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This page lists all time most cited articles for this title. Please use the publication date filters on the left if you would like to restrict this list to recently published content, for example to articles published in the last three years. The number of times each article was cited is displayed to the right of its title and can be clicked to access a list of all titles this article has been cited by.
- Cited by 1053
FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition
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- Published online by Cambridge University Press:
- 12 July 2002, pp. 143-188
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- Cited by 963
CORRECTIVE FEEDBACK AND LEARNER UPTAKE: Negotiation of Form in Communicative Classrooms
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- Published online by Cambridge University Press:
- 01 March 1997, pp. 37-66
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- Cited by 792
HOW DO LEARNERS PERCEIVE INTERACTIONAL FEEDBACK?
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- 07 March 2001, pp. 471-497
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- Cited by 510
The Influence of Planning and Task Type on Second Language Performance
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- 07 November 2008, pp. 299-323
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- Cited by 458
Maturational Constraints on Language Development
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- 07 November 2008, pp. 251-285
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- Cited by 453
MEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A Psychometric Study
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- 07 June 2005, pp. 141-172
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- Cited by 437
ACCENT, INTELLIGIBILITY, AND COMPREHENSIBILITY: Evidence from Four L1s
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- 01 March 1997, pp. 1-16
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- Cited by 419
Syntactic Acquisition in Bilingual Children: Autonomous or Interdependent?
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- 07 November 2008, pp. 1-25
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- Cited by 382
ORAL FEEDBACK IN CLASSROOM SLA: A Meta-Analysis
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- 23 April 2010, pp. 265-302
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- Cited by 380
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR
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- 21 April 2006, pp. 339-368
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- Cited by 377
CONTEXT, CONTACT, AND COGNITION IN ORAL FLUENCY ACQUISITION: Learning Spanish in At Home and Study Abroad Contexts
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- 23 April 2004, pp. 173-199
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- Cited by 354
Input Enhancement in Instructed SLA: Theoretical Bases
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- 07 November 2008, pp. 165-179
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- Cited by 331
WILLINGNESS TO COMMUNICATE, SOCIAL SUPPORT, AND LANGUAGE-LEARNING ORIENTATIONS OF IMMERSION STUDENTS
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- 25 September 2001, pp. 369-388
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- Cited by 327
Attending to Form and Content in the Input: An Experiment in Consciousness
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- 07 November 2008, pp. 287-301
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- Cited by 322
AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE
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- 07 June 2005, pp. 305-352
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- Cited by 319
DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION
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- 01 September 2004, pp. 399-432
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- Cited by 297
Second Language Instruction Does Make a Difference: Evidence from an Empirical Study of SL Relativization
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- 07 November 2008, pp. 431-469
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- Cited by 294
RECASTS, REPETITION, AND AMBIGUITY IN L2 CLASSROOM DISCOURSE
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- 01 March 1998, pp. 51-81
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- Cited by 291
INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT: An Empirical Study of Question Formation in ESL
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- 01 December 1999, pp. 557-587
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- Cited by 282
Sequencing in SLA: Phonological Memory, Chunking, and Points of Order
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- 07 November 2008, pp. 91-126
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