Florence Myles

4.0k total citations
52 papers, 1.3k citations indexed

About

Florence Myles is a scholar working on Language and Linguistics, Developmental and Educational Psychology and Literature and Literary Theory. According to data from OpenAlex, Florence Myles has authored 52 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 29 papers in Language and Linguistics, 19 papers in Developmental and Educational Psychology and 11 papers in Literature and Literary Theory. Recurrent topics in Florence Myles's work include EFL/ESL Teaching and Learning (23 papers), Second Language Acquisition and Learning (13 papers) and Natural Language Processing Techniques (11 papers). Florence Myles is often cited by papers focused on EFL/ESL Teaching and Learning (23 papers), Second Language Acquisition and Learning (13 papers) and Natural Language Processing Techniques (11 papers). Florence Myles collaborates with scholars based in United Kingdom, Australia and United States. Florence Myles's co-authors include Rosamond Mitchell, Emma Marsden, Janet Hooper, Nicole Tracy–Ventura, María J. Arche, Laura Domínguez, Brenda Johnston, Emmanuelle Labeau, Nicolas Ballier and Fanny Meunier and has published in prestigious journals such as Language Learning, Studies in Second Language Acquisition and Bilingualism Language and Cognition.

In The Last Decade

Florence Myles

48 papers receiving 1.2k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Florence Myles United Kingdom 18 885 754 440 277 219 52 1.3k
James F. Lee United States 20 1.2k 1.3× 1.0k 1.3× 612 1.4× 153 0.6× 212 1.0× 71 1.6k
Noriko Iwashita Australia 18 1.1k 1.2× 649 0.9× 724 1.6× 130 0.5× 174 0.8× 42 1.4k
Rosamond Mitchell United Kingdom 21 1.2k 1.3× 671 0.9× 806 1.8× 147 0.5× 418 1.9× 67 1.6k
Carmen Muñoz Spain 25 1.5k 1.7× 968 1.3× 1.0k 2.3× 158 0.6× 448 2.0× 63 2.1k
Parvaneh Tavakoli United Kingdom 18 883 1.0× 693 0.9× 448 1.0× 143 0.5× 68 0.3× 37 1.1k
YouJin Kim United States 23 1.3k 1.4× 985 1.3× 883 2.0× 189 0.7× 100 0.5× 65 1.7k
Amos van Gelderen Netherlands 17 606 0.7× 935 1.2× 337 0.8× 124 0.4× 107 0.5× 44 1.3k
June Eyckmans Belgium 20 927 1.0× 976 1.3× 340 0.8× 372 1.3× 59 0.3× 66 1.3k
Martin Bygate United Kingdom 16 1.5k 1.7× 965 1.3× 1.2k 2.6× 107 0.4× 221 1.0× 26 1.8k
Susanne Carroll Germany 15 1.1k 1.2× 920 1.2× 452 1.0× 181 0.7× 259 1.2× 39 1.5k

Countries citing papers authored by Florence Myles

Since Specialization
Citations

This map shows the geographic impact of Florence Myles's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Florence Myles with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Florence Myles more than expected).

Fields of papers citing papers by Florence Myles

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Florence Myles. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Florence Myles. The network helps show where Florence Myles may publish in the future.

Co-authorship network of co-authors of Florence Myles

This figure shows the co-authorship network connecting the top 25 collaborators of Florence Myles. A scholar is included among the top collaborators of Florence Myles based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Florence Myles. Florence Myles is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Mitchell, Rosamond & Florence Myles. (2024). Teaching and learning foreign languages. ePrints Soton (University of Southampton). 2. 78–85.
2.
Mitchell, Rosamond & Florence Myles. (2024). Lexical frequency and target language input in the primary languages classroom. Language Learning Journal. 1–15. 1 indexed citations
3.
Graham, Suzanne, et al.. (2022). Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review. Language Learning Journal. 50(2). 208–217. 10 indexed citations
4.
Gkonou, Christina, et al.. (2018). Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning. Language Learning Journal. 48(5). 643–655. 6 indexed citations
5.
Granger, Sylviane, Gaëtanelle Gilquin, Marcus Callies, et al.. (2015). The Cambridge Handbook of Learner Corpus Research. Cambridge University Press eBooks. 113 indexed citations
6.
Mitchell, Rosamond, Florence Myles, & Emma Marsden. (2012). Second language learning theories. Third edition. ePrints Soton (University of Southampton). 3 indexed citations
7.
Arche, María J., Laura Domínguez, & Florence Myles. (2010). The L2 acquisition of the semantics and morphology of Aspect: a study of the acquisition of the Spanish imperfect-preterit contrast by native speakers of English. 1 indexed citations
8.
Labeau, Emmanuelle & Florence Myles. (2009). The advanced learner variety:the case of French. Open Access at Essex (University of Essex). 20 indexed citations
9.
Labeau, Emmanuelle & Florence Myles. (2009). The Advanced Learner Variety. 7 indexed citations
10.
Domínguez, Laura, et al.. (2009). Eliciting evidence on tense and aspect in L2 Spanish: a learner corpus approach. Greenwich Academic Literature Archive (University of Greenwich). 1 indexed citations
11.
Johnston, Brenda, et al.. (2005). Practice Learning and the Development of Students as Critical Practitioners—Some Findings from Research. Social Work Education. 24(4). 391–407. 7 indexed citations
12.
Brumfit, Christopher, et al.. (2005). Language study in higher education and the development of criticality1. International Journal of Applied Linguistics. 15(2). 145–168. 17 indexed citations
13.
Myles, Florence. (2004). From Data to Theory: the Over‐Representation of Linguistic Knowledge in SLA. Transactions of the Philological Society. 102(2). 139–168. 52 indexed citations
14.
Johnston, Brenda, et al.. (2004). Social Work Education and criticality: some thoughts from research. Social Work Education. 23(2). 185–198. 17 indexed citations
15.
Myles, Florence. (2004). French second language acquisition research: setting the scene. Journal of French Language Studies. 14(3). 211–232. 5 indexed citations
16.
Myles, Florence. (2003). The early development of L2 narratives: a longitudinal study. ePrints Soton (University of Southampton). 7 indexed citations
17.
Myles, Florence. (2002). Second Language Acquisition (SLA) research: its significance for learning and teaching. 3 indexed citations
18.
Marsden, Emma, et al.. (2002). Oral French interlanguage corpora: tools for data management and analysis. OpenGrey (Institut de l'Information Scientifique et Technique). 3 indexed citations
19.
Myles, Florence, Rosamond Mitchell, & Janet Hooper. (1999). INTERROGATIVE CHUNKS IN FRENCH L2. Studies in Second Language Acquisition. 21(1). 49–80. 80 indexed citations
20.
Myles, Florence, Janet Hooper, & Rosamond Mitchell. (1998). Rote or Rule? Exploring the Role of Formulaic Language in Classroom ForeignLanguage Learning. Language Learning. 48(3). 323–364. 159 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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