Click here to download Language Learning's 60th anniversary conference podcasts! The podcasts explore Language as a Complex Adaptive System.

Language Learning

Published on behalf of the Language Learning Research Club at the University of Michigan

Edited by:
Nick C. Ellis - General Editor
Robert DeKeyser- Journal Editor
Scott Jarvis - Associate Journal Editor
Alister Cumming - Best of Language Learning Series Editor
Lourdes Ortega - Monograph Series Editor
John Schumann - LL-MPI Cognitive Neuroscience Series Editor

ISI Journal Citation Reports® Ranking: 2008: 12/112 Education & Educational Research; 14/68 Linguistics
Impact Factor: 1.545

Language Learning is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and semiotics. It is concerned with fundamental theoretical issues in language learning such as child, second, and foreign language acquisition, language education, bilingualism, literacy, language representation in mind and brain, culture, cognition, pragmatics, and intergroup relations. A subscription includes an annual supplement - a volume from the Best of Language Learning Series or the Language Learning Monograph Series - as well as a biennial monograph - the Language Learning-Max Planck Institute Cognitive Neurosciences Series.

TopNews and Announcements

Language Learning's 60th anniversary conference podcasts are available for download! Click here to download podcasts that explore Language as a Complex Adaptive System.

Online Content Now Available Back to Volume 1
All back issues of this journal are available online. Click here to browse contents and abstracts. For further information on how to access these issues please visit our Librarian Site.

Award-winning Articles and Monographs

• The 2009 Sage/International Language Testing Association (ILTA) award for the best book in the area of language testing/assessment is awarded to Tim McNamara and Carsten Roever for the Language Learning Monograph: Language Testing: The Social Dimension.
  
• The 2007 ACTFL-MLJ Paul Pimsleur Award for Research in Foreign Language Education has been awarded to Paul Toth for his article "Processing Instruction and a Role for Output in Second Language Acquisition," published in the 2006 volume of Language Learning.The American Council on the Teaching of Foreign Language's Paul Pimsleur Award for Research in Foreign Language Education is awarded on the basis of the quality of the research presented in the article and its potential impact on foreign language learning or teaching.
  
• The Language Learning Monograph, The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective, by Paul Seedhouse, won the Kenneth W. Mildenberger Prize from the Modern Language Association for the outstanding scholarly book of the year in the fields of language, culture, literacy or literature with strong application to the teaching of languages other than English.
  
• Kimberly Noels' article 'Learning Spanish as a Second Language: Learners' Orientations and Perceptions of Their Teachers' Communication Style', Language Learning 51, 107-144, was recognized by an award from the International Association for Language and Social Psychology: The Robert C. Gardner Award for Excellence in Second Language and Second Language Learning Research.
  
• John Norris and Lourdes Ortega were awarded the TESOL/Newbury House Award for Outstanding Research in the year 2000 for their article 'Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta Analysis,' Language Learning 50, 417-528. The same article earned Dr. Norris and Dr. Ortega the 2001 ACTFL-MLJ Pimsleur Award for the best research article on foreign language education.
  
• Rob Schoonen, Jan Hulstijn and Bart Bossers were awarded the 2000 ACTFL-MLJ Pimsleur Award for their article: 'Metacognitive and Language-Specific Knowledge in Native and Foreign Language Reading Comprehension: An Empirical Study Among Dutch Students in Grades 6, 8 and 10,' Language Learning 48, 71-106.
  
• J. Purpura was selected by the International Language Testing Association for its award for the best article on language testing in 1997 for his paper 'An analysis of the Relationships Between Test Takers' Cognitive and Metacognitive Strategy Use and Second Language Test Performance' Language Learning, 47, 289-325.

Grant Schemes
Language Learning supports scholarship and research in language studies by means of a variety of grant programs:

The Language Learning Dissertation Grant Program
The Language Learning Roundtable Conference Program
The Language Learning Distinguished Scholar-in-Residence Program
The Language Learning Small Grants Research Program
The Language Learning Visiting Research Assistant Professorship

These schemes are described in the frontmatter of the journal and on the Grants page.

Online production tracking now available through Author Services!
Visit the Author Services website for a wealth of information for all authors plus online production tracking for your article. Authors of articles in Language Learning can register to:

• track the production status of their article online
• choose to receive e-mail alerts on article status
• get free access to their article when it is published online

In addition, all authors visiting the site can access information and tips on:

• Article preparation
• Article submission
• Electronic artwork details
• And more features added over time!

