Rank Key 4-grams

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50

A MAIN EFFECT OF
Y U AND
THE Y U CONTRAST
USE OF GOING TO
EXPLICIT AND IMPLICIT FEEDBACK
OF THE ACQUISITION OF
THE DIRECT THEME SIGN
WHICH LEARNERS BENEFIT FROM
THE DOUBLE OBJECT CONSTRUCTION
EXTENT TO WHICH LEARNERS
I AM GOING TO
TO WHICH LEARNERS BENEFIT
AM GOING TO WRITE
F 2 1 19
FOR THE Y U
THE SYNTAX OF MOTION
ON THE Y U
SYNTAX OF MOTION EVENTS
THE EXPLICIT AND IMPLICIT
IN THE CONTEMPORARY LANGUAGE
IN THE SECOND CLAUSE
THE RELATIVE EFFECTIVENESS OF
IN L2 SENTENCE PROCESSING
THE INCOMPLETE OUTLINE TASK
IN THE EMBEDDED CLAUSE
EXPLICIT AND IMPLICIT CONDITIONS
FULL TRANSFER FULL ACCESS
THE SHALLOW STRUCTURE HYPOTHESIS
SALIENCE OF THE TARGET
BARDOVI-HARLIG BERGSTRO M 1996
OBJECT OF THE VERB
THE MINIMAL PAIR CONDITION
COMMUNICATION MODE F 1
DISTRIBUTION OF VERBAL MORPHOLOGY
IN THE MINIMAL PAIR
IN THE REPETITION CONDITION
YES AND NO RESPONSES
TYPES A AND B
OF ACADEMIC LISTENING COMPREHENSION
USE OF SIMPLE PAST
THE IN COMMON ANSWER
IN THE SYNTAX OF
LEVY AND STRANGE 2008
THE DISTRIBUTION OF VERBAL
USES OF GOING TO
FOR YES AND NO
DISTRIBUTION OF TENSE-ASPECT MORPHOLOGY
THE ACQUISITION OF TEMPORAL
GIBSON AND WARREN 2004
HAYES-HARB AND MASUDA 2008

Keyness Frequency
174
165
144
111
110
108
101
97
93
92
92
89
89
84
84
84
84
84
84
84
84
82
80
80
76
72
72
72
72
72
68
68
68
68
68
68
68
63
63
60
59
59
59
59
59
59
59
59
59
59

69
39
34
31
26
40
24
23
22
32
32
21
21
20
20
20
20
20
20
20
20
28
19
19
18
17
17
17
17
17
21
16
16
16
16
16
16
15
15
28
14
14
14
14
14
14
14
14
14
14

51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102

OF GOING TO WRITE
GOING TO WRITE ABOUT
HIGHER THAN F2FC SCORES
CONTINUOUS AND DISCONTINUOUS ANSWERS
COMMUNICATION MODE THROUGH WHICH
ANSWERS TO DISCONTINUOUS INTERROGATIVES
INDEPENDENT READING AND WRITING
WEBER AND CUTLER 2004
STUDY OF THE ACQUISITION
ACQUISITION OF TEMPORAL EXPRESSION
IN THE ACQUISITION OF
THE VERB OF THE
OF A LEXICAL CONTRAST
THE EXPLICIT CORRECTION GROUP
OF A DISCONTINUOUS NP
DISCONTINUOUS ANSWERS IN SAME-OBJECT
USE OF TENSE-ASPECT MORPHOLOGY
OF CONTINUOUS AND DISCONTINUOUS
THE EFFECTIVENESS OF RECASTS
AT THE EDGE OF
OF THE VERB IN
FELSER AND ROBERTS 2007
FOR EACH TARGET STRUCTURE
MORE EFFECTIVE THAN RECASTS
ANSWERS IN SAME-OBJECT CONTEXTS
YILMAZ AND YUKSEL 2011
THE INITIAL STATE OF
INVERSION IN EMBEDDED CLAUSES
CONDITION F 1 270
AND NO RESPONSES TO
THE FIRST SYLLABLE OF
FROM ENGLISH TO KOREAN
THE DISTRIBUTION OF TENSE-ASPECT
SCORED HIGHER THAN THE
OF SALIENCE OF THE
WITH THE PROCESSING OF
TSUKADA ET AL 2005
THE STEM OF THE
THE EFFECTIVENESS OF IMPLICIT
THE Y U AND
PALLIER ET AL 1997
READING AND WRITING SCORES
READING TIMES ON THE
RELATIVE EFFECTIVENESS OF FEEDBACK
DIRECT THEME SIGN A
COMPREHENSION OF CARDINALITY INTERROGATIVES
TRANSFER FULL ACCESS MODEL
THE COMPREHENSION OF CARDINALITY
EXPLICIT CORRECTION IS MORE
CORRECTION IS MORE EFFECTIVE
AN EASTERN ALGONQUIAN LANGUAGE
OF ADVERBS OF FREQUENCY

