Rank Key 6-grams

1
2
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4
5
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8
9
10
11
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13
14
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16
17
18
19
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27
28
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31
32
33
34
35
36
37
38
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40
41
42
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46
47
48
49
50

EXTENT TO WHICH LEARNERS BENEFIT FROM

THE EXTENT TO WHICH LEARNERS BENEFIT
FOR YES AND NO RESPONSES TO
I AM GOING TO WRITE ABOUT
EXPLICIT CORRECTION IS MORE EFFECTIVE THAN
OF SALIENCE OF THE TARGET STRUCTURE
TYPE III TESTS OF FIXED EFFECTS
PLURAL WAS FOUND TO BE MORE
CORRECTION IS MORE EFFECTIVE THAN RECASTS
BE MORE SALIENT THAN THE LOCATIVE
IN THE FOREGROUND THAN IN THE
TO BE MORE SALIENT THAN THE
THE PLURAL WAS FOUND TO BE
FOUND TO BE MORE SALIENT THAN
IN THE COMPREHENSION OF CARDINALITY INTERROGATIVES
THE FOREGROUND THAN IN THE BACKGROUND
WAS FOUND TO BE MORE SALIENT
LEARNERS OF ENGLISH AS A SECOND
WHICH LEARNERS BENEFIT FROM NEGATIVE FEEDBACK
EWERT RYAN LIDSTER BRINGING PRONUNCIATION INSTRUCTION
EXTENT TO WHICH LEARNERS BENEFITED FROM
THE COMPREHENSION OF CARDINALITY INTERROGATIVES IN
THE CLASSROOM PRONUNCIATION IN SECOND LANGUAGE
DOREEN EWERT RYAN LIDSTER BRINGING PRONUNCIATION
THERE IS A MAIN EFFECT OF
THE EXTENT TO WHICH LEARNERS BENEFITED
WERE SIGNIFICANTLY HIGHER THAN F2FC SCORES
THE DEGREE OF SALIENCE OF THE
HALF OF THE ITEMS TARGETED THE
GROUP SCORED HIGHER THAN THE CONTROL
RYAN LIDSTER BRINGING PRONUNCIATION INSTRUCTION BACK
THE MODEL WITH THE CONTROL GROUP
THE MODEL WITHOUT THE CONTROL GROUP
ALL OF THEM HAD NORMAL HEARING
YES AND NO RESPONSES TO THE
THE EDGE OF THE EMBEDDED CLAUSE
LIDSTER BRINGING PRONUNCIATION INSTRUCTION BACK INTO
INSTRUCTION BACK INTO THE CLASSROOM PRONUNCIATION
AS WELL AS A SIGNIFICANT INTERACTION
BRINGING PRONUNCIATION INSTRUCTION BACK INTO THE
AS INTERLANGUAGES CONCLUSIONS AND RESEARCH DESIDERATA
INTO THE CLASSROOM PRONUNCIATION IN SECOND
CLASSROOM PRONUNCIATION IN SECOND LANGUAGE LEARNING
BACK INTO THE CLASSROOM PRONUNCIATION IN
AT THE EDGE OF THE EMBEDDED
BETWEEN EARLY LEARNERS AND NATIVE SPEAKERS
SCMC SCORES WERE SIGNIFICANTLY HIGHER THAN
PRONUNCIATION IN SECOND LANGUAGE LEARNING TEACHING
SCORES WERE SIGNIFICANTLY HIGHER THAN F2FC
DARCY DOREEN EWERT RYAN LIDSTER BRINGING

Keyn. Freq.
80
80
51
51
46
42
42
38
38
38
38
38
38
38
38
38
38
37
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

19
19
12
12
11
10
10
9
9
9
9
9
9
9
9
9
9
17
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

51
52
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56
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75
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79
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81
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83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102

CREOLES AS INTERLANGUAGES CONCLUSIONS AND RESEARCH

PRONUNCIATION INSTRUCTION BACK INTO THE CLASSROOM
DEGREE OF SALIENCE OF THE TARGET
WELL AS A SIGNIFICANT INTERACTION BETWEEN
ISABELLE DARCY DOREEN EWERT RYAN LIDSTER
SIGNIFICANT INTERACTION BETWEEN TIME AND CONDITION
THAT EXPLICIT CORRECTION IS MORE EFFECTIVE
OF ENGLISH AS A SECOND LANGUAGE
THE EXPLICIT AND IMPLICIT CONDITIONS RESPECTIVELY
ROLE OF TWO FACTORS COMMUNICATION MODE
OF TWO FACTORS COMMUNICATION MODE AND
OF THE ERRONEOUS SEGMENT OF THE
SCORES OF THOSE WHO HAD RECEIVED
TARGETLIKE REFORMULATION OF THE ERRONEOUS SEGMENT
REFORMULATION OF THE ERRONEOUS SEGMENT OF
THE ERRONEOUS SEGMENT OF THE LEARNERS
OF POSITION AND PROBE F 1
THE DISTRIBUTION OF VERBAL MORPHOLOGY IN
THE TARGETLIKE REFORMULATION OF THE ERRONEOUS
DIRECT MAPPING FROM ACOUSTICS TO PHONOLOGY
A LINEAR MIXED EFFECTS MODEL WAS
THE STUDY OF THE ACQUISITION OF
CONTEXTS FOR THE USE OF EACH
WERE CARRIED OVER FROM THE TREATMENT
ADULT LEARNERS OF ENGLISH AS A
TO WHICH LEARNERS BENEFIT FROM FEEDBACK
CARRIED OVER FROM THE TREATMENT TASKS
INTERACTION OF POSITION AND PROBE F
1996 FULL TRANSFER FULL ACCESS MODEL
THE OLD MAN AND THE SEA
THERE WAS A MAIN EFFECT OF
Z 3 296 P 0 01
SIGNIFICANT EFFECT OF TIME F 1
SCORES OVER TIME GROUPED ACCORDING TO
TO WHICH LEARNERS BENEFIT FROM RECASTS
TO WHICH LEARNERS BENEFITED FROM RECASTS
SCHWARTZ SPROUSES 1996 FULL TRANSFER FULL
WILCOXON Z 3 296 P 0
X IS WRONG YOU SHOULD SAY
UNDER THE EXPLICIT AND IMPLICIT CONDITIONS
USING THE BONFERRONI METHOD SHOWED THAT
THE EXPLICIT CORRECTION GROUP OUTPERFORMED THE
THE ALPHA LEVEL WAS SET AT
THE ACQUISITION OF A LEXICAL CONTRAST
THE TERNARY COMBINATIONS OF TYPE D
THE SALIENCE OF THE TARGET STRUCTURE
THE RELATIVE EFFECTIVENESS OF FEEDBACK TYPE
THE BONFERRONI METHOD SHOWED THAT THE
THE MAGNITUDE OF THE DIFFERENCE BETWEEN
STIMULI WERE RECORDED SEVERAL TIMES BY
TO WHICH LEARNERS BENEFIT FROM NEGATIVE
THE VOICING AND THE PLACE CONDITION

