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CAN SECOND LANGUAGE GRAMMAR BE LEARNED THROUGH LISTENING?: An Experimental Study

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2018Task repetition for language learning70 cited
2011The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote53 cited
2012

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The explicit/implicit knowledge distinction and working memory: Implications for second-language reading comprehension

53 cited

2014APTITUDE AS GRAMMATICAL SENSITIVITY AND THE INITIAL STAGES OF LEARNING JAPANESE AS A L245 cited

2011Metalinguistic knowledge, metalanguage, and their relationship in L2 learners43 cited

2019Contributions of declarative and procedural memory to accuracy and automatization during second language practice34 cited

2015Form-focused instruction and the measurement of implicit and explicit L2 knowledge27 cited