Tanja Angelovska

Publications

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

work-in-progress

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 Angelovska, T. & Roehm, D. (in prep.). An EEG study on the effects of Processing Instruction on acquiring of–ed in L2 English.

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Angelovska, T. & Roehm, D. (in prep.). Neurocognitive perspectives on Processing Instruction: Building a future research agenda to address instructional effects. 

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Angelovska, T. &  Hahn, A. (in prep.). L3/Ln acquisition in the classroom. In Jennifer Cabrelli, Adel Chaouch-Orozco, Jorge González Alonso, Sergio M. Pereira Soares, Eloi Puig-Mayenco and Jason Rothman (Eds.) The Cambridge Handbook of Third Language Acquisition and Processing. Cambridge: Cambridge University Press.

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Naumovets, M., Angelovska, T. & Roehm, D. (in prep.). Electrophysiological correlates for transfer from German as L1, L2 and L3 in processing English word order by early and late bilinguals.

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Angelovska, T. , Mercer, S. , Talbot, K. (under review). Personality traits as predictors of language learner engagemen. Language Learning in Higher Education 

 

Angelovska, T. (2021) The multilingual EFL classroom? Applying linguistically diverse accounts for handling prior languages. In Krulatz, A., Neokleous, G. & Dahl, A. (eds). Theoretical and applied perspectives on teaching foreign languages in multilingual settings. Clevedon: Multilingual Matters (invited chapter)

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Angelovska, T. (2021) "When a psycholinguist enters the multilingual classroom…." Bridging the gap between psycholinguistics and pronunciation teaching. Language Teaching (invited paper) 

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Kostandyan, M., Angelovska, T. & Rangelov, D. (in prep.). Word frequency and length influence eye movements in a sentence construction task in L1 and L2 English speakers.

 

Angelovska, T., Heredia, R. R., Cieślicka, A. B. (under review) An online (re)examination of frequency and context effects in code-switching using the auditory moving window. Journal of Psycholinguistic Research

 

Angelovska, T. (under review). Cognitive aspects of Processing Instruction. In T. Piske & A.K. Steinlen (eds.) Cognition and Second Language Acquisition. Tübingen: Narr. 

 

Angelovska, T. (accepted, pending revisions). Filtered input: A round-up of key findings on L2 input processing and their relevance for L2 instruction. In Wolf et. al (in prep.) Living Economies: Effizienz, Grammatik-Theorien und Sprachverarbeitung. Berlin: De Gruyter. 

 

Angelovska, T., Weinmüller, S. & Roehm, D. (accepted). Self-paced reading times vis-à-vis timed grammaticality judgments: Uncovering transfer effects of dominance and proficiency in L3 English acquisition. Linguistic Approaches to Bilingualism.

 

Angelovska, T. (2019). Instructed L3 Acquisition of English. In J. I. Liontas (Ed.), TESOL encyclopedia of English language teaching updates. Hoboken. NJ: Wiley.

 

Roehm, D. & Angelovska, T. (2019). Neurolinguistic accounts of L2 learning and teaching. In J. I. Liontas (Ed.), TESOL encyclopedia of English language teaching updates. Hoboken. NJ: Wiley.

 

2018

 

Angelovska, T. & Riehl, C. M. (2018). "Mehrsprachen und Erwerbsprozesse: Dynamik, Individualität und Variation". In Ballis, Anja & Hodaie, Nazli (Hrsg.): Perspektiven auf Mehrsprachigkeit. Individuum –Bildung –Gesellschaft (Reihe DaZ-Forschung 16). Berlin: de Gruyter. ISBN 3110522500. 

 

Angelovska. T. (2018). Cross-linguistic awareness of adult L3 learners of English: a focus on metalinguistic reflections and proficiency. Language Awareness. https://doi.org/10.1080/09658416.2018.1431243

 

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2017

 

Angelovska, T. (2017). Phonologically induced syntactic transfer in L3 acquisition of English: Evidence from late sequential Russian-German bilinguals. ISMBS 2017 Proceedings, p. 21-27.

 

Angelovska, T. (2017). (ed.) Special Issue "Instructed L2 Grammar Acquisition and Beyond", Studies in Second Language Learning and Teaching (SSLLT), Vol. 7, Issue 3. ISSN 2083-5205. 

