Example of Language Learning format
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Example of Language Learning format Example of Language Learning format Example of Language Learning format Example of Language Learning format Example of Language Learning format Example of Language Learning format
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Example of Language Learning format Example of Language Learning format Example of Language Learning format Example of Language Learning format Example of Language Learning format Example of Language Learning format
Sample paper formatted on SciSpace - SciSpace
This content is only for preview purposes. The original open access content can be found here.
open access Open Access
recommended Recommended

Language Learning — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Language and Linguistics #11 of 879 up up by 8 ranks
Linguistics and Language #12 of 935 up up by 13 ranks
Education #39 of 1319 up up by 32 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 158 Published Papers | 1018 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 02/06/2020
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Related Journals

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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.

3.408

70% from 2018

Impact factor for Language Learning from 2016 - 2019
Year Value
2019 3.408
2018 2.0
2017 1.655
2016 2.079
graph view Graph view
table view Table view

6.4

33% from 2019

CiteRatio for Language Learning from 2016 - 2020
Year Value
2020 6.4
2019 4.8
2018 4.5
2017 4.1
2016 4.4
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 70% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 33% 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.

2.882

20% from 2019

SJR for Language Learning from 2016 - 2020
Year Value
2020 2.882
2019 2.404
2018 1.618
2017 1.619
2016 2.359
graph view Graph view
table view Table view

2.941

24% from 2019

SNIP for Language Learning from 2016 - 2020
Year Value
2020 2.941
2019 2.377
2018 1.945
2017 1.906
2016 2.649
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 20% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 24% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Language Learning

Guideline source: View

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Wiley

Language Learning

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...... Read More

Language and Linguistics

Linguistics and Language

Education

Arts and Humanities

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Last updated on
01 Jun 2020
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ISSN
0023-8333
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Impact Factor
High - 1.771
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Open Access
Yes
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Sherpa RoMEO Archiving Policy
Yellow faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
apa
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Citation Type
Numbered
[25]
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Bibliography Example
Beenakker, C.W.J. (2006) Specular andreev reflection in graphene.Phys. Rev. Lett., 97 (6), 067 007. URL 10.1103/PhysRevLett.97.067007.

Top papers written in this journal

Journal Article DOI: 10.1111/0023-8333.00136
Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis
01 Sep 2000 - Language Learning

Abstract:

This study employed (and reports in detail) systematic procedures for research synthesis and meta-analysis to summarize findings from experimental and quasi-experimental investigations into the effectiveness of L2 instruction published between 1980 and 1998. Comparisons of average effect sizes from 49 unique sample studies re... This study employed (and reports in detail) systematic procedures for research synthesis and meta-analysis to summarize findings from experimental and quasi-experimental investigations into the effectiveness of L2 instruction published between 1980 and 1998. Comparisons of average effect sizes from 49 unique sample studies reporting sufficient data indicated that focused L2 instruction results in large target-oriented gains, that explicit types of instruction are more effective than implicit types, and that Focus on Form and Focus on Forms interventions result in equivalent and large effects. Further findings suggest that the effectiveness of L2 instruction is durable and that the type of outcome measures used in individual studies likely affects the magnitude of observed instructional effectiveness. Generalizability of findings is limited because the L2 type-of-instruction domain has yet to engage in rigorous empirical operationalization and replication of its central research constructs. Changes in research practices are recommended to enhance the future accumulation of knowledge about the effectiveness of L2 instruction. read more read less
2,015 Citations
Journal Article DOI: 10.1111/J.1467-1770.1996.TB01238.X
The case against grammar correction in L2 writing classes
John Truscott1
01 Jun 1996 - Language Learning

Abstract:

The paper argues that grammar correction in L2 writing classes should be abandoned, for the following reasons: (a) Substantial research shows it to be ineffective and none shows it to be helpful in any interesting sense; (b) for both theoretical and practical reasons, one can expect it to be ineffective; and (c) it has harmfu... The paper argues that grammar correction in L2 writing classes should be abandoned, for the following reasons: (a) Substantial research shows it to be ineffective and none shows it to be helpful in any interesting sense; (b) for both theoretical and practical reasons, one can expect it to be ineffective; and (c) it has harmful effects. I also consider and reject a number of arguments previously offered in favor of grammar correction. read more read less

Topics:

Grammar (64%)64% related to the paper, Applied linguistics (58%)58% related to the paper, Language acquisition (55%)55% related to the paper, Theoretical linguistics (54%)54% related to the paper, Language education (54%)54% related to the paper
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1,426 Citations
open accessOpen access Journal Article DOI: 10.1111/J.1467-1770.1991.TB00690.X
Motivation: Reopening the Research Agenda
01 Dec 1991 - Language Learning

Abstract:

