On the public citation graph
Communicating about Grammar: A Task-Based Approach
0 signed · 339 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1017/cbo9781139524568openalex-snapshot
The Development of Second Language Proficiency
inferredcites →https://doi.org/10.1017/cbo9781139524568.007openalex-snapshot
Aspects of classroom treatment: toward a more comprehensive view of second language education
inferredcites →https://doi.org/10.1017/s0272263100004265openalex-snapshot
The Role of Linguistic Knowledge in Second Language Use
inferredcites →https://doi.org/10.1017/s0272263100005015openalex-snapshot
Psychological Constraints on the Teachability of Languages
inferredcites →https://doi.org/10.1017/s0272263100005398openalex-snapshot
The Role of Group Work in Classroom Second Language Acquisition
inferredcites →https://doi.org/10.1093/applin/4.2.126openalex-snapshot
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
inferredcites →https://doi.org/10.1093/applin/5.2.138openalex-snapshot
Can Syntax be Taught? A Study of the Effects of Formal Instruction on the Acquisition of WH Questions by Children
inferredcites →https://doi.org/10.1093/applin/8.2.137openalex-snapshot
Relationships Between Instructional Differences and Learning Outcomes: A Process-Product Study of Communicative Language Teaching
inferredcites →https://doi.org/10.1093/applin/8.2.95openalex-snapshot
Against Comprehensible Input: the Input Hypothesis and the Development of Second-language Competence
inferredcites →https://doi.org/10.1093/applin/9.1.59openalex-snapshot
Units of Oral Expression and Language Learning in Small Group Interaction
inferredcites →https://doi.org/10.1093/applin/ii.2.159openalex-snapshot
Consciousness-Raising and the Second Language Learner1
inferredcites →https://doi.org/10.1111/j.1467-1770.1983.tb00945.xopenalex-snapshot
ADULT ACQUISITION OF ENGLISH AS A SECOND LANGUAGE UNDER DIFFERENT CONDITIONS OF EXPOSURE
inferredcites →https://doi.org/10.1111/j.1540-4781.1987.tb00378.xopenalex-snapshot
The Immersion Approach: Litmus Test of Second Language Acquisition through Classroom Communication
inferredcites →https://doi.org/10.2307/326454openalex-snapshot
Talking to Learn: Conversation in Second Language Acquisition
inferredcites →https://doi.org/10.2307/326882openalex-snapshot
Second Language Acquisition and Second Language Learning
inferredcites →https://doi.org/10.2307/327087openalex-snapshot
Research Design and Statistics for Applied Linguistics
inferredcites →https://doi.org/10.2307/327949openalex-snapshot
Designing Tasks for the Communicative Classroom
inferredcites →https://doi.org/10.2307/328477openalex-snapshot
First and Second Language Acquisition Processes
inferredcites →https://doi.org/10.2307/3586546openalex-snapshot
"Information Gap" Tasks: Do They Facilitate Second Language Acquisition?
inferredcites →https://doi.org/10.2307/3586827openalex-snapshot
Group Work, Interlanguage Talk, and Second Language Acquisition
inferredcites →https://doi.org/10.2307/3587260openalex-snapshot
Some Criteria for the Development of Communicative Grammar Tasks
inferredcites →https://doi.org/10.2307/3587295openalex-snapshot
The Effect of Formal Instruction on Monitored and on Spontaneous Naturalistic Interlanguage Performance: A Case Study
inferredcites →https://doi.org/10.2307/413772openalex-snapshot
The pidginization process: A model for second language acquisition. By John Schumann. Rowley, MA: Newbury House, 1978, Pp. ix, 190.