NIH Public Access Mandate
For those interested in the Wiley-Blackwell policy on the NIH Public Access Mandate, please visit our policy statement.

TopHighlights

Supplements and Monographs

The Best of Language Learning Series is a biennial anthology synthesizing the findings of recent work on fundamental issues in language learning. Each volume features a new state-of-the-art review article by the volume editor and selected articles from recent issues of the journal along with updated statements by their authors on the significance of their research. These volumes are suitable for course adoption in graduate seminars related to bilingualism, language acquisition, second and foreign language education, literacy, culture, cognition, pragmatics, and intergroup relations.

Supplement for 2011. Volume 9 in the Best of Language Learning Series:
Task-Based Language Learning
Edited by Peter Robinson, Aoyama Gakuin University, Tokyo

Supplement for 2009. Volume 8 in the Best of Language Learning Series:
Language as a Complex Adaptive System - 60th Anniversary Special Issue
Edited by Nick C. Ellis and Diane Larsen-Freeman, University of Michigan

Supplement for 2007. Volume 7 in the Best of Language Learning Series:
Reading and Language Learning
Edited by Keiko Koda, Carnegie Mellon University

Supplement for 2005. Volume 6 in the Best of Language Learning Series:
Grammatical Development in Language Learning
Edited by Robert DeKeyser, University of Pittsburgh

Supplement for 2003. Volume 5 in the Best of Language Learning Series:
Attitudes, Orientations and Motivations in Language Learning
Edited by Zoltán Dörnyei

Supplement for 2001. Volume 4 in the Best of Language Learning Series:
Form-Focused Instruction and Second Language Learning
Edited by Rod Ellis, University of Auckland

Supplement for 2000. Volume 3 in the Best of Language Learning Series:
Phonological Issues in Language Learning
Edited by Jonathan Leather

The Language Learning Monograph Series appears biennially, alternating with the Best of Language Learning Series. Volumes in the series are authoritative statements by scholars who have led in the development of particular areas of research in the language sciences. The volumes review recent findings and current theoretical positions, present new data and interpretations, and point to new directions of research.

Supplement for 2008: Volume 6 in The Language Learning Monograph Series:
Discursive Practice in Language Learning and Teaching
By Richard F. Young, University of Wisconsin-Madison

Supplement for 2006. Volume 5 in the The Language Learning Monograph Series:
Language Testing: The Social Dimension
By Tim McNamara and Carsten Roever, University of Melbourne

Supplement for 2004. Volume 4 in the The Language Learning Monograph Series:
The Language Learning Monograph Series:
The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective
By Paul Seedhouse, University of Newcastle upon Tyne

Supplement for 2002. Volume 3 in the The Language Learning Monograph Series:
The Language Learning Monograph Series:
Pragmatic Development in a Second Language
By Gabriele Kasper, University of Hawai'i at Manoa, and Kenneth R. Rose, City University of Hong Kong

Supplement for 2000. Volume 2 in the The Language Learning Monograph Series:
The Language Learning Monograph Series:
Tense and Aspect in Second Language Acquisition: A Study of Form, Meaning, and Use
By Kathleen Bardovi-Harlig, Indiana University

Supplement for 1998. Volume 1 in the Language Learning Monograph Series:
The Neurobiology of Affect in Language Learning
By John H. Schumann, University of California, Los Angeles

The Language Learning-Max Planck Institute for Psycholinguistics Cognitive NeuroScience Series is published biennially. Volumes in this new series are based upon invitational conferences devoted to the neurobiology of language acquisition and language processing, bringing together broad areas of neuroscience, cognitive science, computational science and classical linguistic research as they affect and shape the study of language.

Supplement for 2008. Volume 2 in the Language Learning-Max Planck Institute for Psycholinguistics Cognitive NeuroScience Series:
Time to Speak: Cognitive and Neural Prerequisites for Time in Language
Edited by Peter Indefrey and Marianne Gullberg, Max Planck Institute for Psycholinguistics in Nijmegen

Supplement for 2006. Volume 1 in the Language Learning-Max Planck Institute for Psycholinguistics Cognitive NeuroScience Series:
The Cognitive Neuroscience of Second Language Acquisition
Edited by Marianne Gullberg and Peter Indefrey, Max Planck Institute for Psycholinguistics in Nijmegen