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Language Awareness Volume 19, 2010 - Issue 2
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Articles

Awareness of L1/L2 differences: does it matter?

Ahlem Ammar Département de Didactique, Université de Montréal, C.P. 6128 Succursale, Centre-ville, Montréal, Quebec, H3C 3J7, Canada
,
Patsy M. Lightbown Department of Education/Applied Linguistics, Concordia University, Harwich, Essex, USA
&
Nina Spada OISE, University of Toronto, Toronto, Ontario, Canada
Pages 129-146 | Received 23 Feb 2009, Accepted 01 Mar 2010, Published online: 17 Aug 2010

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Romana Kopečková, Magdalena Wrembel, Ulrike Gut & Anna Balas. (2023) Differences in phonological awareness of young L3 learners: an accent mimicry study. International Journal of Multilingualism 20:2, pages 408-424.
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Eda Başak HANCI-AZİZOĞLU. (2020) Language Awareness and Second Language Acquisition: Is there a link?Dil Bilinci ve İkincil Dil Edinimi Bağlantısı. Bartın Üniversitesi Eğitim Fakültesi Dergisi 9:3, pages 721-732.
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KEVIN MCMANUS & EMMA MARSDEN. (2018) Signatures of automaticity during practice: Explicit instruction about L1 processing routines can improve L2 grammatical processing. Applied Psycholinguistics 40:1, pages 205-234.
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Hanna Kivistö-de Souza. (2017) BRAZILIAN EFL LEARNERS’ AWARENESS ABOUT L2 PHONES: IS MALL PRONOUNCED AS ‘MAL’?. Trabalhos em Linguística Aplicada 56:1, pages 235-258.
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James A. Street. (2017) This is the native speaker that the non-native speaker outperformed: Individual, education-related differences in the processing and interpretation of Object Relative Clauses by native and non-native speakers of English. Language Sciences 59, pages 192-203.
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Diane Larsen-Freeman. (2015) Research into practice: Grammar learning and teaching. Language Teaching 48:2, pages 263-280.
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Mª Teresa Cáceres-Lorenzo. (2014) Variables en el desarrollo de la reflexión metalingüística (L1) de alumnos plurilingües en el primer año universitario. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 27:2, pages 275-296.
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Liliana Piasecka. 2014. Awareness in Action. Awareness in Action 183 193 .
한창훈, 윤상돈 & Im,Byung-Bin. (2013) The Effect of L2 Grammar Teaching Incorporating Implicit L1 Knowledge on Explicit and Implicit L2 Knowledge. The Journal of Studies in Language 29:3, pages 593-613.
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P. Scheffler. (2012) Theories pass. Learners and Teachers Remain. Applied Linguistics 33:5, pages 603-607.
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