Citations (28)
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Elena Tribushinina, Zoë op ten Berg & Sonja Karman. (2022) Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study. Language Awareness 31:3, pages 351-370.
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Matt Lucas. (2020) Cross-linguistic influence and plural marking: enhancing error recognition and written accuracy among Japanese EFL learners through web-based awareness-raising. Language Awareness 29:2, pages 155-177.
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Philippa Bell, Véronique Fortier & Isabelle Gauvin. (2020) Using L1 knowledge about language during L2 error correction: do students make cross-linguistic connections?. Language Awareness 29:2, pages 95-113.
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Matthew Wycliffe Lucas & Androula Yiakoumetti. (2019) Cross-linguistic awareness-raising practices can enhance written performance in EFL classes in Japanese universities. International Journal of Bilingual Education and Bilingualism 22:8, pages 958-973.
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Kevin McManus. (2019) Awareness of L1 form-meaning mappings can reduce crosslinguistic effects in L2 grammatical learning. Language Awareness 28:2, pages 114-138.
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Caroline Dault & Laura Collins. (2017) Comparer pour mieux comprendre : perception d’étudiants et d'enseignants d'une approche interlangagière en langue seconde. Language Awareness 26:3, pages 191-210.
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Paweł Scheffler. (2013) Learners’ perceptions of grammar-translation as consciousness raising. Language Awareness 22:3, pages 255-269.
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Ahlem Ammar, PatsyM. Lightbown & Nina Spada. (2010) Awareness of L1/L2 differences: does it matter?. Language Awareness 19:2, pages 129-146.
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Articles from other publishers (20)
Jacopo Torregrossa, Sonja Eisenbeiß & Christiane Bongartz. (2022) Boosting Bilingual Metalinguistic Awareness Under Dual Language Activation: Some Implications for Bilingual Education. Language Learning 73:3, pages 683-722.
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Tomáš Gráf & Kateřina Vašků. 2022. Paradigms in Word Formation. Paradigms in Word Formation
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María J. de la Fuente & Carola Goldenberg. (2020) Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom. Language Teaching Research 26:5, pages 943-962.
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ZhaoHong Han. (2020) Usage-based instruction, systems thinking, and the role of Language Mining in second language development. Language Teaching 54:4, pages 502-517.
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Stefan RATHERT & Neşe CABAROĞLU. (2020) Impact of bilingual practice on EFL learners’ self-efficacy. Dil ve Dilbilimi Çalışmaları Dergisi 16:2, pages 738-756.
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Matt Lucas & Osamu Takeuchi. (2019) Harnessing web-based contrastive instruction to address English relative clause accuracy and subject-object asymmetry. System 85, pages 102112.
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KEVIN MCMANUS & EMMA MARSDEN. (2019) Using Explicit Instruction About L1 to Reduce Crosslinguistic Effects in L2 Grammar Learning: Evidence From Oral Production in L2 French. The Modern Language Journal 103:2, pages 459-480.
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Daphnée Simard. 2018. The TESOL Encyclopedia of English Language Teaching. The TESOL Encyclopedia of English Language Teaching
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Caroline Dault & Laura Collins. (2016) L’utilisation des langues connues des apprenants en classe de français langue seconde. The Canadian Modern Language Review 72:4, pages 504-529.
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Marie Källkvist. (2013) Languaging in Translation Tasks Used in a University Setting: Particular Potential for Student Agency?. The Modern Language Journal 97:1, pages 217-238.
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Graham Hall & Guy Cook. (2012) Own-language use in language teaching and learning. Language Teaching 45:3, pages 271-308.
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Marlise HorstJoanna White & Philippa Bell. (2010) First and second language knowledge in the language classroom. International Journal of Bilingualism 14:3, pages 331-349.
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LAURA COLLINS, PAVEL TROFIMOVICH, JOANNA WHITE, WALCIR CARDOSO & MARLISE HORST. (2009) Some Input on the Easy/Difficult Grammar Question: An Empirical Study. The Modern Language Journal 93:3, pages 336-353.
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JESÚS IZQUIERDO & LAURA COLLINS. (2008) The Facilitative Role of L1 Influence in Tense-Aspect Marking: A Comparison of Hispanophone and Anglophone Learners of French. The Modern Language Journal 92:3, pages 350-368.
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B. Laufer & N. Girsai. (2008) Form-focused Instruction in Second Language Vocabulary Learning: A Case for Contrastive Analysis and Translation. Applied Linguistics 29:4, pages 694-716.
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Laura Collins. (2004) The Particulars on Universals: A Comparison of the Acquisition of Tense-Aspect Morphology among Japanese- and French-Speaking Learners of English. The Canadian Modern Language Review 61:2, pages 251-274.
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Terence Odlin. 2003. The Handbook of Second Language Acquisition. The Handbook of Second Language Acquisition
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ZhaoHong Han. (2008) Fine‐tuning Corrective Feedback. Foreign Language Annals 34:6, pages 582-599.
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Jessica Williams. (2001) Focus on forms research and its application. Revista Brasileira de Linguística Aplicada 1:1, pages 31-52.
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ZhaoHong Han & Larry Selinker. (2016) Error resistance: towards an empirical pedagogy. Language Teaching Research 3:3, pages 248-275.
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