Example of Language Teaching format
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Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format
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Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format Example of Language Teaching format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access
recommended Recommended

Language Teaching — Template for authors

Categories Rank Trend in last 3 yrs
Language and Linguistics #13 of 879 up up by 22 ranks
Linguistics and Language #14 of 935 up up by 27 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 120 Published Papers | 705 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 16/06/2020
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Related Journals

open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 3.1
SJR: 0.832
SNIP: 1.154
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Taylor and Francis

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High
CiteRatio: 6.5
SJR: 1.614
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CiteRatio: 4.8
SJR: 1.269
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open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 3.3
SJR: 0.947
SNIP: 1.603

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

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

3.714

137% from 2018

Impact factor for Language Teaching from 2016 - 2019
Year Value
2019 3.714
2018 1.565
2017 2.255
2016 1.913
graph view Graph view
table view Table view

5.9

48% from 2019

CiteRatio for Language Teaching from 2016 - 2020
Year Value
2020 5.9
2019 4.0
2018 3.2
2017 3.3
2016 2.9
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 137% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 48% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

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.

1.979

6% from 2019

SJR for Language Teaching from 2016 - 2020
Year Value
2020 1.979
2019 1.867
2018 0.794
2017 1.233
2016 0.96
graph view Graph view
table view Table view

3.092

10% from 2019

SNIP for Language Teaching from 2016 - 2020
Year Value
2020 3.092
2019 2.8
2018 1.272
2017 1.987
2016 1.522
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 6% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

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

Language Teaching

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Cambridge University Press

Language Teaching

Approved by publishing and review experts on SciSpace, this template is built as per for Language Teaching formatting guidelines as mentioned in Cambridge University Press author instructions. The current version was created on 16 Jun 2020 and has been used by 996 authors to write and format their manuscripts to this journal.

Language and Linguistics

Linguistics and Language

Arts and Humanities

i
Last updated on
16 Jun 2020
i
ISSN
0261-4448
i
Impact Factor
High - 2.173
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
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

open accessOpen access Journal Article DOI: 10.1017/S0261444803001903
Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do
Simon Borg1
01 Apr 2003 - Language Teaching

Abstract:

This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by ... This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition. read more read less

Topics:

Language assessment (61%)61% related to the paper, Comprehension approach (60%)60% related to the paper, Language education (60%)60% related to the paper, Teacher education (60%)60% related to the paper, Educational research (57%)57% related to the paper
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2,022 Citations
open accessOpen access Journal Article DOI: 10.1017/S026144480001315X
Motivation in second and foreign language learning
Zoltán Dörnyei1
01 Jul 1998 - Language Teaching

Abstract:

Zolt n Dornyei Language Teaching / Volume 31 / Issue 03 / July 1998, pp 117 ­ 135 DOI: 10.1017/S026144480001315X, Published online: 12 June 2009 Link to this article: http://journals.cambridge.org/abstract_S026144480001315X How to cite this article: Zolt n Dornyei (1998). Motivation in second and foreign language learning. La... Zolt n Dornyei Language Teaching / Volume 31 / Issue 03 / July 1998, pp 117 ­ 135 DOI: 10.1017/S026144480001315X, Published online: 12 June 2009 Link to this article: http://journals.cambridge.org/abstract_S026144480001315X How to cite this article: Zolt n Dornyei (1998). Motivation in second and foreign language learning. Language Teaching, 31, pp 117­135 doi:10.1017/S026144480001315X Request Permissions : Click here read more read less

Topics:

Language education (63%)63% related to the paper, Comprehension approach (54%)54% related to the paper, Language assessment (54%)54% related to the paper, Language pedagogy (54%)54% related to the paper, Second-language attrition (54%)54% related to the paper
View PDF
1,257 Citations
Journal Article DOI: 10.1017/S0261444800012970
Computers and language learning: an overview
Mark Warschauer, Deborah Healey1
01 Apr 1998 - Language Teaching

Abstract:

Recent years have shown an explosion of interest in using computers for language teaching and learning. A decade ago, the use of computers in the language classroom was of concern only to a small number of specialists. However, with the advent of multimedia computing and the Internet, the role of computers in language instruc... Recent years have shown an explosion of interest in using computers for language teaching and learning. A decade ago, the use of computers in the language classroom was of concern only to a small number of specialists. However, with the advent of multimedia computing and the Internet, the role of computers in language instruction has now become an important issue confronting large numbers of language teachers throughout the world. read more read less

Topics:

Comprehension approach (79%)79% related to the paper, Language technology (79%)79% related to the paper, Universal Networking Language (78%)78% related to the paper, Language industry (75%)75% related to the paper, Language pedagogy (73%)73% related to the paper
View PDF
1,072 Citations
open accessOpen access Journal Article DOI: 10.1017/S0261444811000309
Identity, language learning, and social change
Bonny Norton1, Kelleen Toohey2
01 Oct 2011 - Language Teaching

Abstract:

In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language,... In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of investment and imagined communities/imagined identities (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future. read more read less

Topics:

Identity and Language Learning (77%)77% related to the paper, Sociology of language (66%)66% related to the paper, Comprehension approach (65%)65% related to the paper, Language pedagogy (65%)65% related to the paper, Language industry (64%)64% related to the paper
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794 Citations
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SciSpace is a very innovative solution to the formatting problem and existing providers, such as Mendeley or Word did not really evolve in recent years.

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With SciSpace, you do not need a word template for Language Teaching.

It automatically formats your research paper to Cambridge University Press formatting guidelines and citation style.

You can download a submission ready research paper in pdf, LaTeX and docx formats.

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Time taken to format a paper and Compliance with guidelines

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Language Teaching format uses unsrt citation style.

Automatically format and order your citations and bibliography in a click.

SciSpace allows imports from all reference managers like Mendeley, Zotero, Endnote, Google Scholar etc.

Frequently asked questions

1. Can I write Language Teaching in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Language Teaching guidelines and auto format it.

2. Do you follow the Language Teaching guidelines?

Yes, the template is compliant with the Language Teaching guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Language Teaching?

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 Language Teaching citation style.

4. Can I use the Language Teaching templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Language Teaching.

5. Can I use a manuscript in Language Teaching that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Language Teaching that you can download at the end.

6. How long does it usually take you to format my papers in Language Teaching?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Language Teaching.

7. Where can I find the template for the Language Teaching?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Language Teaching's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Language Teaching's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Language Teaching an online tool or is there a desktop version?

SciSpace's Language Teaching is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Language Teaching?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Language Teaching?”

11. What is the output that I would get after using Language Teaching?

After writing your paper autoformatting in Language Teaching, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Language Teaching's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Language Teaching?

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 Language Teaching. 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 Language Teaching?

The 5 most common citation types in order of usage for Language Teaching are:.

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

15. How do I submit my article to the Language Teaching?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Language Teaching's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Language Teaching 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 Language Teaching Endnote style according to Elsevier guidelines.

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Instant formatting to 100% publisher guidelines on - SciSpace.

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No word template required

Typset automatically formats your research paper to Language Teaching formatting guidelines and citation style.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

Andreas Frutiger
Researcher & Ex MS Word user
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