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Wanna contraction in first language acquisition, child second language acquisition, and adult second language acquisition

Bilingualism (Cambridge, England), 2023-09, p.1-12

Hwang, Haerim

2023

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Rethinking the critical period for language: New insights into an old question from American Sign Language

Bilingualism (Cambridge, England), 2018-11, Vol.21 (5), p.886-905

2018

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Sources of individual differences in the dual language development of heritage bilinguals

Journal of child language, 2023-07, Vol.50 (4), p.793-817

PARADIS, Johanne

2023

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Gaming as extramural English L2 learning and L2 proficiency among young learners

ReCALL (Cambridge, England), 2012-09, Vol.24 (3), p.302-321

2012

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Individual differences reveal stages of L2 grammatical acquisition: ERP evidence

Bilingualism (Cambridge, England), 2013-04, Vol.16 (2), p.367-382

2013

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ORAL FEEDBACK IN CLASSROOM SLA: A Meta-Analysis

Studies in second language acquisition, 2010-06, Vol.32 (2), p.265-302

2010

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Parsing and Working Memory in Bilingual Sentence Processing

Bilingualism (Cambridge, England), 2017-08, Vol.20 (4), p.659-678

CUNNINGS, IAN

2017

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Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

Bilingualism (Cambridge, England), 2022-05, Vol.25 (3), p.361-378

2022

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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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Spanish-speaking English learners' English language and literacy skills: The predictive role of conceptually-scored vocabulary

Applied psycholinguistics, 2020-01, Vol.41 (1), p.1-24

2020

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How language environment, age, and cognitive capacity support the bilingual development of Syrian refugee children recently arrived in Canada

Applied psycholinguistics, 2020-11, Vol.41 (6), p.1255-1281

2020

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THE ROBUSTNESS OF APTITUDE EFFECTS IN NEAR-NATIVE SECOND LANGUAGE ACQUISITION

Studies in second language acquisition, 2008-12, Vol.30 (4), p.481-509

2008

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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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MEASURING IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE: What Can Heritage Language Learners Contribute?

Studies in second language acquisition, 2011-06, Vol.33 (2), p.247-271

Bowles, Melissa A.

2011

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Brain-based individual differences in online L2 grammatical comprehension

Bilingualism (Cambridge, England), 2014-04, Vol.17 (2), p.277-293

2014

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EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS

Studies in second language acquisition, 2010-06, Vol.32 (2), p.235-263

2010

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Second language acquisition: A theoretical introduction to real-world applications by Alessandro G. Benati and Tanja Angelovska (review)

Canadian journal of linguistics, 2020, Vol.65 (4), p.593-595

Caws, Catherine

2020

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Searching for the “native” speaker: A preregistered conceptual replication and extension of Reid, Trofimovich, and O’Brien (2019)

Applied psycholinguistics, 2023-07, Vol.44 (4), p.475-494

2023

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Understanding language processing in variable populations on their own terms: Towards a functionalist psycholinguistics of individual differences, development, and disorders

Applied psycholinguistics, 2023-07, Vol.44 (4), p.565-592

2023

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PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT: Monitoring, Practice, and Proceduralization

Studies in second language acquisition, 2012-12, Vol.34 (4), p.591-626

2012

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The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology

Bilingualism (Cambridge, England), 2013-07, Vol.16 (3), p.558-577

2013

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Language abilities of children with refugee backgrounds: Insights from case studies

Applied psycholinguistics, 2020-11, Vol.41 (6), p.1329-1349

2020

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The associations between cognitive ability and L2 development under five different instructional conditions

Applied psycholinguistics, 2019-05, Vol.40 (3), p.693-722

2019

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Framing second language comprehensibility: Do interlocutors’ ratings predict their perceived communicative experience?

Applied psycholinguistics, 2023-01, Vol.44 (1), p.131-156

2023

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Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology

Applied psycholinguistics, 2021-01, Vol.42 (1), p.77-100

2021

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Wanna contraction in first language acquisition, child second language acquisition, and adult second language acquisition

Rethinking the critical period for language: New insights into an old question from American Sign Language

Sources of individual differences in the dual language development of heritage bilinguals

Gaming as extramural English L2 learning and L2 proficiency among young learners

Individual differences reveal stages of L2 grammatical acquisition: ERP evidence

ORAL FEEDBACK IN CLASSROOM SLA: A Meta-Analysis

Parsing and Working Memory in Bilingual Sentence Processing

Digital Language Learning (DLL): Insights from Behavior, Cognition, and the Brain

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

Spanish-speaking English learners' English language and literacy skills: The predictive role of conceptually-scored vocabulary

How language environment, age, and cognitive capacity support the bilingual development of Syrian refugee children recently arrived in Canada

THE ROBUSTNESS OF APTITUDE EFFECTS IN NEAR-NATIVE SECOND LANGUAGE ACQUISITION

IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR

MEASURING IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE: What Can Heritage Language Learners Contribute?

Brain-based individual differences in online L2 grammatical comprehension

EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS

Second language acquisition: A theoretical introduction to real-world applications by Alessandro G. Benati and Tanja Angelovska (review)

Searching for the “native” speaker: A preregistered conceptual replication and extension of Reid, Trofimovich, and O’Brien (2019)

Understanding language processing in variable populations on their own terms: Towards a functionalist psycholinguistics of individual differences, development, and disorders

PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT: Monitoring, Practice, and Proceduralization

The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology

Language abilities of children with refugee backgrounds: Insights from case studies

The associations between cognitive ability and L2 development under five different instructional conditions

Framing second language comprehensibility: Do interlocutors’ ratings predict their perceived communicative experience?

Preschoolers benefit from a clear sound-referent mapping to acquire nonnative phonology

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