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.3486405openalex-extracted
Utility and Futility of English Grammar Teaching in India
inferred← citeshttps://doi.org/10.1002/9780470694138.ch31openalex-snapshot
Explicit Form‐Focused Instruction and Second Language Acquisition
inferred← citeshttps://doi.org/10.1002/9780470694138.ch37openalex-snapshot
Task‐Based Teaching and Learning
inferred← citeshttps://doi.org/10.1007/978-0-387-30424-3_145openalex-snapshot
Explicit Knowledge and Second Language Learning and Pedagogy
inferred← citeshttps://doi.org/10.1007/978-0-387-46301-8_21openalex-snapshot
Language Instruction Through Tasks
inferred← citeshttps://doi.org/10.1007/978-3-030-52998-7_10openalex-snapshot
Considerations in the Development of Lessons in the Comprehension Approach
inferred← citeshttps://doi.org/10.1007/978-3-031-74751-9_41openalex-snapshot
Incorporating Language Exchange in the Internationalization Strategy of Higher Education Institutions
inferred← citeshttps://doi.org/10.1007/978-3-031-82174-5_9openalex-snapshot
Effects of Translation Practice as Consciousness-Raising on L2 Explicit, L2 Implicit, and Metalinguistic Knowledge
inferred← citeshttps://doi.org/10.1007/978-3-031-86566-4_2openalex-snapshot
The Notion and Scope of Task-Based Language Teaching
inferred← citeshttps://doi.org/10.1007/978-3-319-12433-9_1openalex-snapshot
Form-Focused Instruction: Providing the Theoretical Basis
inferred← citeshttps://doi.org/10.1007/978-94-011-4533-6_11openalex-snapshot
Explicit Knowledge and Second Language Pedagogy
inferred← citeshttps://doi.org/10.1007/978-981-16-2327-1_151-1openalex-snapshot
Task-Based Language Teaching (TBLT) in Japanese EFL Contexts
inferred← citeshttps://doi.org/10.1007/978-981-19-6887-7_151openalex-snapshot
Task-Based Language Teaching (TBLT) in Japanese EFL Contexts
inferred← citeshttps://doi.org/10.1007/978-981-95-2984-1_10openalex-snapshot
Role of Grammar Teaching for Primary Schools: Theoretical Perspectives
inferred← citeshttps://doi.org/10.1007/bf03392943openalex-snapshot
Effects of Grammar Instruction and Fluency Training on the Learning of the and a by Native Speakers of Japanese
inferred← citeshttps://doi.org/10.1007/s10936-006-9047-2openalex-snapshot
Acquiring Explicit Grammatical Knowledge Using the Spanish Verbs Ser and Estar as Examples
inferred← citeshttps://doi.org/10.1016/0346-251x(93)90007-4openalex-snapshot
Interpretation-based grammar teaching
inferred← citeshttps://doi.org/10.1016/0346-251x(96)00024-3openalex-snapshot
Effects of communication tasks on the grammatical relations marked by second language learners
inferred← citeshttps://doi.org/10.1016/b978-0-323-95504-1.01209-6openalex-snapshot
Input-Based Instruction
inferred← citeshttps://doi.org/10.1016/j.compedu.2008.12.007openalex-snapshot
The role of social presence in learner-centered communicative language learning using synchronous computer-mediated communication: Experimental study
inferred← citeshttps://doi.org/10.1016/j.jslw.2013.03.011openalex-snapshot
The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article
inferred← citeshttps://doi.org/10.1016/j.pragma.2008.12.001openalex-snapshot
Exploring the effects of input-based treatment and test on the development of learners’ pragmatic proficiency
inferred← citeshttps://doi.org/10.1016/j.pragma.2012.05.007openalex-snapshot
Metapragmatic discussion in interlanguage pragmatics
inferred← citeshttps://doi.org/10.1016/j.sbspro.2011.11.445openalex-snapshot
The effect of pre-task planning on the accuracy and complexity of Iranian EFL learners’ oral performance
inferred← citeshttps://doi.org/10.1016/j.sbspro.2014.03.414openalex-snapshot
The Effect of Grammatical Consciousness-raising Tasks on Iranian EFL Learners’ Knowledge of Grammar
inferred← citeshttps://doi.org/10.1016/j.sbspro.2014.03.597openalex-snapshot
The Impact of Audio Input Enhancement on EFL Learners’ Grammar Learning from Varying Proficiency Levels
inferred← citeshttps://doi.org/10.1016/j.sbspro.2015.06.036openalex-snapshot
The Effect of Grammatical Consciousness Raising Task on Iranian EFL Learners’ Reading Comprehension
inferred← citeshttps://doi.org/10.1016/j.system.2006.09.003openalex-snapshot
The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks
inferred← citeshttps://doi.org/10.1016/j.system.2008.06.005openalex-snapshot
Differential effects of textual enhancement formats on intake
inferred← citeshttps://doi.org/10.1016/j.system.2009.01.002openalex-snapshot
Negotiating grammatical choices: Academic language learning by secondary ESL students
inferred← citeshttps://doi.org/10.1016/j.system.2012.10.009openalex-snapshot
The aptitude-treatment interaction effects on the learning of grammar rules
inferred← citeshttps://doi.org/10.1016/s0346-251x(99)00057-3openalex-snapshot
Tradition and transition in English language teaching methodology
inferred← citeshttps://doi.org/10.1016/s0883-0355(03)00008-9openalex-snapshot
Interaction in advanced EFL pedagogy: a comparison of form-focused activities
inferred← citeshttps://doi.org/10.1017/9781108643689.004openalex-snapshot
The Pedagogic Background to Task-Based Language Teaching
inferred← citeshttps://doi.org/10.1017/9781108643689.006openalex-snapshot
Cognitive-Interactionist Perspectives
inferred← citeshttps://doi.org/10.1017/9781108643689.007openalex-snapshot
Psycholinguistic Perspectives