 

Angelovska, T. (2017). Editorial to the Special Issue "Instructed L2 Grammar Acquisition and Beyond", Studies in Second Language Learning and Teaching 7 (3): 371-375. ISSN 2083-5205.

 

Angelovska, T. (2017). "Beyond instructed L2 grammar acquisition: theoretical insights and pedagogical considerations about the role of prior language knowledge", Special Issue "Instructed L2 Grammar Acquisition and Beyond", Studies in Second Language Learning and Teaching 7 (3): 397-419. 

 

Angelovska, T. & A. Hahn (ed.) (2017). L3 Syntactic Transfer: Models, New Developments and Implications. In Bilingual Processing and Acquisition Series [BAP], Vol. 5. Ed. Schwieter, J. Amsterdam: John Benjamins (338 pp.). ISBN 9789027243768. 

 

Angelovska, T. & A. Hahn (eds.) (2017). "L3 syntactic transfer - an integrative approach". In Angelovska T. & A. Hahn (eds.). L3 Syntactic Transfer: Models, New Developments and Implications. In Bilingual Processing and Acquisition Series [BAP], Vol. 5. Ed. Schwieter, J. Amsterdam: John Benjamins (pp. 1-9). ISBN 9789027243768. 

 

Angelovska, T. (2017). "(When) do L3 English learners transfer from L2 German? Evidence from spoken and written data by L1 Russian speakers". In Angelovska T. & A. Hahn (eds.). L3 Syntactic Transfer: Models, New Developments and Implications. In Bilingual Processing and Acquisition Series [BAP], Vol. 5. Ed. Schwieter, J. Amsterdam: John Benjamins (pp. 195-222). ISBN 9789027243768. 

 

Hahn, A. & T. Angelovska (2017). "Input-Practice-Output: A Method for Teaching L3 English after L2 German with a Focus on Syntactic Transfer". In Angelovska T. & A. Hahn (eds.). L3 Syntactic Transfer: Models, New Developments and Implications. In Bilingual Processing and Acquisition Series [BAP], Vol. 5. Ed. Schwieter, J. Amsterdam: John Benjamins (pp. 299-319). ISBN 9789027243768. 

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Kolb E. & T. Angelovska (2017). "Forscher-Lehrkräfte-Plattform: Grammatik im kompetenzorientierten Fremdsprachenunterricht: Was und wie?" In: Appel, Joachim; Jeuk, Stefan; Mertens, Jürgen (Hrsg.). Sprachen Lehren. Schneider Hohengehren: Balltmannsweiler. ISBN-10 3-8340-1721-3.

 

 

2016

 

Angelovska, T. & A. Hahn (2016). "English in multilingual individuals, societies and schools". In C. Ehland, I. Mindt & M. Tönnies (Eds.), Proceedings Anglistentag 2015 Paderborn. Trier: Wissenschaftlicher Verlag Trier (WVT) (pp. 245-253). ISBN 978-3-86821-673-8.

 

Angelovska, T. (2016). "Similarities and differences between first and second language acquisition". In Benati A. & T. Angelovska (2016). Second Language Acquisition: A Theoretical Introduction to Real World Applications. London: Bloomsbury (pp. 31-59). ISBN 9780567079756.

 

Angelovska, T. (2016). "How the internal system develops in a second language". In Benati A. & T. Angelovska (2016). Second Language Acquisition: A Theoretical Introduction to Real World Applications. London: Bloomsbury (pp. 85-109). ISBN 9780567079756.

 

Angelovska, T. (2016). "How learners learn to communicate in a second language". In Benati A. & T. Angelovska (2016). Second Language Acquisition: A Theoretical Introduction to Real World Applications. London: Bloomsbury (pp. 109-133). ISBN 9780567079756.

 

Benati, A. & T. Angelovska. (2016). Second Language Acquisition: A Theoretical Introduction to Real World Applications. London: Bloomsbury (200 pp.) ISBN 9780567079756.

