Arita, Y. (forthcoming). Hypothetical enactment as a resource for elaborating agreement in Japanese talk-in-interaction. East Asian Pragmatics.

Arita, Y. (2021). Demonstration of understanding through the deployment of Japanese enactment. Human Studies.

Arita, Y., A. Imamura, & Y. Shibata (2019).Daisansha ganboo no hyoogen keeshiki no tayoosee: Kaiwa ni okeru jissai no shiyoo to kyooikuteki shisa. [Diverse ways to express 3rd person’s desire: Actual use in conversation and educational suggestions]. N. McGloin, N. Geyer & Y. Hara (Eds.) The 27th Central Association of teachers of Japanese (CATJ) Conference Proceedings, 199-210.

Arita, Y. (2018). Enactment in Japanese talk-in-interaction: Interrelationship between there-and-then and here-and-now sequential organizations. Journal of Pragmatics, 123, 78-101.

Jablonkai, R. R. & Csomay, E. (Eds.). (2022). The Routledge handbook of corpora and English language learning and teaching. Routledge.

Bailey, K. and Csomay, E. (2021). Comparing L2 university student papers with outsourced papers: An exploratory study. International Journal of English for Academic Purposes. 1(2).

Csomay, E., & R. Young. (2021). Language use in pop culture over three decades: A diachronic keyword analysis of Star Trek dialogues. In M. Bednarek, V. Werner, & M. Pinto (Eds.), Telecinematic Discourse. Special issue of International Journal of Corpus Linguistics 26(1), 71-94.

Csomay, E. (2020). A corpus-based study of academic word use in EFL student writing. In U. Roemer, V. Cortes, & E. Friginal (Eds.), Advances in corpus-based research on academic writing, (pp. 9-32). Benjamins.

Csomay, E., & Wu, S.M. (2020). Language variation in university classrooms: A corpus-driven geographical perspective, Register Studies, 2(1), 132-166.

Schnur, E. & Csomay, E. (2020). Triangulating manual and automatic segmentation to explore corpus-based linguistic studies of text structure. In P. Baker & J. Egbert (Eds.), Using corpus methods to triangulate linguistic analyses (pp. 22-31).Routledge.

Csomay, E. & Prades, A. (2018). Academic vocabulary in ESL student papers: A corpus-based study. Journal of English for Academic Purposes, 33, 100-118.

Dinkin, Aaron J. (2020). “The Foot of the Lake: A Sharp Dialect Boundary in Rural Northern New York”. American Speech 95.3:321–355.

Thiel, Anja & Aaron J. Dinkin (2020). “Escaping the TRAP: Losing the Northern Cities Shift in Real Time”. Language Variation and Change 32.3:373–398.

Dinkin, A. J. (2018). It’s no problem to be polite: Apparent-time change in responses to thanks. Journal of Sociolinguistics, 22(2), 190–215.

Dinkin, A. J., & Dodsworth, R. (2017). Gradience, allophony, and chain shifts. Language Variation and Change, 29(1), 101–127.

Simeon-Yasufuku, K. & Doyle, G. (forthcoming). Echoes of L1 syllable structure in L2 phoneme recognition. Frontiers in Psychology: Cognitive Science.

Räsänen, O., Doyle, G., & Frank, M. C. (2018). Pre-linguistic segmentation of speech into syllable-like units. Cognition, 171, 130–150.

Shin, H., & Doyle, G. (2018). Alignment, Acceptance, and Rejection of Group Identities in Online Political Discourse. In Proceedings of the 2018 Conference of the North American Chapter of the Association for Computational Linguistics: Student Research Workshop (pp. 1–8). New Orleans, Louisiana, USA: Association for Computational Linguistics.

Doyle, G., Goldberg, A., Srivastava, S. B., & Frank, M. C. (2017). Alignment at Work: Using Language to Distinguish the Internalization and Self-Regulation Components of Cultural Fit in Organizations. In Proceedings of the 55th Annual Meeting of the Association for Computational Linguistics (ACL).

Spitzberg, B. H. and Tsou, M-H. and Gawron, J.M. (2021). “Social media surveillance and (dis)misinformation in the Covid-19 pandemic.”  pp. 262--301. In D. O’Hair \& M. O’Hair (Eds.), Communicating science in times of crisis. Wiley.   

Gawron, J. M., Dodge, A., Spitzberg, B.H., and Tsou, M-H. (2019). “Linguistically Guided Community Discovery.”   Big Data and Society 6(1) January-June 2019 1-15. DOI: 10.1177/2053951719846634,

Spitzberg, B. H. and Gawron, J. M. (2017). “Toward Online Linguistic Surveillance of Threatening Messages.” 2017.  Journal of Digital Forensics, Security, and Law.  11:3 pp. 43--78.

