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The Role of Instrution in SLA: Introduction
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- 07 November 2008, pp. 143-145
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Instance Theory and Second Language Rule Learning under Explicit Conditions
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- 07 November 2008, pp. 413-438
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Syntax, Semantics, and SLA: The Convergence of Possessive and Existential Constructions
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- 07 November 2008, pp. 1-34
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Learning the Rules of Academic Talk: A Longitudinal Study of Pragmatic Change
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- 07 November 2008, pp. 279-304
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Immigrant Children in Infant-Class Interactions: Opportunities for Second Language Acquisition of Young Multilingual Children in Dutch Infant Classes
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- 07 November 2008, pp. 305-331
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What Causes Avoidance in L2 Learning: L1-L2 Difference, L1-L2 Similarity, or L2 Complexity?
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- 07 November 2008, pp. 35-48
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Systematic and Nonsystematic Variability in Advanced Language Learning
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- 07 November 2008, pp. 439-460
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On Explicit and Negative Data Effecting and Affecting Competence and Linguistic Behavior
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- 07 November 2008, pp. 147-163
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Input Enhancement in Instructed SLA: Theoretical Bases
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- 07 November 2008, pp. 165-179
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Nothing Does Not Equal Zero: Problems with Applying Developmental Sequence Findings to Assessment and Pedagogy
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- 07 November 2008, pp. 461-493
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The Role of Causal Reasoning and Language Competence in Narrative Comprehension
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- 07 November 2008, pp. 49-81
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To Simplify or Not to Simplify: A Look at Intake
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- 07 November 2008, pp. 333-355
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Positive Evidence and Preemption in the Second Language Classroom
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- 07 November 2008, pp. 181-204
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The Multidimensional Model, Linguistic Profiling, and Related Issues: A Reply to Hudson
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- 07 November 2008, pp. 495-503
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Social Psychological Factors Related to the Study of Arabic Among Israeli High School Students: A Test of Gardner's Socioeducational Model
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- 07 November 2008, pp. 83-105
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Explicit and Implicit Negative Feedback: An Empirical Study of the Learning of Linguistic Generalizations
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- 07 November 2008, pp. 357-386
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Language Revival: Specifics and Generalities
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- 07 November 2008, pp. 107-113
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Replication Study
Discourse Processing Effort and Perceptions of Comprehensibility in Nonnative Discourse: The Effect of Ordering and Interpretive Cues Revisited
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- 07 November 2008, pp. 505-522
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Articles
Instruction and the Development of Questions in L2 Classrooms
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- 07 November 2008, pp. 205-224
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Reviews
DISCOURSE AND LANGUAGE EDUCATION. Evelyn Hatch. Cambridge: Cambridge University Press, 1992. Pp. xi + 333. $49.95 cloth, $16.95 paper.
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- 07 November 2008, pp. 387-388
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