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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 126
RECEPTIVE AND PRODUCTIVE VOCABULARY SIZES OF L2 LEARNERS
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- 24 January 2008, pp. 79-95
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- Cited by 124
ONLINE PRONOUN RESOLUTION IN L2 DISCOURSE: L1 Influence and General Learner Effects
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- 16 July 2008, pp. 333-357
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- Cited by 124
FACETS OF SPEAKING PROFICIENCY
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- 13 March 2012, pp. 5-34
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- Cited by 119
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT: Monitoring, Practice, and Proceduralization
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- 16 November 2012, pp. 591-626
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- Cited by 119
BIDIRECTIONAL CROSSLINGUISTIC INFLUENCE IN L1-L2 ENCODING OF MANNER IN SPEECH AND GESTURE: A Study of Japanese Speakers of English
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- 17 April 2008, pp. 225-251
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- Cited by 118
FREQUENCY OF INPUT AND L2 COLLOCATIONAL PROCESSING: A Comparison of Congruent and Incongruent Collocations
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- 03 July 2013, pp. 451-482
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- Cited by 116
Constructing an Acquisition-Based Procedure for Second Language Assessment
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- 07 November 2008, pp. 217-243
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- Cited by 116
GENERALIZABILITY AND AUTOMATICITY OF SECOND LANGUAGE LEARNING UNDER IMPLICIT, INCIDENTAL, ENHANCED, AND INSTRUCTED CONDITIONS
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- 01 June 1997, pp. 223-247
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- Cited by 114
THE EXPERANTO EXPERIMENT: Effects of Explicit Instruction on Second Language AcquisitionThis article is based on a dissertation project titled “The Influence of Grammar Instruction on Foreign Language Acquisition,” which is supported by the Foundation for Language, Speech and Knowledge (under grant 300-73-028), funded by the Netherlands Organization for Scientific Research (NWO). I thank Jan Hulstijn, Peter Jordens, Huub van den Bergh, Robert DeKeyser, Peter Robinson, Mitsuhiko Ota, and an anonymous SSLA reviewer for their comments on an earlier version of this article.
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- 01 June 1997, pp. 249-276
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- Cited by 113
LEARNERS' USES OF TWO TYPES OF WRITTEN FEEDBACK ON A L2 WRITING REVISION TASK
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- 26 January 2007, pp. 67-100
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- Cited by 113
PROFICIENCY ASSESSMENT STANDARDS IN SECOND LANGUAGE ACQUISITION RESEARCH: “Clozing” the Gap
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- 20 July 2011, pp. 339-372
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- Cited by 112
THE CASE AGAINST THE CASE AGAINST RECASTS
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- 04 February 2013, pp. 127-165
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- Cited by 111
LANGUAGE APTITUDE AND SECOND LANGUAGE PROFICIENCY IN CLASSROOM LEARNERS OF DIFFERENT STARTING AGES
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- 01 September 1997, pp. 379-400
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- Cited by 110
Too Many Words: Length of Utterance and Pragmatic Failure
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- 07 November 2008, pp. 165-179
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- Cited by 110
A CLOSER LOOK AT GRIT AND LANGUAGE MINDSET AS PREDICTORS OF FOREIGN LANGUAGE ACHIEVEMENT
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- 26 October 2020, pp. 379-402
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- Cited by 110
INPUT, INTAKE, AND RETENTION: Effects of Increased Processing on Incidental Learning of Foreign Language Vocabulary
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- 01 September 1997, pp. 287-307
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- Cited by 108
The Effects of Induced Anxiety on Three Stages of Cognitive Processing in Computerized Vocabulary Learning
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- 07 November 2008, pp. 1-17
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- Cited by 107
VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review
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- 16 July 2008, pp. 307-331
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- Cited by 106
Analysis and Control in the Development of Second Language Proficiency
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- 07 November 2008, pp. 157-168
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- Cited by 104
Nonsegmental Factors in Foreign Accent: Ratings of Filtered Speech
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- 07 November 2008, pp. 17-34
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