59
59
55
55
55
55
55
55
55
55
53
51
51
51
51
51
51
51
51
51
51
51
51
51
51
51
51
51
51
51
51
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46
46

14
14
13
13
13
13
13
13
13
13
39
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11

103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154

OF CARDINALITY INTERROGATIVES IN
IN ENGLISH FRENCH INTERLANGUAGE
IN THE HOST ENVIRONMENT
LARGE MEAN EFFECT SIZE
MAIN AND EMBEDDED CLAUSES
ANTECEDENT F 1 1
MARINIS ET AL 2005
THE ENGLISH CONTROL GROUP
THE RELATIVE ORDER OF
GROUND AS DIRECT OBJECT
OF EXPLICIT AND IMPLICIT
POVERTY OF THE STIMULUS
OF THE INTERPRETATION OF
IN SECOND LANGUAGE ACQUISITION
SEGMENT OF THE LEARNERS
OF CONDITION F 1
MODEL WITHOUT THE CONTROL
IN THE WRITTEN NARRATIVES
CUTLER ET AL 2006
THE OP AND RECOG
THE NATIVE SPEAKER GROUP
CONTAINING THE OLD CATEGORY
INITIAL LEVEL OF KNOWLEDGE
TOKENS OF GOING TO
INTERACTION BETWEEN TIME AND
IN THE LIMITS OF
FEEDBACK TYPE COMMUNICATION MODE
TESTS OF FIXED EFFECTS
III TESTS OF FIXED
OF ANAPHORS AND PRONOUNS
OF THE SAME OBJECT
OF THE SYNTAX OF
IMMEDIATE TO DELAYED POSTTEST
THREE DIFFERENT RESPONSE FORMATS
IDEAS AND SUPPORTING DETAILS
IN THE INTENSIVE ENGLISH
IN THE ENVIRONMENT OF
IN THE DERIVATION OF
FROM IMMEDIATE TO DELAYED
PALLIER ET AL 2001
TYPE III TESTS OF
AND DISCONTINUOUS ANSWERS IN
A LARGE MEAN EFFECT
WITHOUT THE CONTROL GROUP
ALL OF THEM HAD
A BODY OF RESEARCH
AGE OF FIRST EXPOSURE
ACQUISITION OF ARGUMENT STRUCTURE
LEARNERS WERE ASKED TO
LEARNERS AND NATIVE SPEAKERS
IMPLICIT AND EXPLICIT FEEDBACK
THAN IN THE BACKGROUND

46
46
46
46
46
46
46
46
46
46
46
45
45
44
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
42
41
38
38

11
11
11
11
11
11
11
11
11
11
18
15
15
32
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
21
20
9
9

155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206

ANSWERS TO CONTINUOUS INTERROGATIVES

1996 FULL TRANSFER FULL
THE SYNTACTICALLY EXPRESSED SUBJECT
PLURAL WAS FOUND TO
OF FUTURE TIME REFERENCE
QUELQUE CHOSE DE REMARQUABLE
SEGMENTS OF A DISCONTINUOUS
LEARNER PERFORMANCE ON IMMEDIATE
OF L2 ATTRITION AND
IN THE PLURAL TASK
LEXICAL STATUS WORD VS
THE USE OF GOING
THE FOREGROUND THAN IN
CAN YOU TELL ME
AND INCOMPLETE OUTLINE TASKS
PAST IN THE FOREGROUND
MAIN AND MAJOR IDEAS
LINEAR MIXED EFFECTS MODEL
LOW MID INTERMEDIATE LEARNERS
NP1 NP2 RC SEGMENTATION
SIGNIFICANTLY HIGHER THAN F2FC
IN WHICH THE RC
AND CONDITION F 1
EVIDENCE OF CONSTRUCT VALIDITY
THE PLURAL WAS FOUND
ANSWERS IN DIFFERENT-OBJECT CONTEXTS
CLASSROOM LEARNERS OF FRENCH
CLAHSEN AND FELSER 2006A
IN THE LOCATIVE TASK
STATUS WORD VS NON-WORD
BRINGING PRONUNCIATION INSTRUCTION BACK
PRONUNCIATION INSTRUCTION BACK INTO
AT ALL PROFICIENCY LEVELS
DETERMINED IN PART BY
IN ADULT L2 ACQUISITION
PRINCIPLE OF INCREMENTAL COMPREHENSION
IN THE FIRST CLAUSE
IN THE FOREGROUND THAN
FOREGROUND THAN IN THE
DARCY ET AL TO
ON THE SYNTAX OF
IN LEARNER PERFORMANCE ON
SUBJECT OF THE VERB
YOU TELL ME WHAT
A LINEAR MIXED EFFECTS
OF THE ERRONEOUS SEGMENT
SALIENT THAN THE LOCATIVE
IN THE ABX TASK
EARLY LEARNERS AND NATIVE
A MIXED FEEDBACK TREATMENT
OF THE ADVANCED LEARNERS
OF THE LEARNERS PRODUCTION

