Works matching IS 00238333 AND DT 2001 AND VI 51
Results: 38
Announcements.
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- Language Learning, 2001, v. 51, n. 4, p. v, doi. 10.1111/0023-8333.00166
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Readers’ Credits for Volume 51.
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- Language Learning, 2001, v. 51, n. 4, p. viii, doi. 10.1111/0023-8333.00167
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- Article
Acoustic Variation and Lexical Acquisition.
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- Language Learning, 2001, v. 51, n. 4, p. 563, doi. 10.1111/0023-8333.00168
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Interlanguage Development by Two Korean Speakers of English With a Focus on Temporality.
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- Language Learning, 2001, v. 51, n. 4, p. 591, doi. 10.1111/0023-8333.00169
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Learning the Rules for Offering Advice: A Quantitative Approach to Second Language Socialization.
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- Language Learning, 2001, v. 51, n. 4, p. 635, doi. 10.1111/0023-8333.00170
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Syllable Simplification Strategies: A Stylistic Perspective.
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- Language Learning, 2001, v. 51, n. 4, p. 681, doi. 10.1111/0023-8333.00171
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Recasts as Feedback to Language Learners.
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- Language Learning, 2001, v. 51, n. 4, p. 719, doi. 10.1111/0023-8333.00172
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Instructions for Contributors.
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- Language Learning, 2001, v. 51, n. 4, p. 759, doi. 10.1111/0023-8333.00173
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Index to Volume 51, 2001.
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- Language Learning, 2001, v. 51, n. 4, p. 765, doi. 10.1111/0023-8333.00174
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- Article
The Case of the Missing 'No': The Relationship Between Pedagogy and Interaction.
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- Language Learning, 2001, v. 51, doi. 10.1111/j.1467-1770.2001.tb00021.x
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Learner-Generated Attention to Form.
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- Language Learning, 2001, v. 51, doi. 10.1111/j.1467-1770.2001.tb00020.x
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Negotiation of Form, Recasts, and Explicit Correction in Relation to Error Types and Learner Repair in Immersion Classrooms.
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- Language Learning, 2001, v. 51, doi. 10.1111/j.1467-1770.2001.tb00019.x
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Another Piece of the Puzzle: The Emergence of the Present Perfect.
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- Language Learning, 2001, v. 51, doi. 10.1111/j.1467-1770.2001.tb00018.x
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Does Type of Instruction Make a Difference? Substantive Findings From a Meta-analytic Review.
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- Language Learning, 2001, v. 51, doi. 10.1111/j.1467-1770.2001.tb00017.x
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Attention, Awareness, and Foreign Language Behavior.
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- Language Learning, 2001, v. 51, doi. 10.1111/j.1467-1770.2001.tb00016.x
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The Differential Role of Comprehension and Production Practice.
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- Language Learning, 2001, v. 51, doi. 10.1111/j.1467-1770.2001.tb00015.x
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Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study.
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- Language Learning, 2001, v. 51, doi. 10.1111/j.1467-1770.2001.tb00014.x
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Introduction: Investigating Form-Focused Instruction.
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- Language Learning, 2001, v. 51, doi. 10.1111/j.1467-1770.2001.tb00013.x
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Announcements.
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- Language Learning, 2001, v. 51, n. 3, doi. 10.1111/0023-8333.00159
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Can We Predict Task Difficulty in an Oral Proficiency Test? Exploring the Potential of an Information-Processing Approach to Task Design.
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- Language Learning, 2001, v. 51, n. 3, doi. 10.1111/0023-8333.00160
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Language in the Balance: Lexical Repetition as a Function of Topic, Cultural Background, and Writing Development.
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- Language Learning, 2001, v. 51, n. 3, doi. 10.1111/0023-8333.00161
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Deriving Word Meaning from Written Context: A Multicomponential Skill.
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- Language Learning, 2001, v. 51, n. 3, doi. 10.1111/0023-8333.00162
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A Temporal Analysis of Formulation Processes in L1 and L2 Writing.
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- Language Learning, 2001, v. 51, n. 3, doi. 10.1111/0023-8333.00163
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Some Empirical Evidence for the Involvement Load Hypothesis in Vocabulary Acquisition.
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- Language Learning, 2001, v. 51, n. 3, doi. 10.1111/0023-8333.00164
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Instructions for Contributors.
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- Language Learning, 2001, v. 51, n. 3, doi. 10.1111/0023-8333.00165
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Announcements.
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- Language Learning, 2001, v. 51, n. 2, p. v, doi. 10.1111/0023-8333.00159
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The Contribution of Phonological Skills and Letter Knowledge to Early Reading Development in a Multilingual Population.
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- Language Learning, 2001, v. 51, n. 2, p. 187, doi. 10.1111/1467-9922.00153
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The Role of Diminutives in the Acquisition of Russian Gender: Can Elements of Child-Directed Speech Aid in Learning Morphology?
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- Language Learning, 2001, v. 51, n. 2, p. 221, doi. 10.1111/1467-9922.00154
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Resource Consumption as a Function of Topic Knowledge in Nonnative and Native Comprehension.
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- Language Learning, 2001, v. 51, n. 2, p. 257, doi. 10.1111/1467-9922.00155
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Learner Uptake in Communicative ESL Lessons.
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- Language Learning, 2001, v. 51, n. 2, p. 281, doi. 10.1111/1467-9922.00156
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A Review of L1 and L2/ESL Word Integration Skills and the Nature of L2/ESL Word Integration Development Involved in Lower-Level Text Processing.
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- Language Learning, 2001, v. 51, n. 2, p. 319, doi. 10.1111/0023-8333.00157
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Instructions for Contributors.
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- Language Learning, 2001, v. 51, n. 2, p. 397, doi. 10.1111/1467-9922.00158
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Announcements.
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- Language Learning, 2001, v. 51, n. 1, doi. 10.1111/1467-9922.00146
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Explaining the “Natural Order of L2 Morpheme Acquisition” in English: A Meta-analysis of Multiple Determinants.
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- Language Learning, 2001, v. 51, n. 1, p. 1, doi. 10.1111/1467-9922.00147
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Causatives and Transitivity in L2 English.
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- Language Learning, 2001, v. 51, n. 1, doi. 10.1111/1467-9922.00148
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Learning Spanish as a Second Language: Learners&;apos; Orientations and Perceptions of Their Teachers&;apos; Communication Style.
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- Language Learning, 2001, v. 51, n. 1, doi. 10.1111/0023-8333.00149
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Deriving the Meaning of Unknown Words From Multiple Contexts.
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- Language Learning, 2001, v. 51, n. 1, doi. 10.1111/0023-8333.00150
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Instructions for Contributors.
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- Language Learning, 2001, v. 51, n. 1, doi. 10.1111/0023-8333.00151
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- Article