Danijela Trenkic

Two Early Career Researcher positions at NOVA University Lisbon

The School of Social Sciences and Humanities at NOVA University Lisbon invites applications for two Early Career Researcher positions in the field of Language Sciences (Linguistics or related areas). The positions are offered within the framework of the Strategic Project of the Research Center for Linguistics at NOVA University Lisbon (CLUNL) (UID/03213/2025), funded by the Portuguese Foundation for Science and … Continue reading Two Early Career Researcher positions at NOVA University Lisbon

Message from JESLA editors

Dear EuroSLA member, We hope this finds you well. We were delighted to see so many of you at our conference in Lisbon earlier this year. We hope you felt inspired, as we did, by the many excellent talks and discussions taking place. As always, we encourage members to submit their research as a publication in JESLA – the … Continue reading Message from JESLA editors

New JESLA article: Forsyth (2026)

Forsyth, H. (2026). Receptive Grammar Acquisition from Teachers’ and Processability Theory Perspectives: Application to the L3 English Context. Journal of the European Second Language Association, 10(1), 82–98. DOI: https://doi.org/10.22599/jesla.153 Abstract Recent research on third or additional language (L3) acquisition highlights unique phenomena beyond second language acquisition. This study examines receptive aural competence in early morpho-syntactic structures among … Continue reading New JESLA article: Forsyth (2026)

New JESLA article: Wirtz, Rossmanith, Zbinden & Pfenninger (2026)

Wirtz, M. A., Rossmanith, A., Zbinden, L., & Pfenninger, S. E. (2026). A Multi-Year Study of Chunking Trajectories in Later-Life Additional Language Learning. Journal of the European Second Language Association, 10(1), 63–81. DOI: 10.22599/jesla.177 Abstract This study is the first to examine predictors of oral and written second language (L2) chunking development among older adults over … Continue reading New JESLA article: Wirtz, Rossmanith, Zbinden & Pfenninger (2026)

EuroSLA Distinguished Scholar Award 2026: Nick Ellis

The EuroSLA Executive Committee is delighted to announce that this year’s recipients of Distinguished Scholar Award is Professor Nick Ellis. The award celebrates Professor Nick Ellis as one of the undisputed champions and pioneers of usage-based approaches to language learning. A bridge-builder in our field, he has inspired generations, from emergentists to formalists alike, to … Continue reading EuroSLA Distinguished Scholar Award 2026: Nick Ellis

EuroSLA webinar: AI in research

Dear EuroSLA member, We are pleased to announce our next free social webinar for Early Career Researchers on 29 May 2026 at 13:00-14:30 CEsT (click to convert to your local time). This session will explore a new and timely theme: the role of Artificial Intelligence in research. While the webinar is primarily designed with ECRs in mind, we warmly welcome … Continue reading EuroSLA webinar: AI in research

EuroSLA 35, Lisbon – draft programme

A draft programme is now published. The final program will be shared on 15 June 2026.

JESLA Prize

We are delighted to announce the winner of the Best JESLA Paper Prize for 2025, awarded to the most outstanding article published in the Journal of the European Second Language Association (JESLA) in 2025. The prize goes to: Brasolin, P., & Bienati, A. (2025). Phraseology meets information theory: Going beyond the bag-of-words approach in complexity … Continue reading JESLA Prize

CfP: Language Acquisition among Newly Arrived Migrants; University of Giessen

Call for papers is out for a conference on Language Acquisition among Newly Arrived Migrants at the University of Giessen. For details, please see: https://www.uni-giessen.de/nams2027

New JESLA article: Márquez & Michel (2026)

Márquez, D., & Michel, M. (2026). Assessment of Task Based Pragmatic Performance: Measuring Pragmatic Complexity and Accuracy. Journal of the European Second Language Association, 10(1), 48–62. DOI: https://doi.org/10.22599/jesla.157 Abstract Assessing pragmatic performance is crucial in second language (L2) pedagogy, and it has recently gained attention within task-based research. Current studies commonly employ holistic or analytic rating scales … Continue reading New JESLA article: Márquez & Michel (2026)