Discussion of the topic of motivation in second-language (SL) learning contexts has been limited by the understanding the field of applied linguistics has attached to it. In that view, primary emphasis is placed on attitudes and other social psychological aspects of SL learning. This does not do full justice to the way SL tea... Discussion of the topic of motivation in second-language (SL) learning contexts has been limited by the understanding the field of applied linguistics has attached to it. In that view, primary emphasis is placed on attitudes and other social psychological aspects of SL learning. This does not do full justice to the way SL teachers have used the term motivation. Their use is more congruent with definitions common outside social psychology, specifically in education. In this paper, we review the standard applied linguistics approach to this topic, and go on to provide an overview of research into motivation in mainstream education. This is used both to demonstrate the utility of other concepts of motivation to the SL field and as the basis for a research agenda for SL investigations of motivation thus conceived. read more read less

Topics:

Goal theory (62%)62% related to the paper, Applied linguistics (55%)55% related to the paper
1,304 Citations
Journal Article DOI: 10.1111/J.1467-1770.1995.TB00963.X
Foreign accent, comprehensibility, and intelligibility in the speech of second language learners
Murray J. Munro1, Tracey M. Derwing2
01 Mar 1995 - Language Learning

Abstract:

One of the chief goals of most second language learners is to be understood in their second language by a wide range of interlocutors in a variety of contexts. Although a nonnative accent can sometimes interfere with this goal, prior to the publication of this study, second language researchers and teachers alike were aware t... One of the chief goals of most second language learners is to be understood in their second language by a wide range of interlocutors in a variety of contexts. Although a nonnative accent can sometimes interfere with this goal, prior to the publication of this study, second language researchers and teachers alike were aware that an accent itself does not necessarily act as a communicative barrier. Nonetheless, there had been very little empirical investigation of how the presence of a nonnative accent affects intelligibility, and the notions of “heavy accent” and “low intelligibility” had often been confounded. Some of the key findings of the study—that even heavily accented speech is sometimes perfectly intelligible and that prosodic errors appear to be a more potent force in the loss of intelligibility than phonetic errors—added support to some common, but weakly substantiated beliefs. The study also provided a framework for a program of research to evaluate the ways in which such factors as intelligibility and comprehensibility are related to a number of other dimensions. The authors have extended and replicated the work begun in this study to include learners representing other L1 backgrounds (Cantonese, Japanese, Polish, Spanish) and different levels of learner proficiency, as well as other discourse types (Derwing & Munro, 1997; Munro & Derwing, 1995). Further support for the notion that accent itself should be regarded as a secondary concern was obtained in a study of processing difficulty (Munro & Derwing, 1995), which revealed that nonnative utterances tend to require more time to process than native-produced speech, but failed to indicate a relationship between strength of accent and processing time. The approach to L2 speech evaluation used in this study has also proved useful in investigations of the benefits of different methods of teaching of pronunciation to ESL learners. In particular, it is now clear that learner assessments are best carried out with attention to the multidimensional nature of L2 speech, rather than with a simple focus on global accentedness. It has been shown, for instance, that some pedagogical methods may be effective in improving intelligibility while others may have an effect only on accentedness (Derwing, Munro, & Wiebe,1998). read more read less

Topics:

Intelligibility (communication) (59%)59% related to the paper, Pronunciation (53%)53% related to the paper, Language proficiency (52%)52% related to the paper, Second-language acquisition (52%)52% related to the paper, Communicative competence (50%)50% related to the paper
1,292 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.

- Andreas Frutiger, Researcher, ETH Zurich, Institute for Biomedical Engineering

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What to expect from SciSpace?

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

It automatically formats your research paper to Wiley formatting guidelines and citation style.

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

Time comparison

Time taken to format a paper and Compliance with guidelines

Plagiarism Reports via Turnitin

SciSpace has partnered with Turnitin, the leading provider of Plagiarism Check software.

Using this service, researchers can compare submissions against more than 170 million scholarly articles, a database of 70+ billion current and archived web pages. How Turnitin Integration works?

Turnitin Stats
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Easy support from all your favorite tools

Language Learning format uses apa 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 Learning 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 Learning guidelines and auto format it.

2. Do you follow the Language Learning guidelines?

Yes, the template is compliant with the Language Learning 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 Learning?

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 Learning citation style.

4. Can I use the Language Learning 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 Learning.

5. Can I use a manuscript in Language Learning 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 Learning that you can download at the end.

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

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 Learning.

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

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 Learning'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 Learning'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 Learning an online tool or is there a desktop version?

SciSpace's Language Learning 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 Learning?

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 Learning?”

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

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

12. Is Language Learning'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 Learning?

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 Learning. 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 Learning?

The 5 most common citation types in order of usage for Language Learning 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 Learning?

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 Learning's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

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

Fast and reliable,
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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 Learning formatting guidelines and citation style.

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One editor, 100K journal formats.
With the largest collection of verified journal formats, what you need is already there.

Trusted by academicians

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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