, Second-language attrition (51%)51% related to the paper
View PDF
986 Citations
open accessOpen access Journal Article DOI: 10.1017/S0272263100009165
Maturational Constraints on Language Development
Michael H. Long1

Abstract:

This article reviews the second language research on age-related differences, as well as first language work needed to disambiguate some of the findings. Five conclusions are drawn, (a) Both the initial rate of acquisition and the ultimate level of attainment depend in part on the age at which learning begins. (b) There are s... This article reviews the second language research on age-related differences, as well as first language work needed to disambiguate some of the findings. Five conclusions are drawn, (a) Both the initial rate of acquisition and the ultimate level of attainment depend in part on the age at which learning begins. (b) There are sensitive periods governing language development, first or second, during which the acquisition of different linguistic abilities is successful and after which it is irregular and incomplete. (c) The age-related loss in ability is cumulative (not a catastrophic one-time event), affecting first one linguistic domain and then another, and is not limited to phonology, (d) The deterioration in some individuals begins as early as age 6—not at puberty as is often claimed. (e) Affective, input, and current cognitive explanations for the reduced ability are inadequate. The capacity for language development is maturationally constrained, and its decline probably reflects a progressive loss of neural plasticity, itself possibly associated with increasing myelination. read more read less

Topics:

Developmental linguistics (62%)62% related to the paper, Critical period hypothesis (59%)59% related to the paper, Second-language attrition (57%)57% related to the paper, Language acquisition (55%)55% related to the paper, First language (55%)55% related to the paper
View PDF
942 Citations
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3. Can I cite my article in multiple styles in Studies in Second Language Acquisition?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Studies in Second Language Acquisition citation style.

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5. Can I use a manuscript in Studies in Second Language Acquisition that I have written in MS Word?

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12. Is Studies in Second Language Acquisition's impact factor high enough that I should try publishing my article there?

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13. What is Sherpa RoMEO Archiving Policy for Studies in Second Language Acquisition?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Studies in Second Language Acquisition. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Studies in Second Language Acquisition?

The 5 most common citation types in order of usage for Studies in Second Language Acquisition are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

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16. Can I download Studies in Second Language Acquisition in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Studies in Second Language Acquisition Endnote style according to Elsevier guidelines.

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