| INCIDENTAL VOCABULARY ACQUISITION THROUGH VIEWING L2 TELEVISION AND FACTORS THAT AFFECT LEARNING |
25 |
| ROLE OF THE EMOTIONS AND CLASSROOM ENVIRONMENT IN WILLINGNESS TO COMMUNICATE: APPLYING DOUBLY LATENT MULTILEVEL ANALYSIS IN SECOND LANGUAGE ACQUISITION RESEARCH |
19 |
| CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE AN EYE-MOVEMENT STUDY |
16 |
| SECOND LANGUAGE ANXIETY AND ACHIEVEMENT A META-ANALYSIS |
16 |
| PUPILLOMETRY IN LINGUISTIC RESEARCH: AN INTRODUCTION AND REVIEW FOR SECOND LANGUAGE RESEARCHERS |
13 |
| RETHINKING L2 MOTIVATION RESEARCH THE 2 X 2 MODEL OF L2 SELF-GUIDES |
11 |
| ACADEMIC BUOYANCY EXPLORING LEARNERS' EVERYDAY RESILIENCE IN THE LANGUAGE CLASSROOM |
10 |
| THE EFFECT OF GLOSS TYPE ON LEARNERS' INTAKE OF NEW WORDS DURING READING EVIDENCE FROM EYE-TRACKING |
9 |
| EFFECTS OF MASSING AND SPACING ON THE LEARNING OF SEMANTICALLY RELATED AND UNRELATED WORDS |
8 |
| ADVANCED SECOND LANGUAGE LEARNERS' PERCEPTION OF LEXICAL TONE CONTRASTS |
8 |
| WORD FREQUENCY, COLLOCATIONAL FREQUENCY, L1 CONGRUENCY, AND PROFICIENCY IN L2 COLLOCATIONAL PROCESSING WHAT ACCOUNTS FOR L2 PERFORMANCE? |
7 |
| ESTABLISHING EVIDENCE OF LEARNING IN EXPERIMENTS EMPLOYING ARTIFICIAL LINGUISTIC SYSTEMS |
7 |
| MOTIVATION AS QUALITY REGULATORY FIT EFFECTS ON INCIDENTAL VOCABULARY LEARNING |
6 |
| THE EFFECTS OF READING ACTIVITY CHARACTERISTICS ON L2 READING PROCESSES AND NOTICING OF GLOSSED CONSTRUCTIONS |
6 |
| OBSERVING AND PRODUCING PITCH GESTURES FACILITATES THE LEARNING OF MANDARIN CHINESE TONES AND WORDS |
6 |
| EXPOSURE FREQUENCY IN L2 READING AN EYE-MOVEMENT PERSPECTIVE OF INCIDENTAL VOCABULARY LEARNING |
5 |
| IDENTIFYING A THRESHOLD FOR THE EXECUTIVE FUNCTION ADVANTAGE IN BILINGUAL CHILDREN |
5 |
| STATISTICAL SENSITIVITY, COGNITIVE APTITUDES, AND PROCESSING OF COLLOCATIONS |
5 |
| HOW DO SECOND LANGUAGE LISTENERS PERCEIVE THE COMPREHENSIBILITY OF FOREIGN-ACCENTED SPEECH? ROLES OF FIRST LANGUAGE PROFILES, SECOND LANGUAGE PROFICIENCY, AGE, EXPERIENCE, FAMILIARITY, AND METACOGNITION |
5 |
| ONLINE AND OFFLINE EFFECTS OF L1 PRACTICE IN L2 GRAMMAR LEARNING A PARTIAL REPLICATION |
4 |
| THE GENERATIVE APPROACH TO SLA AND ITS PLACE IN MODERN SECOND LANGUAGE STUDIES |
4 |
| LINGUISTIC DIMENSIONS OF L2 ACCENTEDNESS AND COMPREHENSIBILITY VARY ACROSS SPEAKING TASKS |
4 |
| OBSERVING PITCH GESTURES FAVORS THE LEARNING OF SPANISH INTONATION BY MANDARIN SPEAKERS |
4 |
| DOES HAVING GOOD ARTICULATORY SKILLS LEAD TO MORE FLUENT SPEECH IN FIRST AND SECOND LANGUAGES? |
4 |
| TOWARD A DYNAMIC VIEW OF SECOND LANGUAGE COMPREHENSIBILITY |
4 |
| INCIDENTAL VOCABULARY LEARNING THROUGH LISTENING TO SONGS |
4 |
