Publications

Ramonda, K. Raising the bar: Enhancing study design and validity in L2 idiom research. Review of Cognitive Linguistics, 22(2), 330–353. doi.org/10.1075/rcl.00185.ram

Ramonda, K. A double-edged sword: Metaphor and metonymy through pictures for learning idioms. IRAL, 60(3), 523–561. doi.org/10.1515/iral-2018-0336

Ramonda, K. Extensive reading and class readers: The case for no choice. ELT Journal, 74(3), 277–286. doi.org/10.1093/elt/ccaa017

Ramonda, K., & Sevigny, P. Graded reader comprehension questions and item discrimination analysis. ELT Journal, 73(3), 265–274. doi.org/10.1093/elt/ccy062

Ramonda, K. The role of encyclopedic world knowledge in semantic transparency intuitions of idioms. English Language & Linguistics, 23(1), 31–53. doi.org/10.1017/S1360674317000284

Ramonda, K. A bone of contention: Teacher beliefs on the pedagogical value of English idioms for second language learners. The Reading Matrix: An International Online Journal, 16(2), 131–143.

Pahom, O., Farley, A., & Ramonda, K. Are the best language learners from Mars or Venus? Gender and vocabulary acquisition in the L2 Spanish classroom. The Reading Matrix: An Online International Journal, 15(1), 158–172.

Farley, A., Pahom, O., & Ramonda, K. Is a picture worth a thousand words? Using images to create a concreteness effect for abstract words: Evidence from beginning L2 learners of Spanish. Hispania, 97(4), 634–650. doi.org/10.1353/hpn.2014.0106

Sevigny, P., & Ramonda, K. Vocabulary: What should we test? In Sonda & A. Krause (Eds.), JALT 2012 Conference Proceedings (pp. 701–711). Tokyo: JALT.

Farley, A., Ramonda, K., & Liu, X. The concreteness effect and the bilingual lexicon: The impact of visual stimuli attachment on meaning recall of abstract L2 words. Language Teaching Research, 16(4), 449–466. doi.org/10.1177/1362168812436910

Ramonda, K. The four strands of vocabulary learning: Reaching a crossroads of practice and research. Vocabulary Education & Research Bulletin, 1, 5–7.

Ramonda, K. Goldberg's construction grammar. In J. Littlemore & J. R. Taylor (Eds.), Bloomsbury Companion to Cognitive Linguistics (pp. 60–71). London: Bloomsbury.

Allen, T., & Ramonda, K. Study abroad during a pandemic: The impact of remote learning and social distancing on student experiences. Journal of Foreign Language Studies, 28, 93–108.

Ramonda, K. The effects of implementing online extensive reading in the English classroom. 東京理科大学紀要(教養編), 49, 291–305.

Ramonda, K. On processing relative clauses in head-final languages: Evidence of coping mechanisms for working memory. Polyglossia, 22, 35–46.

Ramonda, K. Review of Intercultural Interventions in Study Abroad by J. Jackson and S. Oguro (Eds.). JALT Journal, 41(2), 164–166.