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The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study
16 references·0 citing·32 second hop
The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study (2016)The effects of meaning-focused pre-tasks …Dimensions of L2 Performance and Proficiency (2012)Dimensions of L2 Performance …Defining and operationalising L2 complexity (2012)Defining and operationalising…Collaborative writing: fostering foreign language and writing conventions development (2010)Collaborative writing: foster…Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity (2009)Towards an Organic Approach t…Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis (2009)Modelling Second Language Per…CAF: Defining, Refining and Differentiating Constructs (2009)CAF: Defining, Refining and D…The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English (2006)The Emergence of Complexity, …THE EFFECTS OF PLANNING ON FLUENCY, COMPLEXITY, AND ACCURACY IN SECOND LANGUAGE NARRATIVE WRITING (2004)THE EFFECTS OF PLANNING ON FL…TASK-BASED LANGUAGE LEARNING AND TEACHING (2004)TASK-BASED LANGUAGE LEARNING …The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production (2003)The Effects of Pre-Task Plann…Task-based Language Learning and Teaching (2003)Task-based Language Learning …Patterns of Interaction in ESL Pair Work (2002)Patterns of Interaction in ES…Fluency in Writing (2001)Fluency in WritingEffectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis (2000)Effectiveness of L2 Instructi…Vygotskian Approaches to Second Language Research (1994)Vygotskian Approaches to Seco…Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise (1993)Surpassing Ourselves: An Inqu…On Discourse, Communication, and (Some) Fundamental Concepts in SLA Research (1997)Task complexity, task difficulty, and task production: exploring interactions in a componential framework (2001)A Dynamic Systems Theory approach to second language acquisition (2007)Complexity, Accuracy, and Fluency in Second Language Acquisition (2009)Should We Use Characteristics of Conversation to Measure Grammatical Complexity in L2 Writing Development? (2011)Corpus Use in Language Learning: A Meta‐Analysis (2017)A power primer. (1992)The Study of Second Language Acquisition (1996)Focus on form in classroom second language acquisition (1998)FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002)Does discovery-based instruction enhance learning? (2010)How Big Is “Big”? Interpreting Effect Sizes in L2 Research (2014)A Cognitive Approach to Language Learning (1999)Cognition and Second Language Instruction (2001)Researching Pedagogic Tasks: Second Language Learning, Teaching, and Testing (2001)Vocabulary in Language Teaching (2020)Feedback on second language students' writing (2006)Task‐based language teaching: sorting out the misunderstandings (2009)Alternative Approaches to Second Language Acquisition (2011)Professional development and reform in science education: The role of teachers' practical knowledge (2001)Project-Based Learning in Post-Secondary Education – Theory, Practice and Rubber Sling Shots (2006)Perspectives into learning at the workplace (2008)Principles of instructed language learning (2005)The Differential Effects of Three Types of Task Planning on the Fluency, Complexity, and Accuracy in L2 Oral Production (2009)Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work (2012)Conceptualizing and measuring short-term changes in L2 writing complexity (2014)Collaborative writing: Product, process, and students’ reflections (2005)Formative Assessment: Assessment Is for Self-regulated Learning (2012)Exploring Engagement in Tasks in the Language Classroom (2016)Review article: Instructed second language vocabulary learning (2008)The Ecology and Semiotics of Language Learning (2004)IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006)
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References

  • 2003Task-based Language Learning and Teaching3,591 cited
  • 2004TASK-BASED LANGUAGE LEARNING AND TEACHING2,843 cited
  • 2000Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis2,406 cited
  • 1993Surpassing Ourselves: An Inquiry into the Nature and Implications of Expertise1,356 cited
  • 2009Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity1,256 cited
  • 1994Vygotskian Approaches to Second Language Research1,163 cited
  • 2009Modelling Second Language Performance: Integrating Complexity, Accuracy, Fluency, and Lexis1,159 cited
  • 2002Patterns of Interaction in ESL Pair Work1,079 cited
  • 2006The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English803 cited
  • 2003The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production775 cited
  • 2012Defining and operationalising L2 complexity584 cited
  • 2001Fluency in Writing514 cited
  • 2010Collaborative writing: fostering foreign language and writing conventions development491 cited
  • 2009CAF: Defining, Refining and Differentiating Constructs464 cited
  • 2012

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Dimensions of L2 Performance and Proficiency
457 cited
  • 2004THE EFFECTS OF PLANNING ON FLUENCY, COMPLEXITY, AND ACCURACY IN SECOND LANGUAGE NARRATIVE WRITING453 cited
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