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Handbook of Research in Second Language Teaching and Learning: Volume 3

The Handbook of Research in Second Language Teaching and Learning: Volume 3 is now in press.
The Table of Contents is available for download here: Handbook-V3_TOC.pdf

Articles

A few PDF files of published articles:

new Chapter 7: Teaching academic vocabulary, collocations,and pre-fabs, from Effective Curriculum for Teaching Second Language Writing. Routledge, (2015)

new Front Matter, Effective Curriculum for Teaching Second Language Writing. Routledge, (2015)

Front Matter, Handbook of Research in Second Language Teaching and Learning, Volume 3. Routledge, (2017)

Prioritizing Grammar to Teach or Not to Teach: A Research Perspective. In E. Hinkel, (Ed.), Handbook of Research in Second Language Teaching and Learning, Volume 3. Routledge, (2017) 369-383.

Descriptive versus prescriptive grammar. In H. Nassaji, (Ed.), TESOL Encyclopedia of English Language Teaching. Wiley, (2016)) (online, by subscription)

Error analysis. In H. Nassaji, (Ed.), TESOL Encyclopedia of English Language Teaching. Wiley, (2016)) (online, by subscription)

Practical grammar teaching: Grammar constructions and their relatives. In E. Hinkel (Ed), Teaching English Grammar to Speakers of Other Languages, (edited). Routledge, Routledge, (2016), 171-199.

List of Contributors for E. Hinkel (Ed), Teaching English Grammar to Speakers of Other Languages, (edited). Routledge, Routledge, (2016)

Research findings on teaching grammar for academic writing, English Teaching, 68/4, (2013) 3-22.

Culture and pragmatics in language teaching and learning. In M. Celce-Murcia, D. Brinton, & M. Snow (Eds.), Teaching English as a Second or Foreign Language, 4th ed. Heinle & Heinle, (2014, invited) 394-408.

L2 tense and time reference. TESOL Quarterly, 26/3, (1992) 556-572.

Cognitive code learning. In N. Seel, (Ed.), Encyclopedia of the Sciences of Learning. Springer, (2012) 625-626.

Learning to write in a second language. In N. Seel, (Ed.), Encyclopedia of the Sciences of Learning. Springer, (2012) 2002-2004.

Culture in second language learning. In N. Seel, (Ed.), Encyclopedia of the Sciences of Learning. Springer, (2012) 882-885.

Hinkel, E. (2012). Innovative and efficient construction grammar. Selected Papers from the 21st International Symposium on English Teaching. English Teachers' Association, Republic of China (ETA-ROC), Taipei, 51-59.

Hinkel, E. (2010). Integrating the four skills: Current and historical perspectives. In R.B. Kaplan (Ed.), Oxford Handbook in Applied Linguistics, (pp. 110-126). 2nd ed. Oxford University Press.

Language teaching curricula. In J. Hattie & E. Anderman (Eds.), International Handbook of Student Achievement. Routledge, (2013, invited), 310-313.

Hinkel, E. (2011). What research on second language writing tells us and what it doesn't.  In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning Volume 2 (pp 523-538). New York:Routledge.
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Hinkel, E. (2009). The effects of essay topics on modal verb uses in L1 and L2 academic writing. Journal of Pragmatics. 41/4, pp 667-683

Hinkel, E. (2006). Current perspectives on teaching the four skills. TESOL Quarterly, 40 (1), 109-131.

Hinkel, E. (2005). Analyses of L2 text and what can be learned from them. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning, Lawrence Erlbaum Associates, 615-628.

Hinkel, E. (2005). Hedging, inflating, and persuading in L2 academic writing. Applied Language Learning, 14/2, 29-54.

Hinkel, E. (2004). Tense, aspect, and the passive voice in L1 and L2 academic texts.  Language Teaching Research, 8/1, 5-29.

Hinkel, E. (2003). Adverbial markers and tone in L1 and L2 students' writing. Journal of Pragmatics, 35, 1049-1068.

Hinkel, E. (2003). Simplicity without elegance: Features of sentences in L2 and L1 academic texts. TESOL Quarterly, 37, 275-301.

Hinkel, E. (2002). Expressions of L1 literacy in L2 writing. In D.S. Li (Ed.), Discourses in search of members: Festschrift in honor of Ronald Scollon's 60th birthday (pp. 465-482). Greenwood, CT: Ablex.

Hinkel, E. (2002). Teaching grammar in writing classes: Tenses and cohesion. In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms, (pp. 181-198). Mahwah, NJ: Lawrence Erlbaum Associates.

Hinkel, E. (2002). Why English passive is difficult to teach (and learn). In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching (pp. 233-260). Mahwah, NJ: Lawrence Erlbaum Associates.

Hinkel, E. (2001). Giving examples and telling stories in academic essays. Issues in Applied Linguistics, 12, 149-170.

Hinkel, E. (2001). Matters of cohesion in L2 academic texts. Applied Language Learning, 12, 111-132.

Hinkel, E. (1999). Objectivity and credibility in L1 and L2 academic writing. In E. Hinkel (Ed.), Culture in second language teaching and learning. (pp. 90-108). Cambridge: Cambridge University Press.

Hinkel, E. (1997). Indirectness in L1 and L2 academic writing. Journal of Pragmatics, 27/3, 360-386.

Hinkel, E. (1996). When in Rome: Evaluations of L2 pragmalinguistic behaviors. Journal of Pragmatics, 26, 51-70.

Hinkel, E. (1994). Native and nonnative speakers' pragmatic interpretation of English text. TESOL Quarterly, 28, 353-376.