Tanja Angelovska

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in prep

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Benati, A. & Angelovska, T. (in prep.). Second language acquisition: A theoretical introduction to evidence-based language teaching (2nd edition). London: Bloomsbury.

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Angelovska, T., Roehm, D., Kirkova-Naskova, A. (in prep.). The effects of processing instruction on the morphosyntactic acquisition of English as L2/ L3: a school lab classroom study with mono- and bilingual children. 

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Angelovska, T. & Roehm, D. (in prep.). Research agenda on structuring input in foreign language grammar learning: theoretical and methodological considerations. Special issue "New Research on the Role and Effects of Structured Input in Assessing the Nature of Language Processing". Languages.

 

Angelovska, T. (in prep.). The role of context in L2 processing and acquisition of morphosyntax. In: Clare Wright, Pauliina Peltonen, Thorsten Piske & Anja Steinlen (eds.), Context Matters. Bristol: Multilingual Matters.

 

2024​

Kałdonek-Crnjaković, A. & Angelovska, T. (in press). Theoretical considerations for the well-being of Chinese international students in the context of dyslexia and ADHD. In  Pang, B., Curdt-Christiansen, X.L. & Mu, M. (in prep.). The Health and Educational Experiences of Chinese International Students. Springer Nature.​​

 

Angelovska, T. & D. Roehm (in press). The use of electroencephalography in second language instructional contexts: assets and challenges for the classroom. In Benati (ed,) Language Teaching and Pedagogy (Bloomsbury Applied Linguistics Volume 4). London: Bloomsburry.​

 

Roehm, D. & Angelovska, T. (2024). Working memory of young school-age learners acquiring L2 English morphology: An experimental exploratory lab study with structured input intervention. Special Issue "The role of individual differences on the effects of processing instruction and structured input practice". Ampersand: An Interdisciplinary Journal of Language Sciences and Bilingualism.​ https://doi.org/10.1016/j.amper.2024.100192.

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Angelovska, T. (2024). Heterogeneity in TEFL: A Focus on Teachers' Competencies for and in the Multilingual Classroom. The TESOL Encyclopedia of English Language Teaching. Wiley Publ.

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Angelovska, T. & Kałdonek-Crnjaković, A. (2024). Attention deficit hyperactivity disorder in second and additional language learning and teaching. In The TESOL Encyclopedia of English Language Teaching. Wiley Publ.

 

2023

Angelovska, T . & Hahn, A. (2023). Third language acquisition in the classroom (chapter 18). In Cabrelli, J., Chaouch-Orozco, A., González Alonso, J., Puig-Mayenco, E., Pereira Soares, S. M. & Rothman, J. (eds). The Cambridge handbook of third language acquisition. Cambridge: Cambridge University Press.

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Angelovska, T. & Roehm, D. (2023).  A Selective Review of Event-Related Potential Investigations in Second and Third Language Acquisition of Syntax. In Schwiter, J. (eds.). Special Issue "Multilingualism: Consequences for the Brain and Mind". Languages. no. 1: 90. https://doi.org/10.3390/languages8010090
 

2022

Angelovska, T. (2022). Cognitive aspects of Processing Instruction. In T. Piske & A.K. Steinlen (eds.) Cognition and Second Language Acquisition. Tübingen: Narr. 

 

Angelovska, T. (2022). The multilingual language classroom: Applying linguistically diverse approaches for handling prior languages in teaching English as a third language. In A. Krulatz, G. Neokleous & A. Dahl (Eds.), Educational implications of classroom-based research on teaching foreign languages in multilingual settings. Bristol: Multilingual Matters.