38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38
38

9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9

207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258

P 0001 F2 1
REFORMULATION OF THE ERRONEOUS
U AND CONTRASTS
THE NP1 NP2 RC
ON THE IMMEDIATE POSTTEST
REVEALED A MAIN EFFECT
OF THE TARGET STRUCTURE
MAIN EFFECT OF GROUP
IS MORE EFFECTIVE THAN
THE OBJECT OF THE
MORE SALIENT THAN THE
AS A MODIFIER OF
MORE EFFECTIVE THAN IMPLICIT
HALF OF THE ITEMS
THE RELATIVE EFFECTS OF
THE REFERENT OF THE
ON THE BASIS OF
AT THE LEXICAL LEVEL
INTERPRETATION OF THE INTERROGATIVE
IS A MAIN EFFECT
INTERLANGUAGES CONCLUSIONS AND RESEARCH
ANDERSEN AND SHIRAI 1994
INTO THE CLASSROOM PRONUNCIATION
THE PRESENTATION OF POSITIVE
THE PRINCIPLE OF INCREMENTAL
IN THE PERCEPTION TASK
ARGUMENT OF THE VERB
IN THE PLACE CONDITION
AS A COMMENT ON
AS REPEATED EFFECTS WITHIN
IN THE COMITATIVE CONSTRUCTION
AS INTERLANGUAGES CONCLUSIONS AND
IN THE MATRIX CLAUSE
AS A SIGNIFICANT INTERACTION
INSTANTIATED IN THE L1
PRESENTATION OF POSITIVE EVIDENCE
INSTRUCTION BACK INTO THE
INTERACTION OF POSITION AND
WERE INSTRUCTED TO DECIDE
THE PLURAL PRONOUN CONSTRUCTION
WELL AS A SIGNIFICANT
IN THE SUMMARY TASK
IN YILMAZ AND YUKSEL
INFLUENCE OF THE L1
THE POLARITY OF THE
AND TARGET STRUCTURE SALIENCE
OF THE ITEMS TARGETED
P 0005 T 2
OF THE ADJECTIVAL RESTRICTION
P 0 1 THE
A DIFFERENT OBJECT PER
OF THE RTW TASK

38
38
38
38
38
38
38
37
37
37
36
36
36
36
36
36
35
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34

9
9
9
9
15
15
22
13
16
18
12
12
12
14
14
16
135
15
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8

259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310

OF TASK TYPE ON
ACTIVITY AND STATE VERBS
ADVANCED L1-ENGLISH L2-FRENCH LEARNERS
P 001 ENGLISH VS
OF POSITION AND PROBE
THAT EXPLICIT CORRECTION IS
WITH THE CONTROL GROUP
THE DEGREE OF SALIENCE
ON THE TARGET STRUCTURES
ON THE OP TEST
ON THE OP AND
ON TYPES A AND
ON THE TEST CONDITION
THE ADVANCED LEARNERS OF
ON THE CONTRAST
OF THEM HAD NORMAL
A CONSTITUENT WITH THE
THE CONTROL GROUP REVEALED
ON THE CONTROL CONDITION
THE CLASSROOM PRONUNCIATION IN
OUTPERFORMED THE RECAST GROUP
AMERICAN ENGLISH LEARNERS OF
THE ITEMS TARGETED THE
PERIOD OF REDUCED INPUT
PICTURES THAT APPEARED IN
MAJOR IDEAS AND SUPPORTING
AND INTERACTION EFFECTS WERE
LIDSTER BRINGING PRONUNCIATION INSTRUCTION
THE LEXICAL ENCODING OF
THE MODEL WITH THE
THE MODEL WITHOUT THE
ISABELLE DARCY DOREEN EWERT
LEARNERS BENEFIT FROM NEGATIVE
L2 ENGLISH IN INDIA
KNOWLEDGE OF THE INTERPRETATION
MEAN EFFECT SIZE G
P 05 F 2
NORRIS AND ORTEGAS 2000
THE EXPLICIT-ONLY AND MIXED
AN EFFECT ON LEARNERS
AN IN COMMON ANSWER
OF A PHONOLOGICAL CONTRAST
NO RESPONSES TO THE
MODEL FOR THE ASSESSMENT
THE GLASS WITH WATER
MEASURED FROM THE ONSET
2007 ELLIS ET AL
WHICH LEARNERS BENEFITED FROM
MODEL WITH THE CONTROL
RYAN LIDSTER BRINGING PRONUNCIATION
SPEECH TIME ANSWERS TO
DOREEN EWERT RYAN LIDSTER

