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Collocations in Corpus‐Based Language Learning Research: Identifying, Comparing, and Interpreting the Evidence

Language learning, 2017-06, Vol.67 (S1), p.155-179

2017

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A Control–Value Theory Approach to Boredom in English Classes Among University Students in China

The Modern language journal (Boulder, Colo.), 2021-03, Vol.105 (1), p.317-334

LI, CHENGCHEN

2021

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The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes

Language learning, 2017-12, Vol.67 (4), p.747-790

2017

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The Utility and Application of Mixed-Effects Models in Second Language Research

Language learning, 2015-06, Vol.65 (S1), p.185-207

2015

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The Effectiveness of Second Language Strategy Instruction: A Meta-analysis

Language learning, 2011-12, Vol.61 (4), p.993-1038

Plonsky, Luke

2011

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Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

Language learning, 2018-06, Vol.68 (2), p.392-437

2018

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Oral Fluency, Accuracy, and Complexity in Formal Instruction and Study Abroad Learning Contexts

TESOL quarterly, 2012-12, Vol.46 (4), p.610-641

2012

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L2 Negation Constructions at Work

Language learning, 2012-06, Vol.62 (2), p.335-372

Eskildsen, Søren W.

2012

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Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing

Language learning, 2016-12, Vol.66 (4), p.900-944

2016

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Age of Onset and Nativelikeness in a Second Language: Listener Perception Versus Linguistic Scrutiny

Language learning, 2009-06, Vol.59 (2), p.249-306

2009

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Measuring Implicit and Explicit Knowledge in Second Language Research

Language learning, 2013-09, Vol.63 (3), p.595-626

Rebuschat, Patrick

2013

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What Counts as a Developmental Sequence? Exemplar-Based L2 Learning of English Questions

Language learning, 2015-03, Vol.65 (1), p.33-62

Eskildsen, Søren W.

2015

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Taking Spanish Outside the Box: A Model for Integrating Service Learning Into Foreign Language Study

Foreign language annals, 2007-10, Vol.40 (3), p.463-471

Caldwell, Wendy

2007

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Constraints on Implicit Learning of Grammatical Form-Meaning Connections

Language learning, 2012-06, Vol.62 (2), p.634-662

2012

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Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom

TESOL quarterly, 2014-03, Vol.48 (1), p.86-109

2014

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Recasts, Language Anxiety, Modified Output, and L2 Learning

Language learning, 2008-12, Vol.58 (4), p.835-874

Sheen, Younghee

2008

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Exploring the Relationship Between Modified Output and Working Memory Capacity

Language learning, 2010-09, Vol.60 (3), p.501-533

2010

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Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers

TESOL quarterly, 2014-06, Vol.48 (2), p.360-388

2014

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Cognitive Linguistics and the Second Language Classroom

TESOL quarterly, 2012-03, Vol.46 (1), p.6-29

Holme, Randal

2012

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Acquisition of the Korean Imperfective Aspect Markers -ko iss- and -a iss- by Japanese Learners: A Multiple-Factor Account

Language learning, 2015-12, Vol.65 (4), p.791-823

2015

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Going Beyond the Native Speaker in Language Teaching

TESOL quarterly, 1999, Vol.33 (2), p.185-209

COOK, VIVIAN

1999

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Changing Perspectives on Good Language Learners

TESOL quarterly, 2001, Vol.35 (2), p.307-322

2001

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Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale

TESOL quarterly, 2012-12, Vol.46 (4), p.695-721

2012

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The Effect of Type of Written Exercise on L2 Vocabulary Retention

TESOL quarterly, 2006-06, Vol.40 (2), p.273-293

FOLSE, KEITH S.

2006

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The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition

Language learning, 2008-06, Vol.58 (2), p.285-325

Kim, YouJin

2008

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Collocations in Corpus‐Based Language Learning Research: Identifying, Comparing, and Interpreting the Evidence

A Control–Value Theory Approach to Boredom in English Classes Among University Students in China

The Interface of Explicit and Implicit Knowledge in a Second Language: Insights From Individual Differences in Cognitive Aptitudes

The Utility and Application of Mixed-Effects Models in Second Language Research

The Effectiveness of Second Language Strategy Instruction: A Meta-analysis

Multisite Replication in Second Language Acquisition Research: Attention to Form During Listening and Reading Comprehension

Oral Fluency, Accuracy, and Complexity in Formal Instruction and Study Abroad Learning Contexts

L2 Negation Constructions at Work

Learning Additional Languages as Hierarchical Probabilistic Inference: Insights From First Language Processing

Age of Onset and Nativelikeness in a Second Language: Listener Perception Versus Linguistic Scrutiny

Measuring Implicit and Explicit Knowledge in Second Language Research

What Counts as a Developmental Sequence? Exemplar-Based L2 Learning of English Questions

Taking Spanish Outside the Box: A Model for Integrating Service Learning Into Foreign Language Study

Constraints on Implicit Learning of Grammatical Form-Meaning Connections

Learners' Beliefs as Mediators of What Is Noticed and Learned in the Language Classroom

Recasts, Language Anxiety, Modified Output, and L2 Learning

Exploring the Relationship Between Modified Output and Working Memory Capacity

Statistical Literacy Among Applied Linguists and Second Language Acquisition Researchers

Cognitive Linguistics and the Second Language Classroom

Acquisition of the Korean Imperfective Aspect Markers -ko iss- and -a iss- by Japanese Learners: A Multiple-Factor Account

Going Beyond the Native Speaker in Language Teaching

Changing Perspectives on Good Language Learners

Comparing Multidimensional and Continuum Models of Vocabulary Acquisition: An Empirical Examination of the Vocabulary Knowledge Scale

The Effect of Type of Written Exercise on L2 Vocabulary Retention

The Role of Task-Induced Involvement and Learner Proficiency in L2 Vocabulary Acquisition

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