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Cited by

• 2003Incidental and Intentional Learning532 cited
• 1997GENERALIZABILITY AND AUTOMATICITY OF SECOND LANGUAGE LEARNING UNDER IMPLICIT, INCIDENTAL, ENHANCED, AND INSTRUCTED CONDITIONS275 cited
• 1998Rote or Rule? Exploring the Role of Formulaic Language in Classroom ForeignLanguage Learning274 cited
• 2002Towards a unified account of the representation, processing and acquisition of second language knowledge250 cited
• 2001Gender assignment and gender agreement in advanced French interlanguage: a cross-sectional study241 cited
• 2012The L2 status factor and the declarative/procedural distinction209 cited
• 1995Multi‐competence and the learning of many languages201 cited
• 2015Language Proficiency in Native and Non-native Speakers196 cited
• 2009The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms172 cited
• 2010Bilingual language acquisition and theories of diachronic change: Bilingualism as cause and effect of grammatical change171 cited
• 1999Putting ‘input’ in its proper place168 cited
• 2011Implicit and explicit language learning: conditions, processes, and knowledge in SLA and bilingualism155 cited
• 1998Why is Learning American Sign Language a Challenge?123 cited
• 2006The L2 acquisition of a phonological variable: the case of /l/ deletion in French