34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34

8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8

311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362

BETWEEN TIME AND CONDITION

FRENCH LEARNERS OF ENGLISH
EDGE OF THE EMBEDDED
REPEATED EFFECTS WITHIN SUBJECTS
SECOND LANGUAGE LEARNING TEACHING
FOR THE REPETITION CONDITION
THE SUBJECT OF AN
DID THESE CHILDREN ALL
DIFFERENCE BETWEEN THE EXPLICIT
GROUP OF ENGLISH MONOLINGUALS
GROUP SCORED HIGHER THAN
TO THE SPEECH TIME
BETWEEN EARLY LEARNERS AND
FRONT VS BACK ROUNDED
BETWEEN CONTINUOUS AND DISCONTINUOUS
BENEFIT FROM NEGATIVE FEEDBACK
DISCONTINUOUS ANSWERS IN DIFFERENT-OBJECT
THE TYPE OF COMMUNICATION
THE UNIVERSALLY QUANTIFIED SUBJECT
EWERT RYAN LIDSTER BRINGING
ENGLISH-SPEAKING LEARNERS OF FRENCH
CLASSROOM PRONUNCIATION IN SECOND
F2 1 29 1
F 1 1 26
FEEDBACK IS MORE EFFECTIVE
CARRIED OVER FROM THE
UNDER THE IMPLICIT CONDITION
THESE CHILDREN ALL WANT
SIGNIFICANT INTERACTION BETWEEN TIME
THE TERNARY COMBINATIONS OF
BY PALLIER ET AL
0005 T 2 19
THEM HAD NORMAL HEARING
ELLIS 2007 ELLIS ET
THE TREATMENT TASKS AND
FIGURE AS DIRECT OBJECT
THERE IS A MAIN
TYPE OF COMMUNICATION MODE
SCHWARTZ AND SPROUSE 1994
AT THE SAME UNIVERSITY
PRONUNCIATION IN SECOND LANGUAGE
IMPLICIT-ONLY AND REDUCED-EXPLICIT GROUPS
RATES OF APPROPRIATE USE
TO WHICH LEARNERS BENEFITED
CREOLES AS INTERLANGUAGES CONCLUSIONS
DARCY DOREEN EWERT RYAN
IN SAMPLE TEST ITEM
CONCLUSIONS AND RESEARCH DESIDERATA
IN SPEC OF COMP
SCMC SCORES WERE SIGNIFICANTLY
CONTEXTS FOR THE USE
CONTINUOUS AND DISCONTINUOUS COMBIEN

34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34

8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8

363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414

PROMOTED TO STRONG STATUS

IN NORRIS AND ORTEGAS
HIGHER THAN THE CONTROL
Y U CONTRAST IN
DEGREE OF SALIENCE OF
BACK INTO THE CLASSROOM
THEIR MEAN AGE WAS
IN THE COMPREHENSION OF
THE LEXICAL SEMANTICS OF
IN THE LEXICAL DECISION
IN THE ABSENCE OF
ON THE INTERPRETATION OF
THE L2 ACQUISITION OF
OF THE EMBEDDED CLAUSE
OF VERBAL MORPHOLOGY IN
TO THE LEFT OF
OF THE SEGMENTS OF
OF THE STEM IS
OF THE RELEVANT MORPHEME
EFFECTIVENESS OF FEEDBACK TYPES
CONTINUOUS AND DISCONTINUOUS INTERROGATIVES
EFFECTIVENESS OF IMPLICIT AND
DIETRICH ET AL 1995
OF ANTECEDENT F 1
ONO AND WITZEL 2002
THE USE OF KOREAN
DERIVED FROM THE STEM
WRITTEN AND ORAL NARRATIVES
THE USE OF TENSE-ASPECT
AND FELSER 2006A 2006B
MIXED EFFECTS MODEL WAS
F 1 1 17
F 1 1 20
OVER FROM THE TREATMENT
CENTER FOR ENGLISH LANGUAGE
ERRONEOUS SEGMENT OF THE
DEVELOPMENT AND LANGUAGE USE
ON THE VERB IN
TERNARY COMBINATIONS OF TYPE
SHOWED THAT THE EXPLICIT
DEGREE TO WHICH L2
OF DISCONTINUOUS COMBIEN INTERROGATIVES
DIFFERENCES IN PERFORMANCE BETWEEN
THE EASTERN ALGONQUIAN LANGUAGES
THE COMMUNICATION MODE THROUGH
EACH OF THE RESEARCHERS
EASTERN ALGONQUIAN LANGUAGE OF
WITH WIDE SCOPE ANSWERS
OF THE LEARNERS UTTERANCE
ON A DIRECTIONAL INTERPRETATION
TO THE PAST TIME
DIRECT MAPPING FROM ACOUSTICS

