Citations (17)
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Jorge H. Cubillos. (2014) Spanish textbooks in the US: enduring traditions and emerging trends. Journal of Spanish Language Teaching 1:2, pages 205-225.
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Forrest Panther, Wakayo Mattingley, Jen Hay, Simon Todd, Jeanette King & Peter J. Keegan. (2023) Morphological segmentations of Non-Māori Speaking New Zealanders match proficient speakers. Bilingualism: Language and Cognition, pages 1-15.
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Renia Lopez-OziebloRenia Lopez-Ozieblo. 2023. Theory and Practice from a Cognitive Perspective. Theory and Practice from a Cognitive Perspective
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W. M. Menks, C. Ekerdt, G. Janzen, E. Kidd, K. Lemhöfer, G. Fernández & J. M. McQueen. (2022) Study protocol: a comprehensive multi-method neuroimaging approach to disentangle developmental effects and individual differences in second language learning. BMC Psychology 10:1.
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Vi Thanh Son & Gisela Håkansson. (2022) What is in the learner’s mind when trying to verbalize grammatical rules?. Pedagogical Linguistics.
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Karen Roehr-Brackin. (2022) Explicit and implicit knowledge and learning of an additional language: A research agenda. Language Teaching, pages 1-19.
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Yuko Goto Butler. (2022) Teaching vocabulary to young second- or foreign-language learners. Language Teaching for Young Learners, pages 4-33.
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Karen Roehr-Brackin. (2020) Investigating explicit and implicit L2 knowledge and learning: Replications of Erlam (2005) and Roehr-Brackin and Tellier (2019). Language Teaching 55:2, pages 271-283.
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Tsung-Ying Chen. (2022) On the learnability of level-based and unit-based tonal OCP generalizations: An artificial grammar learning study. Glossa: a journal of general linguistics 7:1.
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Karen Lichtman. (2021) What About Fluency? Implicit vs. Explicit Training Affects Artificial Mini-Language Production. Applied Linguistics 42:4, pages 668-691.
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Laura Collins & June Ruivivar. (2021) Research agenda: Researching grammar teaching and learning in the second language classroom. Language Teaching 54:3, pages 407-423.
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Blair Bateman, Michael Child & Eliane Berlendis Bueno. (2020) A focus on language in the immersion language arts curriculum. Journal of Immersion and Content-Based Language Education 8:2, pages 200-229.
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Noelia Sánchez Walker & Silvina Montrul. (2020) Language Experience Affects Comprehension of Spanish Passive Clauses: A Study of Heritage Speakers and Second Language Learners. Languages 6:1, pages 2.
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Karen Roehr-Brackin & Angela Tellier. (2019) THE ROLE OF LANGUAGE-ANALYTIC ABILITY IN CHILDREN’S INSTRUCTED SECOND LANGUAGE LEARNING. Studies in Second Language Acquisition 41:5, pages 1111-1131.
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Michael J. Lawson, Stella Vosniadou, Penny Van Deur, Mirella Wyra & David Jeffries. (2018) Teachers’ and Students’ Belief Systems About the Self-Regulation of Learning. Educational Psychology Review 31:1, pages 223-251.
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Karen Roehr-Brackin & Angela Tellier. (2018) Esperanto as a tool in classroom foreign language learning in England. Language Problems and Language Planning 42:1, pages 89-111.
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Hossein Navidinia, Zeinab Beidokhti & Nargess Hekmati. (2017) English Language Learners’ Big Five Personality Characteristics and Their Preference for Isolated or Integrated Form-Focused Instruction. The Asia-Pacific Education Researcher 26:1-2, pages 75-83.
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