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Tense or Aspect?: A Review of Initial Past Tense Marking and Task Conditions for Beginning Classroom Learners of Spanish

Hispania, 2013-12, Vol.96 (4), p.624-639

Bonilla, Carrie L.

2013

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Missing Surface Inflection or Impairment in second language acquisition? Evidence from tense and agreement

Second language research, 2000-04, Vol.16 (2), p.103-133

2000

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Scientific globalism during a global crisis: research collaboration and open access publications on COVID-19

Higher education, 2021-05, Vol.81 (5), p.949-966

2021

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The Acquisition of Tense-Aspect Morphology: A Prototype Account

Language (Baltimore), 1995-12, Vol.71 (4), p.743-762

1995

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IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR

Studies in second language acquisition, 2006-06, Vol.28 (2), p.339-368

2006

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The Role of Lexical Aspect in the Acquisition of Tense and Aspect

TESOL quarterly, 1995, Vol.29 (1), p.107-131

1995

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Non-native Japanese learners’ perception of consonant length in Japanese and Italian

Second language research, 2018-04, Vol.34 (2), p.179-200

2018

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Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner-Learner Interactions?

The Modern language journal (Boulder, Colo.), 2011-12, Vol.95 (Supplementary Issue), p.42-63

2011

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THE ACQUISITION OF PROGRESSIVE AND RESULTATIVE MEANINGS OF THE IMPERFECTIVE ASPECT MARKER BY L2 LEARNERS OF JAPANESE: Transfer, Universals, or Multiple Factors?

Studies in second language acquisition, 2007-03, Vol.29 (1), p.1-38

2007

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Ultimate attainment in interlanguage grammars: a prosodic approach

Second language research, 2006-07, Vol.22 (3), p.243-268

2006

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An Analysis of the German Perfekt

Language (Baltimore), 2000-06, Vol.76 (2), p.358-382

Klein, Wolfgang

2000

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Recent research on the acquisition of aspect: an embarrassment of riches?

Second Language Research, 2002-04, Vol.18 (2), p.172-188

Slabakova, Roumyana

2002

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A Time-Relational Analysis of Russian Aspect

Language (Baltimore), 1995-12, Vol.71 (4), p.669-695

Klein, Wolfgang

1995

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L1 INFLUENCE ON THE ACQUISITION ORDER OF ENGLISH GRAMMATICAL MORPHEMES

Studies in second language acquisition, 2016-09, Vol.38 (3), p.365-401

2016

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Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

The Modern language journal (Boulder, Colo.), 2019, Vol.103 (3), p.580-606

2019

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Mixing Grammar Exercises Facilitates Long-Term Retention: Effects of Blocking, Interleaving, and Increasing Practice

The Modern language journal (Boulder, Colo.), 2019, Vol.103 (3), p.629-647

2019

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Languaging: University Students Learn the Grammatical Concept of Voice in French

The Modern language journal (Boulder, Colo.), 2009-04, Vol.93 (1), p.5-29

2009

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A Meta-Analysis of Sensitivity to Grammatical Information during Self-Paced Reading: Towards a Framework of Reference for Reading Time Effect Sizes

Studies in second language acquisition, 2019-12, Vol.41 (5), p.1055-1087

2019

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Language-dependent cue weighting: An investigation of perception modes in L2 learning

Second language research, 2020-10, Vol.36 (4), p.557-581

2020

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Reclaiming the Relevance of L2 Teacher Education

The Modern language journal (Boulder, Colo.), 2015-09, Vol.99 (3), p.515-528

JOHNSON, KAREN E.

2015

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Prosody–syntax integration in a second language: Contrasting event-related potentials from German and Chinese learners of English using linear mixed effect models

Second language research, 2018-01, Vol.34 (1), p.9-37

2018

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How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels

Second language research, 2021-10, Vol.37 (4), p.547-571

2021

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CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING

Studies in second language acquisition, 2012-09, Vol.34 (3), p.445-474

Goo, Jaemyung

2012

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The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach

The Modern language journal (Boulder, Colo.), 2015-03, Vol.99 (1), p.96-112

2015

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THE EFFECTS OF IMPLICIT INSTRUCTION ON IMPLICIT AND EXPLICIT KNOWLEDGE DEVELOPMENT

Studies in second language acquisition, 2016-06, Vol.38 (2), p.177-215

Godfroid, Aline

2016

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Tense or Aspect?: A Review of Initial Past Tense Marking and Task Conditions for Beginning Classroom Learners of Spanish

Missing Surface Inflection or Impairment in second language acquisition? Evidence from tense and agreement

Scientific globalism during a global crisis: research collaboration and open access publications on COVID-19

The Acquisition of Tense-Aspect Morphology: A Prototype Account

IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR

The Role of Lexical Aspect in the Acquisition of Tense and Aspect

Non-native Japanese learners’ perception of consonant length in Japanese and Italian

Explicit and Implicit Feedback, Modified Output, and SLA: Does Explicit and Implicit Feedback Promote Learning and Learner-Learner Interactions?

THE ACQUISITION OF PROGRESSIVE AND RESULTATIVE MEANINGS OF THE IMPERFECTIVE ASPECT MARKER BY L2 LEARNERS OF JAPANESE: Transfer, Universals, or Multiple Factors?

Ultimate attainment in interlanguage grammars: a prosodic approach

An Analysis of the German Perfekt

Recent research on the acquisition of aspect: an embarrassment of riches?

A Time-Relational Analysis of Russian Aspect

L1 INFLUENCE ON THE ACQUISITION ORDER OF ENGLISH GRAMMATICAL MORPHEMES

Investigating Distribution of Practice Effects for the Learning of Foreign Language Verb Morphology in the Young Learner Classroom

Mixing Grammar Exercises Facilitates Long-Term Retention: Effects of Blocking, Interleaving, and Increasing Practice

Languaging: University Students Learn the Grammatical Concept of Voice in French

A Meta-Analysis of Sensitivity to Grammatical Information during Self-Paced Reading: Towards a Framework of Reference for Reading Time Effect Sizes

Language-dependent cue weighting: An investigation of perception modes in L2 learning

Reclaiming the Relevance of L2 Teacher Education

Prosody–syntax integration in a second language: Contrasting event-related potentials from German and Chinese learners of English using linear mixed effect models

How does longitudinal interaction promote second language speech learning? Roles of learner experience and proficiency levels

CORRECTIVE FEEDBACK AND WORKING MEMORY CAPACITY IN INTERACTION-DRIVEN L2 LEARNING

The Relationship Between Task Difficulty and Second Language Fluency in French: A Mixed Methods Approach

THE EFFECTS OF IMPLICIT INSTRUCTION ON IMPLICIT AND EXPLICIT KNOWLEDGE DEVELOPMENT

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