Part of
Implicit and Explicit Learning of Languages
Edited by Patrick Rebuschat
[Studies in Bilingualism 48] 2015
► pp. 324
References (115)
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2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal 103:3  pp. 551 ff. DOI logo
Sántha-Malomsoki, Ágnes & Kálmán Sántha
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Alonso-Aparicio, Irene
Tyler, Andrea E. & Lourdes Ortega
2018. Chapter 1. Usage-inspired L2 instruction. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49],  pp. 3 ff. DOI logo
Tyler, Andrea E. & Lourdes Ortega
2018. Chapter 14. Usage-inspired L2 instruction. In Usage-inspired L2 Instruction [Language Learning & Language Teaching, 49],  pp. 315 ff. DOI logo
Chason, Lisa, Dianne Loyet, Luann Sorenson & Anastasia Stoops
2017. An Approach for Embedding Critical Thinking in Second Language Paragraph Writing. TESOL Journal 8:3  pp. 582 ff. DOI logo
Suzuki, Yuichi & Robert DeKeyser
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Penny Lamb and Po Yuk Ko, Gierlinger, Erwin Maria, Harald Spann & Thomas Wagner
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2015. NEW DIRECTIONS IN THE STUDY OF IMPLICIT AND EXPLICIT LEARNING. Studies in Second Language Acquisition 37:2  pp. 185 ff. DOI logo
Gries, Stefan Th. & Nick C. Ellis
2015. Statistical Measures for Usage‐Based Linguistics. Language Learning 65:S1  pp. 228 ff. DOI logo
Seyedtajaddini, Kobra
2014. The Impact of Audio Input Enhancement on EFL Learners’ Grammar Learning from Varying Proficiency Levels. Procedia - Social and Behavioral Sciences 98  pp. 1706 ff. DOI logo
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Wong, Wynne & Daphnée Simard
2001. La saisie, cette grande oubliée !. Acquisition et interaction en langue étrangère :14  pp. 59 ff. DOI logo
Vihman, Marilyn May
1999. Cross-linguistic studies of early grammar. International Journal of Bilingualism 3:2-3  pp. 105 ff. DOI logo
Ellis, Nick C.
1995. THE PSYCHOLOGY OF FOREIGN LANGUAGE VOCABULARY ACQUISITION: IMPLICATIONS FOR CALL. Computer Assisted Language Learning 8:2-3  pp. 103 ff. DOI logo
[no author supplied]
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This list is based on CrossRef data as of 30 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.