Works matching IS 15681491 AND DT 2014 AND VI 14
Results: 12
Cross-linguistic influence and formulaic language.
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- EUROSLA Yearbook, 2014, v. 14, p. 240, doi. 10.1075/eurosla.14.10paq
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When Germans begin to learn Swedish.
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- EUROSLA Yearbook, 2014, v. 14, p. 225, doi. 10.1075/eurosla.14.09lin
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Word order and case in the comprehension of L2 German by L1 English speakers.
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- EUROSLA Yearbook, 2014, v. 14, p. 201, doi. 10.1075/eurosla.14.08ran
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Interfaces in the interpretation of mood alternation in L2 Spanish.
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- EUROSLA Yearbook, 2014, v. 14, p. 173, doi. 10.1075/eurosla.14.06ahe
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Adjectival modification in L2 Spanish Noun Phrases.
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- EUROSLA Yearbook, 2014, v. 14, p. 143, doi. 10.1075/eurosla.14.06gui
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Effectiveness of implicit negative feedback in a foreign language classroom.
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- EUROSLA Yearbook, 2014, v. 14, p. 111, doi. 10.1075/eurosla.14.05mif
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Aspect in L2 English.
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- EUROSLA Yearbook, 2014, v. 14, p. 79, doi. 10.1075/eurosla.14.04sna
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An analysis of complexity in primary school L2 English learning.
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- EUROSLA Yearbook, 2014, v. 14, p. 65, doi. 10.1075/eurosla.14.03hil
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The effects of time in the development of complexity and accuracy during study abroad.
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- EUROSLA Yearbook, 2014, v. 14, p. 31, doi. 10.1075/eurosla.14.02jen
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Introduction.
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- EUROSLA Yearbook, 2014, v. 14, p. vii, doi. 10.1075/eurosla.14.002int
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Linguistic correlates to communicative proficiency levels of the CEFR.
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- EUROSLA Yearbook, 2014, v. 14, p. 1, doi. 10.1075/eurosla.14.01gyl
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Acknowledgements.
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- EUROSLA Yearbook, 2014, v. 14, p. v, doi. 10.1075/eurosla.14.001ack
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- Article