34
34
34
34
34
34
34
34
33
32
31
31
31
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30

8
8
8
8
8
8
12
12
11
15
39
13
14
11
11
16
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7

415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466

OF TWO FACTORS COMMUNICATION

THE DIRECT OBJECT IN
OF THE DOUBLE OBJECT
OLD MAN AND THE
DITTMAR AND TERBORG 1991
THE CARDINALITY OF THE
COMBINATIONS OF TYPE D
TWO FACTORS COMMUNICATION MODE
EFFECT OF RC LENGTH
THOSE WHO HAD RECEIVED
THE ERRONEOUS SEGMENT OF
THE ENGLISH FUNCTIONAL LEXICON
THE DIMINUTIVE SUFFIX HSOF MALISEET-PASSAMAQUODDY AND PENOBSCOT
ACCEPTANCE OF DISCONTINUOUS ANSWERS
ABOUT THE RELATIVE EFFECTIVENESS
OF SIMPLE PAST WITH
ORTHOGRAPHIC FORM OF THE
THAT THEY WOULD SEE
ROLE OF TWO FACTORS
SCORES OF THOSE WHO
PREPOSITION AND ITS COMPLEMENT
GOING TO WRITE FORMULA
INTERROGATIVES IN ENGLISH FRENCH
THE OLD MAN AND
INVESTIGATED THE RELATIVE EFFECTIVENESS
INTERACTION OF ANAPHORA TYPE
THE PERIOD OF ATTRITION
GROPEN ET AL 1991
THE PERFORMANCE OF LEARNERS
GOLDSCHNEIDER AND DEKEYSER 2001
FROM THE TREATMENT TASKS
POSITION AND PROBE F
TAKES SCOPE OVER THE
FOR THE PLURAL AND
THE SYNTACTIC STRUCTURE IN
TARGETLIKE REFORMULATION OF THE
FROM ACOUSTICS TO PHONOLOGY
FROM THE STEM OF
THE NATIVE FRENCH GROUP
AND SPROUSE 1994 1996
1 29 1 4
IN THE PRESENT META-ANALYSIS
I CONCLUDE THAT THE
THE PREPOSITION AND ITS
ARGUMENTS OF A VERB
IN THE RAW PERCEPTS
IN DARCY ET AL
ASSESSMENT OF L2 ATTRITION
IMPLICIT INSTRUCTION BY A
IDEAS MAJOR IDEAS AND
AT EACH STEP OF

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ATTACHMENT OF THE RC
THE SET OF SITUATIONS
WERE CARRIED OVER FROM
THE PICTURES THAT APPEARED
INSTRUCTION BY A 0
BE SKIPPED OVER IN
PREVIOUS STUDIES THAT COMPARED
IN THE TEST CONDITION
IN THE VERB WORD
BACK ROUNDED VOWEL CONTRASTS
HERITAGE LEARNERS OF RUSSIAN
LEARNERS' ATTENTION TO FORM
PERFORMANCE ON IMMEDIATE POSTTESTS
AND IMPLICIT CONDITIONS RESPECTIVELY
BY THE L1 GRAMMAR
THE INTERPRETATION OF DISCONTINUOUS
FIRST SYLLABLE OF THE
THE GOING TO WRITE
MAY NOT BE USED
THE GROUND AS DIRECT
THE INITIAL COMPONENT OF
FEEDBACK TYPES E G
THE TWO SEGMENTS OF
PAST TIME EVALUATION OF
MAPPING FROM ACOUSTICS TO
BY UNIVERSAL GRAMMAR UG
MAN AND THE SEA
MAIN EFFECT OF ANTECEDENT
THE TARGETLIKE REFORMULATION OF
AND PROBE F 1
TASKS WITH THE RESEARCHER
THE LEXICAL CODING DEFICIENCY
THE THEORY OF UG
LEARNERS OF FRENCH IN

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