Gawron, J. M. (2017). Lexical Representations and the Semantics of Complementation. Routledge Library Editions: Semantics and Semiology Volume 6. Reissue of my 1986 dissertation. Routledge. New York.

Higurashi, Y. (2017). Amerika no Daigaku ni okeru Shogaisha no Jittai to Gaikokugo Kurasu ni okeru Gakushu Shogai e no Shien ni tsuite” (Disability Students in the U.S. Colleges and Universities and Support available for Learning Disability Students in Foreign Language Classes). Journal for Study of Japanese Language Education Practice, 4, 52–70.

Leeser, M. J., Keating, G. D., & Wong, W. (Eds.). (2021). Research on second language processing and processing instruction: Studies in honor of Bill VanPatten. Amsterdam, Netherlands: John Benjamins.

Leeser, M. J., Keating, G. D., & Wong, W. (2021). Input processing in second language acquisition: The pioneering work of Bill VanPatten. In M. J. Leeser, G. D. Keating, & W. Wong (Eds.), Research on second language processing and processing instruction: Studies in honor of Bill VanPatten (pp. 4-24). Amsterdam, Netherlands: John Benjamins.

Keating, G. D. (2021). Online methods in research on input processing and processing instruction. In. M. J. Leeser, G. D. Keating, & W. Wong (Eds.), Research on second language processing and processing instruction: Studies in honor of Bill VanPatten (328-356). Amsterdam, Netherlands: John Benjamins.

VanPatten, B., Keating, G. D., & Wulff, S. (Eds.). (2020). Theories in second language acquisition: An introduction (3rd ed.). New York, NY: Routledge.

VanPatten, B., Williams, J., Keating, G. D., & Wulff, S. (2020). The nature of theories. In B. VanPatten, G. D. Keating, & S. Wulff (Eds.), Theories in second language acquisition: An introduction (3rd ed.) (pp. 1-18). New York, NY: Routledge.  

Kitajima, R. (2018). Non-native speakers’ of Japanese compliment responses in natural conversation versus classroom talk. Applied Language Learning, 28(2), 49–72.

Malouf, R., Ackerman, F., & Semenuks, A.. (2020). Lexical databases for computational analyses: A linguistic perspective. In Proceedings of the Society for Computation in Linguistics. New Orleans, LA  

Blevins, J. P. , Ackerman, F., & Malouf, R. (2019). Word‑and‑Paradigm Morphology. In J. Audring and F. Masini (eds.), Oxford Handbook of Morphological Theory. Oxford University Press.

Gibbons, J., Malouf, R., Spitzberg, B., Martinez, L., Appleyard, B., Thompson, C., Nara, A., & Tsou, M.‑H. (2019). Twitter‑based measures of neighborhood sentiment as predictors of residential population health. PLoS One 14(7):e0219550.

Seyfarth, S., Garellek, M., Gillingham, G., Ackerman, F., & Malouf, R. (2018). Acoustic differences in morphologically-distinct homophones. Language, Cognition and Neuroscience, 33(1), 32–49.

Ackerman, F., Malouf, R., & Moore, J. (2017). Symmetrical objects in Moro: Challenges and solutions. Journal of Linguistics, 53(1), 3–50.

Malouf, R. (2017a). Abstractive morphological learning with a recurrent neural network. Morphology, 27(4), 431–458.

Malouf, R. (2017b). Defaults and lexical prototypes. In N. Gisborne & A. Hippisley (Eds.), Defaults in Morphological Theory (pp. 269–300). Oxford: Oxford University Press.

Samraj, B. (2021). Variation in interpersonal relations in manuscript reviews with different recommendations. English for Specific Purposes, 62, 70-83.

Samraj, B. (2018). Writing a research article. In Phakiti, A., De Costa, P., Plonsky, L., & Starfield, S. (eds.) The Palgrave Handbook of Applied Linguistics Research Methodology. (pp. 119-219) Springer Palgrave.

Nasrollahi Shahri, M. N., & Minakova, V. (2021). Reflexive engagement with social meaning through registers, Linguistics and Education.

Schreiber, B., Nasrollahi Shahri, M. N., & Canagarajah, S. (2020). Expanding Academic Discourses: Diverse Englishes, Modalities, and Spatial Repertoires. In A. De Fina and A. Georgakopoulou (Eds.), Discourse Studies. (pp. 417-436).Cambridge: Cambridge University Press.

Canagarajah, S, Kimura, D. Nasrollahi Shahri, M. N. & Amory. M. D. (2020). Toward an Expansive Interactional Analysis. In J. McKinley & H. Rose (Eds.), The Routledge Handbook of Research Methods in Applied Linguistics (pp. 500-513). Abingdon: Routledge. 