 

Reviewed by: 

 

Yelin, Boris (2016) in The LINGUIST List. (August 2016)

http://linguistlist.org/issues/27/27-1699.html

 

Nogueira, Donna Fernández (2017). Language Value 9 (1): 222-227. 

http://www.languagevalue.uji.es/index.php/languagevalue/article/view/134/119

 

Wainwright, Jodi (2018) in British Association of Applied Linguistics (BAAL) Newsletter,

Issue 112, p- 37-39

https://baalweb.files.wordpress.com/2018/02/baal-news_112_winter2018.pdf

 

2015

 

Benati, A. & T. Angelovska (2015). The Effects of Processing Instruction on the Acquisition of English Past Simple Tense: Age and Cognitive Tasks Demands. In: International Review of Applied Linguistics in Language Teaching (IRAL) 53 (2), 249-269. ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, https://doi.org/10.1515/iral-2015-0012  

 

 

2014

 

Angelovska, T. & A. Hahn. (2014). "Raising language awareness for learning and teaching L3 grammar." In: Benati, A., Laval, C. & M. Arche (eds.). The Grammar Dimension in Instructed Second Language Learning. In Advances in Instructed Second Language Acquisition Research Book Series, Ed. Benati, A. London: Bloomsbury Academic (pp. 185-207). ISBN 9781474243360. 

 

 

2013

 

Angelovska, T. (2013). "The role of (meta-)linguistic awareness in cross-linguistic interferences of L3 English." In: Archibald, A. N. (eds.). Multilingual Theory and Practice in Applied Linguistics. Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics. London: Scitsiugnil Press (pp. 15-19). ISBN 978-0-9559533-5-4.

 

Angelovska, T. & A. Benati. (2013). "Processing Instruction and the Age Factor: Can Adults and School-age Native Speakers of German process English Simple Past Tense Correctly? "  In: Benati, A, & Lee, J. (eds.) Individual differences and processing instruction. London: Equinox (pp. 131-153). ISBN 9781845533434.

 

Angelovska, T. & A. Hahn. (2013). "Features of Spoken L3 English in an Online Discourse" In: Röder, Kathrin & Wischer, Ilse (eds.). Anglistentag 2012 Potsdam: Proceedings, WVT: Trier (pp. 371-385). ISBN: 978-3-86821-488-8.  

 

 

2012

 

Angelovska, T. & A. Hahn. (2012). "Written L3 (English): transfer phenomena of L2 (German) lexical and syntactical properties." In Gabrys-Barker, D. (eds.) Crosslinguistic influences in multilingual language acquisition, Heidelberg: Springer (pp. 23-40). ISBN 978-3-642-29556-0.  

 

Angelovska, T. (2012). Second Language Pronunciation: Attainment and Assessment. European University Studies. Series 14: Anglo-Saxon Language and Literature. Vol. 495, Frankfurt am Main: Peter Lang (209 pp.) ISBN 978-3-631-63107-2.

 

Reviewed by:

 

Haser, Verena; Auer, Anita; Botma, Bert; Elenbaas, Marion; Gyuris, Beáta; Allan, Kathryn; Mehl, Seth; Vobornik, Erin; Anderwald,  Lieselotte; Schröder, Anne; Miličević, Maja; Kraš, Tihana; Schekulin, Claudio; Dorn, Nora; Callies, Marcus and Montoro, Rocío (2014) "English Language". Year's Work in English Studies 9 (3): 1-174. (the review is on page 102).

 

 

2010

 

Angelovska, T. (2010). "An empirical research of individual differences in L2 oral proficiency. What makes native-like speakers special?" In Henderson, A. (eds.). (2010). English Pronunciation: Issues and Practices (EPIP), Proceedings of the First International Conference, Université de Savoie, Chambéry, France (pp.95-117). ISBN 978-2-915797-73-2.

 

 

2009

 

Angelovska, T. & A. Hahn. (2009). "English with a ‘native-like’ accent: An empirical study on proficiency." In: Benati, Alessandro (eds.). Issues in Second Language Proficiency. Continuum Publishing (pp.147-169).  ISBN: 9780826435156.

 

 

2007

 

Angelovska, T. (2007). Review Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Z. Dörnyei, Kata Csizér, and Nóra Németh (2006). Clevedon, England: Multilingual Matters. Working Papers in TESOL and Applied Linguistics 7 (1), 1-4. ISSN: 2576-2907

 

Hahn, A., B. Raaf, & T. Angelovska. (2007)."Methoden-Box: Mit Aussprachetraining früh beginnen." In: Take off! Zeitschrift für frühes Englischlernen 4, 44.