Cited by

Cited by 8 other publications

Aguiar Falcão, Carla & Janaina Weissheimer
2023. O impacto do feedback explícito no desenvolvimento da produção oral em espanhol como língua estrangeira na educação a distância. Diacrítica 36:2  pp. 30 ff. DOI logo
Ayoun, Dalila
1996. The subset principle in second language acquisition. Applied Psycholinguistics 17:2  pp. 185 ff. DOI logo
Azkarai, Agurtzane & Rhonda Oliver
2019. Negative feedback on task repetition: ESL vs. EFL child settings. The Language Learning Journal 47:3  pp. 269 ff. DOI logo
Hedgcock, John & Natalie Lefkowitz
1993. Tuning in on ‘Prime Time’: Channel Effects in L2 Grammaticality Judgment Tasks. Foreign Language Annals 26:3  pp. 297 ff. DOI logo
Juffs, Alan
1998. The acquisition of semantics-syntax correspondences and verb frequencies in ESL materials. Language Teaching Research 2:2  pp. 93 ff. DOI logo
Li, Yan & Lei Yan
2017. Effects of providing explicit negative evidence on students’ perception of ungrammatical sentences using –le . Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52:3  pp. 232 ff. DOI logo
Oliver, Rhonda
1995. Negative Feedback in Child NS-NNS Conversation. Studies in Second Language Acquisition 17:4  pp. 459 ff. DOI logo
Seo, Kyoko
1993. Dealing with fluency and accuracy in communicative language teaching: A concern for teachers of Japanese language. Japanese Studies 13:3  pp. 79 ff. DOI logo

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