Diaz, B., & Nasrollahi Shahri, M. N. (2020). Evaluative affect in the social practice of institutional identity: Making a case for connotative inversion. Language & Communication 74, 15-28.

Rajaei, A., Nasrollahi Shahri, M. N., Jensen, J. F. (2020) The Lived Experience of Recent Iranian Graduate Student Immigrants in the United States. New Diversities 2, 15-29.

Nasrollahi Shahri, M. N. (2019) Second language user identities in stories of intercultural communication: a case study. Language and Intercultural Communication. 19, 4, 342-356.

Nasrollahi Shahri, M. N. (2018a). The development of teacher identity, emotions and practice: Before and after graduation from an MA TESOL program. System, 78, 91-107.

Nasrollahi Shahri, M. N. (2018b). Constructing a voice in English as a foreign language: Identity and engagement. TESOL Quarterly, 52 (1), 85-109.

Chakrani, B., & Soulaimani, D. (2021). Performing lived experiences: An analysis of heritage speakers’ narratives in Arabic and English. Al-cArabiyya Journal, 54, 67–98.

Soulaimani, D. (2019). Arabic or Latin: Language contact and spelling practices. Middle East Topics & Arguments (Contacts), 13, 13–20.

Soulaimani, D. (2018a). Talk, voice and gestures in reported speech: toward an integrated approach. Discourse Studies, 20(3), 361–376.

Soulaimani, D. (2018b). Writing in Arabic: Discourse analysis and pedagogical reflections. In M. Alhawary (Ed.), Routledge Handbook of Arabic Second Language Acquisition (pp. 251–264). Routledge.

Soulaimani, D. (2017). Embodiment in Moroccan Arabic storytelling: language, stance and discourse analysis. Text & Talk, 37(3), 335–357.

Wu, R. (2022). "Gestural Repair in Mandarin Conversation." Discourse Studies, 24, 1, 65-93.

Wu, R.-J. R. (2018). "Indexing epistemic authority/primacy in Mandarin conversation: aiyou-prefacing as an interactional resource." Journal of Pragmatics, 131, 30–53.

Wu, R.-J. R. (2018). "Turn design and progression: The use of aiyou in Mandarin conversation." In J. Heritage & M.-L. Sorjonen (Eds.), Between Turn and Sequence: Turn-Initial Particles across Languages (pp. 287–314). Amsterdam/Philadelphia: John Benjamins.

Wu, R.-J. R., & Heritage, J. (2017). "Particles and Epistemics: Convergences and Divergences between English and Mandarin." In G. Lerner, J. Heritage, & G. Raymond (Eds.), Enabling Human Conduct: Studies of Talk-in-Interaction in Honor of Emanuel A. Schegloff (pp. 273–297). John Benjamins.

Zhang, Z. (2024) Chinese Signs: An Introduction to China’s Linguistic Landscape. Cambridge University Press.

Yang Xu and Zhang, Z. (2021). Historical Changes in Semantic Weights of Sub-word Units. In Adam Jatowt, Nina Tahmasebi, Yang Xu, and Lars Borin, (Eds.). Computational Approaches to Semantic Change.

Zhang, Z. (2020a) 高年级汉语教学的‘矢’与‘的’ (The goals of Advanced Chinese Instruction). Journal of International Chinese Education. China.

Zhang, Z. (2020b) The Current Status of CALL for Chinese in the United States.  In Chris Shei, Monica E. McLellan Zikpi, and Der-lin Chao (Eds). The Routledge Handbook of Chinese Language Teaching (Pp.493-508). Abingdon and New York: Routledge.

Zhang, Z. (2019a) Mapping Stylistic Variation with Correspondence Analysis. Journal of Technology and Chinese Language Teaching, Vol.9:2.

Zhang, Z. (2019b) Visualization of Stylistic Differences between Chinese Synonyms. In X. Lu, B. Chen (Eds.). Computational and Corpus Approaches to Chinese Language Learning. Springer.

Zhang, Z. (2018) 汉字神话与汉字教学 (Chinese character myths and Chinese character instruction). Journal of International Chinese Education. China

Zhang, Z. (2017a) Dimensions of Variation in Written Chinese. Routledge, Oxford, UK.

Zhang, Z. (2017b) JCLTA has Turned Fifty! In Vivian Ling ed. Chinese Language Education in American Academia in the 20th Century: A Collective Retrospective. Routledge. Pp202-212

Zhang, Z. (2017c) My Never-Ending Education. In Vivian Ling ed. Chinese Language Education in American Academia in the 20th Century: A Collective Retrospective. Routledge. Pp.281-289