Part of
Contemporary Approaches to Second Language Acquisition
Edited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-Adrián
[AILA Applied Linguistics Series 9] 2013
► pp. 7192
Cited by

Cited by 56 other publications

Alonso-Aparicio, Irene
Alwadei, Amjaad Mansour & Mohammed Ali Mohsen
2023. Investigation of the use of infographics to aid second language vocabulary learning. Humanities and Social Sciences Communications 10:1 DOI logo
Badjadi, Nour El Imane
2016. Title: A Meta-Analysis of the Effects of Instructional Tasks on L2 Pragmatics Comprehension and Production. In Assessment for Learning Within and Beyond the Classroom,  pp. 241 ff. DOI logo
Ballinger, Susan, Roy Lyster, Andrea Sterzuk & Fred Genesee
2017. Context-appropriate crosslinguistic pedagogy. Journal of Immersion and Content-Based Language Education 5:1  pp. 30 ff. DOI logo
Briceño, Allison & Emily Zoeller
2022. “Subestimamos las habilidades de los estudiantes:” Bilingual teacher candidates building on multilingual assets. Bilingual Research Journal 45:1  pp. 8 ff. DOI logo
Criado, Raquel
2016. Insights from Skill Acquisition Theory for grammar activity sequencing and design in Foreign Language Teaching. Innovation in Language Learning and Teaching 10:2  pp. 121 ff. DOI logo
Cruz, Joana, Helena Bilimória, Maria José Mackaaij & Sofia Marques
2024. Emergent literacy: effects of a multi-tier intervention in a COVID-19 pandemic context. Educational Psychology in Practice 40:1  pp. 17 ff. DOI logo
de Jong, Nel & Philip Tillman
2018. Chapter 2. Grammatical structures and oral fluency in immediate task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 43 ff. DOI logo
Gass, Susan M.
2015. Comprehensible Input and Output in Classroom Interaction. In The Handbook of Classroom Discourse and Interaction,  pp. 182 ff. DOI logo
Ghaith, Ghazi M. & Ghada M. Awada
2022. The Theoretical Relevance and Efficacy of Cooperative Learning in EIL Teaching and Learning. In Cooperative Learning and World-Readiness Standards for Learning Languages,  pp. 27 ff. DOI logo
2018. Influencing Student Teacher Grammar Cognitions: The Case of the Incongruous Curriculum. The Modern Language Journal 102:4  pp. 693 ff. DOI logo
Hamman-Ortiz, Laura
2019. Troubling the “two” in two-way bilingual education. Bilingual Research Journal 42:4  pp. 387 ff. DOI logo
Kachinske, Ilina & Robert DeKeyser
Kachinske, Ilina & Robert M. DeKeyser
2021. The interaction between timing of explicit grammar explanation and individual differences in second language acquisition. In Aptitude-Treatment Interaction in Second Language Learning [Benjamins Current Topics, 116],  pp. 33 ff. DOI logo
Lee, Andrew H.
2021. The effects of proactive form-focused instruction and individual differences on second language acquisition. Language Teaching Research  pp. 136216882110510 ff. DOI logo
2017. Can corrective feedback on second language speech perception errors affect production accuracy?. Applied Psycholinguistics 38:2  pp. 371 ff. DOI logo
Lee, Andrew H. & Roy Lyster
2023. The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French. Language Awareness 32:3  pp. 508 ff. DOI logo
Lee, Andrew H. & Ron I. Thomson
2022. Chapter 10. Pronunciation. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3],  pp. 233 ff. DOI logo
Lee, Icy, Na Luo & Pauline Mak
2022. Diagnostic Assessment of Written Accuracy: New Directions for Written Corrective Feedback in Secondary Writing Classrooms. In Assessing the English Language Writing of Chinese Learners of English,  pp. 213 ff. DOI logo
Lee, Yow-jyy Joyce & Yeu-Ting Liu
2022. Promoting Oral Presentation Skills Through Drama-Based Tasks with an Authentic Audience: A Longitudinal Study. The Asia-Pacific Education Researcher 31:3  pp. 253 ff. DOI logo
2019. Perfecting Practice. The Modern Language Journal 103:3  pp. 703 ff. DOI logo
Lloyd, Jackie S. & Andrew H. Lee
2023. The effects of various combinations of form-focused instruction techniques on the acquisition of English articles by second language learners of English. Language Teaching Research DOI logo
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3  pp. 285 ff. DOI logo
Loewen, Shawn & Masatoshi Sato
2019. Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy. In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 1131 ff. DOI logo
Loewen, Shawn & Masatoshi Sato
2019. Instructed Second Language Acquisition and English Language Teaching: Theory, Research, and Pedagogy. In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ],  pp. 1 ff. DOI logo
Lyster, Roy
2017. Introduction to part I. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47],  pp. 19 ff. DOI logo
Lyster, Roy
