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On the Acceptance of the Null That by Bilingual Catalan/Spanish L2 Learners of English
16 references·0 citing·41 second hop
On the Acceptance of the Null That by Bilingual Catalan/Spanish L2 Learners of English (2019)On the Acceptance of the Null That by Bil…Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered (2013)Linguistic and cognitive moti…Teaching Grammar in Second Language Classrooms (2011)Teaching Grammar in Second La…What variables condition syntactic transfer? A look at the L3 initial state (2010)What variables condition synt…Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis (2010)Interactions Between Type of …Analysing English Sentences: A Minimalist Approach (2009)Analysing English Sentences: …Analysing English Sentences (2009)Analysing English SentencesREEXAMINING THE ROLE OF EXPLICIT INFORMATION IN PROCESSING INSTRUCTION (2008)REEXAMINING THE ROLE OF EXPLI…On the Distribution of Null Complementizers (2003)On the Distribution of Null C…Core Syntax (2003)Core SyntaxDOES FORM-FOCUSED INSTRUCTION AFFECT THE ACQUISITION OF IMPLICIT KNOWLEDGE? (2002)DOES FORM-FOCUSED INSTRUCTION…T-to-C Movement: Causes and Consequences (2001)T-to-C Movement: Causes and C…Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis (2000)Effectiveness of L2 Instructi…Language Processing and Second Language Development (1998)Language Processing and Secon…Attention and awareness in foreign language learning (1995)Attention and awareness in fo…The Role of Consciousness in Second Language Learning1 (1990)The Role of Consciousness in …Are Classroom and Naturalistic Acquisition the Same? (1989)Are Classroom and Naturalisti…Lectures on Government and Binding (1993)Constructions: A Construction Grammar Approach to Argument Structure (1995)The syntax of valuation and the interpretability of features (2007)Verb Meaning and the Lexicon: A First Phase Syntax (2009)The Cartography of Syntactic Structures (2012)The Minimalist Program (2014)Principles and Practice in Second Language Acquisition (1983)Focus on form in classroom second language acquisition (1998)Oral corrective feedback in second language classrooms (2012)How Big Is “Big”? Interpreting Effect Sizes in L2 Research (2014)Corpus Use in Language Learning: A Meta‐Analysis (2017)A power primer. (1992)The Study of Second Language Acquisition (1996)FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002)Does discovery-based instruction enhance learning? (2010)The Principles of Psychology (1891)ASPECTS OF THE THEORY OF SYNTAX (1964)Knowledge of Language: Its Nature, Origin, and Use. (1988)The Role of the Linguistic Environment in Second Language Acquisition (1996)CORRECTIVE FEEDBACK AND LEARNER UPTAKE (1997)Research Methods in Applied Linguistics (2021)Principles and Practice in Second Language Acquisition (1983)Second Language Acquisition and Second Language Learning (1989)6. CURRENT DEVELOPMENTS IN RESEARCH ON THE TEACHING OF GRAMMAR (2004)Elicited Imitation as a Measure of L2 Implicit Knowledge: An Empirical Validation Study (2006)Selective Integration of Linguistic Knowledge in Adult Second Language Learning (2007)On The Language Instinct (1994)Foundations of Language (2002)The Acquisition of Heritage Languages (2015)Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model (2016)The scalpel model of third language acquisition (2016)The relationship between SLA research and language pedagogy: Teachers’ perspectives (2012)Using Listener Judgments to Investigate Linguistic Influences on L2 Comprehensibility and Accentedness: A Validation and Generalization Study (2015)EFL learners’ perceptions and preferences of written corrective feedback: a case study of university students from Mainland China (2016)Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms (1998)Legislation by Hypothesis: The Case of Task-Based Instruction (2005)Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning (2006)Evidence on the Effectiveness of Comprehensive Error Correction in Second Language Writing (2011)Minimalist Syntax (2004)Interpretation of English multiple wh-questions by Japanese speakers: a missing uninterpretable feature account (2006)By Phrases in Passives and Nominals (2012)
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References

  • 1990The Role of Consciousness in Second Language Learning14,927 cited
  • 2000Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis2,406 cited
  • 2001T-to-C Movement: Causes and Consequences976 cited
  • 1998Language Processing and Second Language Development801 cited
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  • 2013Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of third language (L3) transfer: Timing of acquisition and proficiency considered414 cited
  • 2002DOES FORM-FOCUSED INSTRUCTION AFFECT THE ACQUISITION OF IMPLICIT KNOWLEDGE?325 cited
  • 2011Teaching Grammar in Second Language Classrooms321 cited
  • 2010What variables condition syntactic transfer? A look at the L3 initial state256 cited
  • 1989Are Classroom and Naturalistic Acquisition the Same?190 cited
  • 2009Analysing English Sentences175 cited
  • 2009Analysing English Sentences: A Minimalist Approach162 cited
  • 2003On the Distribution of Null Complementizers137 cited

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  • 2008REEXAMINING THE ROLE OF EXPLICIT INFORMATION IN PROCESSING INSTRUCTION136 cited
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