| ABSOLUTE FREQUENCY EFFECTS IN SECOND LANGUAGE LEXICAL ACQUISITION |
4 |
| THE DEVELOPMENT OF SELF-DETERMINATION ACROSS THE LANGUAGE COURSE TRAJECTORIES OF MOTIVATIONAL CHANGE AND THE DYNAMIC INTERPLAY OF PSYCHOLOGICAL NEEDS, ORIENTATIONS, AND ENGAGEMENT |
4 |
| INCIDENTAL VOCABULARY LEARNING IN SLA: EFFECTS OF FREQUENCY, AURAL ENHANCEMENT, AND WORKING MEMORY |
4 |
| COMBINED DEPLOYABLE KEYSTROKE LOGGING AND EYETRACKING FOR INVESTIGATING L2 WRITING FLUENCY |
4 |
| EXPLORING SECOND LANGUAGE WRITERS' PAUSING AND REVISION BEHAVIORS A MIXED-METHODS STUDY |
4 |
| EFFECTS OF EXTERNAL AND INTERNAL ATTENTIONAL MANIPULATIONS ON SECOND LANGUAGE GRAMMAR DEVELOPMENT AN EYE-TRACKING STUDY |
3 |
| MAPPING MASTER'S STUDENTS' USE OF EXTERNAL SOURCES IN SOURCE-BASED WRITING IN L1 AND L2 |
3 |
| NATIVE AND NONNATIVE PROCESSING OF ACTIVE AND PASSIVE SENTENCES THE EFFECTS OF PROCESSING INSTRUCTION ON THE ALLOCATION OF VISUAL ATTENTION |
3 |
| THE EFFECTS OF PROCESSING INSTRUCTION AND TRADITIONAL INSTRUCTION ON L2 ONLINE PROCESSING OF THE CAUSATIVE CONSTRUCTION IN FRENCH: AN EYE-TRACKING STUDY |
3 |
| PRACTICE IS IMPORTANT BUT HOW ABOUT ITS QUALITY? CONTEXTUALIZED PRACTICE IN THE CLASSROOM |
3 |
| L2 DEVELOPMENT OF PERCEPTUAL CATEGORIZATION OF DIALECTAL SOUNDS A STUDY IN SPANISH |
2 |
| THE ROLE OF PROCEDURAL LEARNING ABILITY IN AUTOMATIZATION OF L2 MORPHOLOGY UNDER DIFFERENT LEARNING SCHEDULES AN EXPLORATORY STUDY |
2 |
| OBSERVING THE EMERGENCE OF CONSTRUCTIONAL KNOWLEDGE VERB PATTERNS IN GERMAN AND SPANISH LEARNERS OF ENGLISH AT DIFFERENT PROFICIENCY LEVELS |
2 |
| COGNITIVE APTITUDES AND L2 SPEAKING PROFICIENCY LINKS BETWEEN LLAMA AND HI-LAB |
2 |
| IMPLICIT LEARNING OF LATIN STRESS REGULARITIES |
2 |
| EFFECTS OF TASK TYPE AND L2 PROFICIENCY ON THE RELATIONSHIP BETWEEN L1 AND L2 IN READING AND WRITING An SEM Approach |
2 |
| IS LEARNING A STANDARD VARIETY SIMILAR TO LEARNING A NEW LANGUAGE? Evidence from Heritage Speakers of Arabic |
2 |
| RESPONSE TIME VARIABILITY SIGNATURES OF NOVEL WORD LEARNING |
2 |
| THE ROLE OF ACOUSTIC CUES AND LISTENER PROFICIENCY IN THE PERCEPTION OF ACCENT IN NONNATIVE SOUNDS |
2 |
| DOMINANCE, PROFICIENCY, AND SPANISH HERITAGE SPEAKERS' PRODUCTION OF ENGLISH AND SPANISH VOWELS |
2 |
| WHAT CAN L2 WRITERS' PAUSING BEHAVIOR TELL US ABOUT THEIR L2 WRITING PROCESSES? |
2 |
| METHODOLOGICAL ADVANCES IN INVESTIGATING L2 WRITING PROCESSES CHALLENGES AND PERSPECTIVES |
1 |
| LANGUAGE REFLECTION FOSTERED BY INDIVIDUAL L2 WRITING TASKS DEVELOPING A THEORETICALLY MOTIVATED AND EMPIRICALLY BASED CODING SYSTEM |
1 |
| EXPLORING LEXICAL EFFECTS IN SECOND LANGUAGE INTERPRETATION: THE CASE OF MOOD IN SPANISH ADVERBIAL CLAUSES |
1 |