2019. Translanguaging in Immersion: Cognitive Support or Social Prestige?. The Canadian Modern Language Review 75:4  pp. 340 ff. DOI logo
Mac Gearailt, Breandán, Gerry Mac Ruairc & Clíona Murray
2023. SIOF. Journal of Immersion and Content-Based Language Education DOI logo
Mannion, Lydia & Claire Griffin
2018. Precision teaching through Irish: effects on isolated sight word reading fluency and contextualised reading fluency. Irish Educational Studies 37:3  pp. 391 ff. DOI logo
2019. Mixing Grammar Exercises Facilitates Long‐Term Retention: Effects of Blocking, Interleaving, and Increasing Practice . The Modern Language Journal 103:3  pp. 629 ff. DOI logo
Nguyen, Thi Thuy Minh & Thi Thanh Thuy Pham
Norouzian, Reza, Michael de Miranda & Luke Plonsky
2018. The Bayesian Revolution in Second Language Research: An Applied Approach. Language Learning 68:4  pp. 1032 ff. DOI logo
2019. A Bayesian Approach to Measuring Evidence in L2 Research: An Empirical Investigation. The Modern Language Journal 103:1  pp. 248 ff. DOI logo
O'Brien, Myles
2019. A freely-available system for browser-based Q&A practice in English, with speech recognition. The EuroCALL Review 27:2  pp. 40 ff. DOI logo
Ochieng, Vollan O & Moses Ngware
2022. Whole youth development and employment: Exploring the nexus using qualitative data from a Kenyan study of Technical and Vocational Education and Training institutions. Journal of Adult and Continuing Education 28:2  pp. 558 ff. DOI logo
Pitura, Joanna
2022. Developing L2 speaking skills in English-medium EFL higher education. Innovation in Language Learning and Teaching 16:2  pp. 118 ff. DOI logo
Pliatsikas, Christos, Tom Johnstone & Theodoros Marinis
2014. Grey Matter Volume in the Cerebellum is Related to the Processing of Grammatical Rules in a Second Language: A Structural Voxel-based Morphometry Study. The Cerebellum 13:1  pp. 55 ff. DOI logo
Qureshi, Muhammad Asif & Ahmad Aljanadbah
2022. Translanguaging and reading comprehension in a second language. International Multilingual Research Journal 16:4  pp. 247 ff. DOI logo
Sato, Masatoshi
2013. Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention. The Modern Language Journal 97:3  pp. 611 ff. DOI logo
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model. Language Learning 67:2  pp. 249 ff. DOI logo
Sato, Masatoshi
2022. Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching 55:3  pp. 407 ff. DOI logo
Sato, Masatoshi & Susan Ballinger
2016. Understanding peer interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 1 ff. DOI logo
Sato, Masatoshi & Shawn Loewen
2018. Metacognitive Instruction Enhances the Effectiveness of Corrective Feedback: Variable Effects of Feedback Types and Linguistic Targets. Language Learning 68:2  pp. 507 ff. DOI logo
Sato, Masatoshi & Kim McDonough
2019. PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY?. Studies in Second Language Acquisition 41:5  pp. 999 ff. DOI logo
Sato, Masatoshi & Paula Viveros
2016. 3. Interaction or collaboration? Group dynamics in the foreign language classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45],  pp. 91 ff. DOI logo
Serfaty, Jonathan & Raquel Serrano
2024. Practice Makes Perfect, but How Much Is Necessary? The Role of Relearning in Second Language Grammar Acquisition. Language Learning 74:1  pp. 218 ff. DOI logo
Sippel, Lieselotte & Carrie N. Jackson
2015. Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom. Foreign Language Annals 48:4  pp. 688 ff. DOI logo
Suzuki, Yuichi & Robert DeKeyser
2017. The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes. Language Learning 67:4  pp. 747 ff. DOI logo
Suzuki, Yuichi & Keiko Hanzawa
2022. MASSED TASK REPETITION IS A DOUBLE-EDGED SWORD FOR FLUENCY DEVELOPMENT. Studies in Second Language Acquisition 44:2  pp. 536 ff. DOI logo
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal 103:3  pp. 551 ff. DOI logo
Sydorenko, Tetyana, Phoebe Daurio & Steven L. Thorne
2018. Refining pragmatically-appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning 31:1-2  pp. 157 ff. DOI logo
Sydorenko, Tetyana, Tom F. H. Smits, Keelan Evanini & Vikram Ramanarayanan
2019. Simulated speaking environments for language learning: insights from three cases. Computer Assisted Language Learning 32:1-2  pp. 17 ff. DOI logo
Thuy Nguyen, Minh Thi & Thuy Thi Thanh Pham
2022. Instructional effects on L2 pragmatic comprehension: the case of indirect refusals and indirect opinions. The Language Learning Journal 50:4  pp. 427 ff. DOI logo
Vural, Seniye & DoĞan Bulut
2018. Skills‐Based Training. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Whittle, Anna & Roy Lyster
2016. Focus on Italian Verbal Morphology in Multilingual Classes. Language Learning 66:1  pp. 31 ff. DOI logo

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