Publications

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MONOGRAPHS & EDITED VOLUMES

1. Angelovska, T. (2017). (ed.) Special Issue "Instructed L2 Grammar Acquisition and Beyond", Studies in Second Language Learning and Teaching (SSLLT). 

2. Angelovska, T. & Hahn, A. (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 (329 p.).

3. Benati, A. & Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real World Applications. London: Bloomsbury (183 p.)

Bloomsbury’s best-selling book (2020), reviewed by:

4. 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 p.) 

  • 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. (page 102).

5. E-learning: how to focus on the functional aspect of Business English (Unpublished master thesis, LMU Munich)

JOURNAL ARTICLES (peer-reviewed, w. IF)

  1. 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 (IF: 1,6)
  2. Angelovska, T. & Roehm, D. (2023). A Selective Review of Event-Related Potential Investigations in Second and Third Language Acquisition of Syntax. Special Issue "Multilingualism: Consequences for the Brain and Mind". Languages. no. 1: 90. https://doi.org/10.3390/languages8010090 (IF: 0.9)
  3. 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) (IF: 1.693)
  4. 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 (IF: 0.7)
  5. 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, 000010151520190075. https://doi.org/10.1515/applirev-2019-0075  (IF: 2.655)
  6. 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
  7. 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.
  8. Angelovska. T. (2018). Cross-linguistic awareness of adult L3 learners of English: a focus on metalinguistic reflections and proficiency.Language Awareness, 27(1–2), 135–52. DOI: 10.1080/09658416.2018.1431243  (IF: 1.654)
  9. Angelovska, T. (2017). Editorial to the Special Issue "Instructed L2 Grammar Acquisition and Beyond", Studies in Second Language Learning and Teaching
  10. 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  (cite score: 6.1)
  11. Benati, A. & Angelovska, T. (2015). The effects of Processing Instruction on the acquisition of English simple past tense: Age and cognitive task demands. International Review of Applied Linguistics in Language Teaching 53(2), 249-269. https://doi.org/10.1515/iral-2015-0012  (IF: 0.970)
  12. Hahn, A., B. Raaf, & T. Angelovska. (2007)."Methoden-Box: Mit Aussprachetraining früh beginnen." In: Take off! Zeitschrift für frühes Englischlernen4, 44.

BOOK CHAPTERS (peer-reviewed)

  1. 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.​​
  2. 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.​
  3. 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.
  4. Angelovska, T. (2022). Cognitive aspects of Processing Instruction. In T. Piske & A.K. Steinlen (eds.) Cognition and Second Language Acquisition. Tübingen: Narr. 
  5. 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.
  6. 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. (AILA Applied Linguistics Series 19). Amsterdam: John Benjamins. https://doi.org/10.1075/aals.19.03ang
  7. 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
  8. Hahn, A. & Angelovska, T. (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. (p. 299-319)
  9. 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. (p. 195-222).
  10. Angelovska, T. & Hahn, A. (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. (p. 1-9).
  11. Angelovska, T. (2016). "Similarities and differences between first and second language acquisition". In Benati A. & Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real World Applications. London: Bloomsbury (p. 31-59).
  12. Angelovska, T. (2016). "How the internal system develops in a second language". In Benati A. & Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real World Applications. London: Bloomsbury (p. 85-109).
  13. Angelovska, T. (2016). "How learners learn to communicate in a second language". In Benati A. & Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real World Applications. London: Bloomsbury (p. 109-133).
  14. Angelovska, T. & Hahn, A. (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 (p. 185-207).
  15. Angelovska, T. & Benati, A. (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 (p. 131-153). 
  16. Angelovska, T. & Hahn, A. (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 (p. 23-40).
  17. Angelovska, T. & Hahn, A. (2009). "English with a ‘native-like’ accent: An empirical study on proficiency." In: Benati, Alessandro (eds.). Issues in Second Language Proficiency. London: Continuum (p.147-169).

ENCYCLOPEDIA ENTRIES

  1. 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.
  2. 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.
  3. Angelovska, T. & Roehm, D.  (2020). Neurolinguistic implications for L2 learning and teaching. In J. I. Liontas (Ed.), TESOL Encyclopedia of English language teaching updates. Hoboken. NJ: Wiley.
  4. Angelovska, T. (2020).  From L3 acquisition to teaching English. In J. I. Liontas (Ed.), TESOL Encyclopedia of English language teaching updates. Hoboken. NJ: Wiley.
  5. Angelovska, T. & Schaipp, K. (2020). Heterogeneity in TEFL: A focus on teachers’ competencies for and in the multilingual classroom. In J. I. Liontas (Ed.), TESOL Encyclopedia of English language teaching updates. Hoboken. NJ: Wiley.
  6. Angelovska, T. (2018). Instructed L3 Acquisition of English. In J. I. Liontas (Ed.), TESOL encyclopedia of English language teaching updates. Hoboken. NJ: Wiley.
  7. Roehm, D. & Angelovska, T. (2018). Neurolinguistic accounts of L2 learning and teaching. In J. I. Liontas (Ed.), TESOL Encyclopedia of English language teaching updates. Hoboken. NJ: Wiley.

CONFERENCE PROCEEDINGS

  1. 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
  2. Angelovska, T. (2017). Phonologically induced syntactic transfer in L3 acquisition of English: Evidence from late sequential Russian-German bilinguals. ISMBS 2017 Proceedings (7 pages).
  3. Kolb E. & Angelovska, T. (2017). "Forscher-Lehrkräfte-Plattform: Grammatik im kompetenzorientierten Fremdsprachenunterricht: Was und wie?" In: Appel, Joachim; Jeuk, Stefan; Mertens, Jürgen (Hrsg.). Sprachen Lehren. Schneider Hohengehren: Balltmannsweiler (p. 327-330).
  4. ​Angelovska, T. & Hahn, A. (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) (p. 245-253).
  5. Angelovska, T. & Hahn, A. (2013). "Features of Spoken L3 English in an Online Discourse" In: Röder, Kathrin & Wischer, Ilse (eds.). Anglistentag 2012 Potsdam: Proceedings, WVT: Trier (p. 371-383).
  6. 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 (p. 15-19).
  7. 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, France (p.95-117).

REVIEWS, COMMENTARIES, INTERVIEWS AND PRESS

  1. PDF-Seminar "Was kannst du beim Lösen von (fremdsprachigen) Kreuzworträtseln lernen?", KinderUni 2020, Universität Salzburg https://www.uni-salzburg.at/fileadmin/multimedia/Kinderbuero/20KinderUNI_Kreuzwortr%C3%A4tsel_WEB.pdf
  2. Interview für die Deutsche Welle, Kultur und Lebensstill: "Ist es gut, zweisprachig zu sein?" (21/02/2019) https://p.dw.com/p/3Dmuu?maca=ru-EMail-sharing
  3. Dossier für die Austria Presse Agentur (APA Science):  "Wie lernt man am schnellsten Englisch?" (02/08/2018)
  4. 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.

TEACHING MATERIALS

  1. Angelovska, T. (2025). EFL practicum e-portfolio: Guidelines on goals, tasks and self-assessment. University of Kassel. www.uni-kassel.de/fb02/index.php
  2. Unterrichtsmaterial für begleitendes Selbstlernkurs am Sprachenzentrum der LMU München
  3. Lehr-, Übungs- und Assessment Materials about EFL Grammar (Past Simple, Present Simple, Past Simple, Causative usw.)
  4. Begleitmaterial für den Unterricht entwickelt für Lehrerfortbildungen