34
34
34
34
34
34
34
32
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
28
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25
25

8
8
8
8
8
8
8
22
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
11
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6

103
104
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108
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135
136
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148
149
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152
153
154

THAT THERE WAS A MAIN EFFECT

YOU TELL ME WHAT IM DOING
ROW OF FIGURE 1 DISPLAY LEARNERS
DIFFERENCE BETWEEN THE EXPLICIT AND IMPLICIT
DISPLAY LEARNERS SCORES OVER TIME GROUPED
EFFECT FOR FEEDBACK TYPE F 2
DETERMINED BY THE PRECEDING STEM VOWEL
COMMUNICATION MODE THROUGH WHICH LEARNERS RECEIVE
COMPARISONS USING THE BONFERRONI METHOD SHOWED
CONCLUSIONS ABOUT THE RELATIVE EFFECTIVENESS OF
FOR THE ASSESSMENT OF L2 ATTRITION
FOR THE REPETITION CONDITION F 1
FROM THE TREATMENT TASKS AND 16
FIGURE 1 DISPLAY LEARNERS SCORES OVER
EFFECTS WERE NONSIGNIFICANT TIME F 1
ENROLLED IN THE INTENSIVE ENGLISH PROGRAM
ERRONEOUS SEGMENT OF THE LEARNERS PRODUCTION
A SIGNIFICANT INTERACTION BETWEEN TIME AND
AND INTERACTION EFFECTS WERE NONSIGNIFICANT TIME
AND PROFICIENCY GROUP AND L1 AS
A SIGNIFICANT EFFECT OF TIME F
001 AS WELL AS A SIGNIFICANT
1 DISPLAY LEARNERS SCORES OVER TIME
A MAIN EFFECT FOR FEEDBACK TYPE
BONFERRONI METHOD SHOWED THAT THE EXPLICIT
CAN YOU TELL ME WHAT IM
COMMUNICATION MODE AND TARGET STRUCTURE SALIENCE
BETWEEN TIME AND CONDITION F 1
AS A SIGNIFICANT INTERACTION BETWEEN TIME
AS HOW EASY IT IS TO
AT THE CENTER OF THE SCREEN
FRONT VS BACK ROUNDED VOWEL CONTRASTS
OTHER MAIN AND INTERACTION EFFECTS WERE
OVER FROM THE TREATMENT TASKS AND
P 0005 F 2 1 19
ON THE Y U CONTRAST IN
MODEL WITHOUT THE CONTROL GROUP REVEALED
OF FIGURE 1 DISPLAY LEARNERS SCORES
ON THE NP1 NP2 RC SEGMENTATION
PROFICIENCY GROUP AND L1 AS BETWEEN-SUBJECT
RELATED TO THE EXTENT TO WHICH
REVEALED A MAIN EFFECT FOR FEEDBACK
PARTICIPANTS WERE INSTRUCTED TO DECIDE WHETHER
P 001 AS WELL AS A
P 001 OF CONDITION F 1
PAIRWISE COMPARISONS USING THE BONFERRONI METHOD
INTERACTION BETWEEN TIME AND CONDITION F
INTERACTION EFFECTS WERE NONSIGNIFICANT TIME F
IT IS DIFFICULT TO SEE HOW
IN THE SYNTAX OF MOTION EVENTS
I Y Y U AND
IDEAS MAJOR IDEAS AND SUPPORTING DETAILS

25
25
25
25
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25
25
25
25
25
25
25
25
25
25
25

6
6
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6
6
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6
6
6
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6
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6
6
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6
6
6
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6
6
6
6
6
6
6
6
6

155
156
157
158
159
160
161
162

IN THE MINIMAL PAIR CONDITION FOR

MAIN EFFECT FOR FEEDBACK TYPE F
MAIN IDEAS MAJOR IDEAS AND SUPPORTING
MAY NOT BE USED IN THE
MAIN AND INTERACTION EFFECTS WERE NONSIGNIFICANT
JOHN POURED THE GLASS WITH WATER
LEARNERS SCORES OVER TIME GROUPED ACCORDING
LINEAR MIXED EFFECTS MODEL WAS CONDUCTED

25
25
25
25
25
25
25
25

6
6
6
6
6
6
6
6