Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by Crossref.
Housen, Alex
and
Simoens, Hannelore
2016.
INTRODUCTION: COGNITIVE PERSPECTIVES ON DIFFICULTY AND COMPLEXITY IN L2 ACQUISITION.
Studies in Second Language Acquisition,
Vol. 38,
Issue. 2,
p.
163.
Leonard, Karen Ruth
and
Shea, Christine E.
2017.
L2 Speaking Development During Study Abroad: Fluency, Accuracy, Complexity, and Underlying Cognitive Factors.
The Modern Language Journal,
Vol. 101,
Issue. 1,
p.
179.
Ruiz, Simón
Tagarelli, Kaitlyn M.
and
Rebuschat, Patrick
2018.
Simultaneous Acquisition of Words and Syntax: Effects of Exposure Condition and Declarative Memory.
Frontiers in Psychology,
Vol. 9,
Issue. ,
Ammar, Ahlem
and
Hassan, Rania Mohamed
2018.
Talking It Through: Collaborative Dialogue and Second Language Learning.
Language Learning,
Vol. 68,
Issue. 1,
p.
46.
Nyqvist, Eeva-Liisa
2018.
Mastering complex Swedish NPs: A comparison of non-immersion pupils and
immersion L1 Finnish pupils.
Journal of the European Second Language Association,
Vol. 2,
Issue. 1,
p.
14.
Byrnes, Heidi
2018.
The Handbook of Advanced Proficiency in Second Language Acquisition.
p.
131.
SUZUKI, YUICHI
NAKATA, TATSUYA
and
DEKEYSER, ROBERT
2019.
Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology.
The Modern Language Journal,
Vol. 103,
Issue. 3,
p.
551.
Mavrou, Irini
and
Ainciburu, María Cecilia
2019.
Medidas de longitud en la investigación empírica de
ASL.
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics,
Vol. 32,
Issue. 1,
p.
125.
López, Ángel Rodríguez
Souto, Jaime E.
and
Noblejas, María Luisa Arroyo
2019.
Improving teaching capacity to increase student achievement: The key role of communication competences in Higher Education.
Studies in Educational Evaluation,
Vol. 60,
Issue. ,
p.
205.
Benson, Susan
and
DeKeyser, Robert
2019.
Effects of written corrective feedback and language aptitude on verb tense accuracy.
Language Teaching Research,
Vol. 23,
Issue. 6,
p.
702.
SUZUKI, YUICHI
NAKATA, TATSUYA
and
DEKEYSER, ROBERT
2019.
The Desirable Difficulty Framework as a Theoretical Foundation for Optimizing and Researching Second Language Practice.
The Modern Language Journal,
Vol. 103,
Issue. 3,
p.
713.
Brezina, Vaclav
and
Pallotti, Gabriele
2019.
Morphological complexity in written L2 texts.
Second Language Research,
Vol. 35,
Issue. 1,
p.
99.
McDonough, Kim
Uludag, Pakize
and
Neumann, Heike
2020.
Morphological Development in EAP Student Writing.
TESOL Quarterly,
Vol. 54,
Issue. 4,
p.
1065.
Lai, Chun
Qi, Xuedan
Lü, Chan
and
Lyu, Boning
2020.
The effectiveness of guided inductive instruction and deductive instruction on semantic radical development in Chinese character processing.
Language Teaching Research,
Vol. 24,
Issue. 4,
p.
496.
Collentine, Karina
and
Collentine, Joseph
2020.
Variation and Evolution.
Vol. 29,
Issue. ,
p.
55.
Gao, Jianwu
and
Ma, Shuang
2021.
LEARNING CONDITION, LINGUISTIC COMPLEXITY, AND FIRST LANGUAGE TRANSFER IN SEMIARTIFICIAL LANGUAGE LEARNING.
Studies in Second Language Acquisition,
Vol. 43,
Issue. 2,
p.
355.
Li, Shaofeng
and
DeKeyser, Robert
2021.
IMPLICIT LANGUAGE APTITUDE: CONCEPTUALIZING THE CONSTRUCT, VALIDATING THE MEASURES, AND EXAMINING THE EVIDENCE.
Studies in Second Language Acquisition,
Vol. 43,
Issue. 3,
p.
473.
Kanwit, Matthew
2021.
Advancedness in Second Language Spanish.
Vol. 31,
Issue. ,
p.
115.
Fu, Mengxia
and
Li, Shaofeng
2021.
THE ASSOCIATIONS BETWEEN IMPLICIT AND EXPLICIT LANGUAGE APTITUDE AND THE EFFECTS OF THE TIMING OF CORRECTIVE FEEDBACK.
Studies in Second Language Acquisition,
Vol. 43,
Issue. 3,
p.
498.
Donohoe, Eva
2022.
Évaluer les gains langagiers dans le cadre d’un apprentissage informel à l’étranger.
Recherches en didactique des langues et des cultures,
Vol. 20-1,
Issue. 20-1,