All Stories

  1. Usage-inspired L2 Instruction

    Article • January 2018, John Benjamins

    Lourdes Ortega

  2. Complexity Theory and Language Development

    Article • October 2017, John Benjamins

    Lourdes Ortega

  3. Chapter 1. Towards technology-mediated TBLT

    Article • July 2014, John Benjamins

    Lourdes Ortega

  4. Technology-mediated TBLT

    Article • July 2014, John Benjamins

    Marta Gonzalez-Lloret, Lourdes Ortega

  5. BRIDGING THE GAP

    Article • Studies in Second Language Acquisition, March 2014, Cambridge University Press

    Professor Richard F Young, Lourdes Ortega

  6. Chapter 8. Trying out theories on interlanguage: Description and explanation over 40 years of L2 negation research

    Article • January 2014, John Benjamins

    Lourdes Ortega

  7. Measuring global oral proficiency in SLA research: A new elicited imitation test of L2 Chinese

    Article • Foreign Language Annals, November 2013, Wiley

    Lourdes Ortega

  8. SLA for the 21st Century: Disciplinary Progress, Transdisciplinary Relevance, and the Bi/multilingual Turn

    Article • Language Learning, February 2013, Wiley

    Lourdes Ortega

  9. Epilogue: Exploring L2 writing–SLA interfaces

    Article • Journal of Second Language Writing, December 2012, Elsevier

    Lourdes Ortega

  10. Byrnes, Heidi

    Article • November 2012, Wiley

    Lourdes Ortega

  11. Language Learning and Teaching: Overview

    Article • November 2012, Wiley

    Lourdes Ortega

  12. Chapter 11. Reflections on the learning-to-write and writing-to-learn dimensions of second language writing

    Article • January 2011, John Benjamins

    Lourdes Ortega

  13. Research synthesis

    Article • Language Teaching, August 2010, Cambridge University Press

    Lourdes Ortega

  14. Chapter 14. What do learners plan?

    Article • January 2009, John Benjamins

    Lourdes Ortega

  15. Online interactions and L2 Learning: Some ethical challenges for L2 researchers

    Article • January 2008, John Benjamins

    Lourdes Ortega

  16. Synthesizing Research on Language Learning and Teaching

    Article • May 2006, John Benjamins

    Lourdes Ortega

  17. 1. The value and practice of research synthesis for language learning and teaching

    Article • January 2006, John Benjamins

    Lourdes Ortega

  18. For What and for Whom Is Our Research? The Ethical as Transformative Lens in Instructed SLA

    Article • Modern Language Journal, August 2005, Wiley

    Lourdes Ortega

  19. LONGITUDINAL RESEARCH IN SECOND LANGUAGE ACQUISITION: RECENT TRENDS AND FUTURE DIRECTIONS

    Article • Annual Review of Applied Linguistics, March 2005, Cambridge University Press

    Lourdes Ortega

  20. 3. What do learners plan?

    Article • January 2005, John Benjamins

    Lourdes Ortega

  21. Does Type of Instruction Make a Difference? Substantive Findings From a Meta-analytic Review

    Article • Language Learning, January 2001, Wiley

    Lourdes Ortega

  22. Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta-analysis

    Article • Language Learning, September 2000, Wiley

    Lourdes Ortega

  23. PLANNING AND FOCUS ON FORM IN L2 ORAL PERFORMANCE

    Article • Studies in Second Language Acquisition, March 1999, Cambridge University Press

    Lourdes Ortega

  24. Language and Equality

    Article • January 1999, John Benjamins

    Lourdes Ortega

  25. The Role of Implicit Negative Feedback in SLA: Models and Recasts in Japanese and Spanish

    Article • Modern Language Journal, September 1998, Wiley

    Lourdes Ortega

  26. Sequences and Processes in Language Learning

    Article • Wiley

    Lourdes Ortega

  27. Assessing learner knowledge

    Article • Taylor & Francis

    Lourdes Ortega

  28. Second language acquisition

    Article • Taylor & Francis

    Lourdes Ortega

  29. Interlanguage complexity A construct in search of theoretical renewal

    Article • De Gruyter

    Lourdes Ortega

  30. Defining and Measuring SLA

    Article • Wiley

    Lourdes Ortega

  31. Meaningful L2 practice in foreign language classrooms: A cognitive-interactionist SLA perspective

    Article • Cambridge University Press

    Lourdes Ortega