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European Journal of Cognitive Psychology Volume 5, 1993 - Issue 3
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Original Articles

Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge

Nick Ellis Department of Psychology, University College of North Wales, Bangor, UK
Pages 289-318 | Received 01 Nov 1992, Published online: 08 Nov 2007

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AnnekeP Potgieter & Simone Conradie. (2013) Explicit grammar teaching in EAL classrooms: Suggestions from isiXhosa speakers’ L2 data. Southern African Linguistics and Applied Language Studies 31:1, pages 111-127.
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Karen Roehr. (2006) Metalinguistic Knowledge in L2 Task Performance: A Verbal Protocol Analysis. Language Awareness 15:3, pages 180-198.
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Laura Collins. (2005) Accessing Second Language Learners’ Understanding of Temporal Morphology. Language Awareness 14:4, pages 207-220.
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Nick C. Ellis. (1996) Working Memory in the Acquisition of Vocabulary and Syntax: Putting Language in Good Order. The Quarterly Journal of Experimental Psychology Section A 49:1, pages 234-250.
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NickC. Ellis. (1995) THE PSYCHOLOGY OF FOREIGN LANGUAGE VOCABULARY ACQUISITION: IMPLICATIONS FOR CALL. Computer Assisted Language Learning 8:2-3, pages 103-128.
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NickC. Ellis. (1995) Consciousness in second language acquisition: A review of field studies and laboratory experiments. Language Awareness 4:3, pages 123-146.
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IreneC. Michas & DianneC. Berry. (1994) Implicit and explicit processes in a second-language learning task. European Journal of Cognitive Psychology 6:4, pages 357-381.
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