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Heredia, R. R., Angelovska, T., & Cieślicka, A. B. (2022). An online (r)examination of frequency and context effects in code-switching using the auditory moving window. International Journal of Bilingualism. https://doi.org/10.1177/13670069211056003 (open access)

 

2021

Angelovska, T., Hargaßner, J., Prikoszovits, M., Rückl, M. (2021). Sprachendidaktik: Der wissenschaftliche Nachwuchs im Dialog. Extended Abstracts zur 12. ÖGSD Nachwuchstagung. ÖGSD Tagungsberichte (Vol. 6). available here: https://www.oegsd.at/wp-content/uploads/2021/03/OeGSD-NWT-Tagungsband-final.pdf

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Angelovska, T., Mercer, S. & Talbot, K. (2021). Personality traits as predictors of language learner engagement. Language Learning in Higher Education, 11(2), 285-310. https://doi.org/10.1515/cercles-2021-2026

available here

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Angelovska, T. (2021). 'When a psycholinguist enters the multilingual classroom': Bridging the gap between psycholinguistics and pronunciation teaching (p.40-59). In Kirkova-Naskova, A., Henderson, A. & Fouz-González, J. (2021). English Pronunciation Instruction: Research-based insights. Amsterdam: John Benjamins

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2020 

Angelovska, T., Roehm, D., & Weinmüller, S. (2020). Uncovering transfer effects of dominance and proficiency in L3 English acquisition using the visual moving window paradigm and grammaticality judgments, Applied Linguistics Review (published online ahead of print 2020, open access), 000010151520190075. doi: https://doi.org/10.1515/applirev-2019-0075

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Angelovska, T., & Roehm, D. . (2020). Processing instruction effects regardless of input modality and developmental processing constraints? A school lab classroom study on the morphosyntactic acquisition of L2 English. Instructed Second Language Acquisition, 4(2), 180–202. https://doi.org/10.1558/isla.40640   

PDF available here

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Angelovska, T. & Roehm, D. (2020). Neurolinguistic Implications for L2 Learning and Teaching. In The TESOL Encyclopedia of English Language Teaching (eds J.I. Liontas, T. International Association and M. DelliCarpini). https://doi.org/10.1002/9781118784235.eelt0956.pub2

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Angelovska, T. (2020). From L3 Acquisition to Teaching English. In The TESOL Encyclopedia of English Language Teaching (eds J.I. Liontas, T. International Association and M. DelliCarpini). https://doi.org/10.1002/9781118784235.eelt0957.pub2

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Angelovska, T. & Schaipp, K. (2020). Heterogeneity in TEFL: A Focus on Teachers' Competencies for and in the Multilingual Classroom. In The TESOL Encyclopedia of English Language Teaching (eds J.I. Liontas, T. International Association and M. DelliCarpini). https://doi.org/10.1002/9781118784235.eelt0984

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Angelovska, T, Krulatz, A. & Surkalovic, D. (2020). Predicting EFL teacher candidates’ preparedness to work with multilingual learners: Snapshots from three European universities. The European Journal of Applied Linguistics and TEFL 9 (1), 183-208.

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2019

Roehm, D. and Angelovska, T. (2019). Neurolinguistic Accounts of L2 Learning and Teaching. In The TESOL Encyclopedia of English Language Teaching (eds J.I. Liontas, T. International Association and M. DelliCarpini). https://doi.org/10.1002/9781118784235.eelt0956

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Angelovska, T. (2019). Instructed L3 Acquisition of English. In The TESOL Encyclopedia of English Language Teaching (eds J.I. Liontas, T. International Association and M. DelliCarpini). https://doi.org/10.1002/9781118784235.eelt0957

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2018

Angelovska, T. & Riehl, C. M.  (2018). Zum Panel MehrSpracheN und Erwerbsprozesse: Dynamik, Individualität und Variation. In Anja Ballis, Nazli Hodaie (Eds.), Perspektiven auf Mehrsprachigkeit: Individuum – Bildung – Gesellschaft (pp. 41–60). Berlin, Boston: De Gruyter. https://doi.org/10.1515/9783110535334-004

PDF available here: https://www.degruyter.com/downloadpdf/books/9783110535334/9783110535334-004/9783110535334-004.pdf

 

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. https://doi.org/10.14746/ssllt.2017.7.3.3

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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. 

reviewed by: 

Wang, Y. (2018) in System 76 , pp. 244-246. 10.1016/j.system.2018.06.016

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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. 

 

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.

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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: 

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

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

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

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

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

Issue 112, p- 37-39

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

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Caws, C. (2020). Canadian Journal of Linguistics/Revue Canadienne De Linguistique, 1-3. doi:10.1017/cnj.2020.23

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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. 

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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.

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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.

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2007

Motivation, Language Attitudes Angelovska, T. (2007). Review 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.