inferred← citeshttps://doi.org/10.1017/9781108643689.013openalex-snapshot
Methodology of Task-Based Language Teaching
inferred← citeshttps://doi.org/10.1017/9781108643689.014openalex-snapshot
Task-Based Testing and Assessment
inferred← citeshttps://doi.org/10.1017/9781108643689.015openalex-snapshot
Investigating Task-Based Programmes
inferred← citeshttps://doi.org/10.1017/9781108643689.017openalex-snapshot
Evaluating Task-Based Language Teaching
inferred← citeshttps://doi.org/10.1017/9781108643689.019openalex-snapshot
Responding to the Critics of Task-Based Language Teaching
inferred← citeshttps://doi.org/10.1017/9781108643689.020openalex-snapshot
Questions, Challenges and the Future
inferred← citeshttps://doi.org/10.1017/s0142716400007633openalex-snapshot
The subset principle in second language acquisition
inferred← citeshttps://doi.org/10.1017/s0142716400010626openalex-snapshot
Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villa's (1994) finegrained analysis of attention
inferred← citeshttps://doi.org/10.1017/s0261444800012799openalex-snapshot
Form-Focussed Instruction and Second Language Acquisition: A Review of Classroom and Laboratory Research
inferred← citeshttps://doi.org/10.1017/s0261444810000510openalex-snapshot
The development of linguistic complexity: A functional continuum
inferred← citeshttps://doi.org/10.1017/s0261444815000403openalex-snapshot
Research Timeline: Form-focused instruction and second language acquisition
inferred← citeshttps://doi.org/10.1017/s026607841400039xopenalex-snapshot
Teaching English as a foreign language in Chinese universities: The present and future
inferred← citeshttps://doi.org/10.1017/s0267190504000066openalex-snapshot
6. CURRENT DEVELOPMENTS IN RESEARCH ON THE TEACHING OF GRAMMAR
inferred← citeshttps://doi.org/10.1017/s0272263104262015openalex-snapshot
LEARNING CONTEXT AND ITS EFFECTS ON SECOND LANGUAGE ACQUISITION: Introduction
inferred← citeshttps://doi.org/10.1017/s027226310606013xopenalex-snapshot
INFORMATION GAP TASKS: Their Multiple Roles and Contributions to Interaction Research Methodology
inferred← citeshttps://doi.org/10.1017/s0272263112000356openalex-snapshot
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT
inferred← citeshttps://doi.org/10.1017/s0272263125101290openalex-snapshot
Timing matters for interactive task-based learning
inferred← citeshttps://doi.org/10.1017/s0272263199004015openalex-snapshot
EXPLICITNESS, INTAKE, AND THE ISSUE OF AWARENESS
inferred← citeshttps://doi.org/10.1017/s0958344020000208openalex-snapshot
Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction
inferred← citeshttps://doi.org/10.1075/lllt.13openalex-snapshot
Synthesizing Research on Language Learning and Teaching
inferred← citeshttps://doi.org/10.1075/sibil.48.18gooopenalex-snapshot
Implicit and explicit instruction in L2 learning
inferred← citeshttps://doi.org/10.1075/tblt.21.09kheopenalex-snapshot
Implicit focus on form activities for young L2 learners in task-based classes
inferred← citeshttps://doi.org/10.1075/z.190.02ch2openalex-snapshot
2. Pedagogical grammar in applied linguistics
inferred← citeshttps://doi.org/10.1075/z.190.03ch3openalex-snapshot
3. What is grammar and how can it be described?
inferred← citeshttps://doi.org/10.1075/z.190.05ch5openalex-snapshot
5. Evaluating and adapting existing materials
inferred← citeshttps://doi.org/10.1075/z.190.06ch6openalex-snapshot
6. Investigating grammar use through online corpora
inferred← citeshttps://doi.org/10.1075/z.190.07ch7openalex-snapshot
7. The dynamic nature of L2 learner language
inferred← citeshttps://doi.org/10.1075/z.190.08ch8openalex-snapshot
8. Instructed L2 grammar acquisition
inferred← citeshttps://doi.org/10.1075/z.190.09ch9openalex-snapshot
9. Designing grammar-focused communication tasks
inferred← citeshttps://doi.org/10.1075/z.190.10ch10openalex-snapshot
10. Assessing grammar within a framework of communicative competence
inferred← citeshttps://doi.org/10.1075/z.190.11ch11openalex-snapshot
11. Reflections and suggestions for further study
inferred← citeshttps://doi.org/10.1080/07908319609525227openalex-snapshot
The incompatible objectives of groupwork in FL learning: A study of Chinese‐English codeswitching
inferred← citeshttps://doi.org/10.1080/09571730585200091openalex-snapshot
Task-based language teaching: For the state secondary FL classroom?
inferred← citeshttps://doi.org/10.1080/09571736.2016.1263677openalex-snapshot
Grammar teaching in secondary school foreign language learning in England: teachers’ reported beliefs and observed practices
inferred← citeshttps://doi.org/10.1080/09571736.2018.1496352openalex-snapshot
Reading aloud in ELT in China: an interview-based investigation and its implications
inferred← citeshttps://doi.org/10.1080/09588220601118503openalex-snapshot
Social presence in synchronous CMC-based language learning: How does it affect the productive performance and consciousness of learning objectives?
inferred← citeshttps://doi.org/10.1080/09588221.2022.2033789openalex-snapshot
Effects of task repetition with consciousness-raising in wiki-mediated collaborative writing on the development of explicit and implicit knowledge
inferred← citeshttps://doi.org/10.1080/09658410208667060openalex-snapshot
Examining the Interface between Metalinguistic Task Performance and Oral Production in a Second Language
inferred← citeshttps://doi.org/10.1080/09658410802146644openalex-snapshot
Metatalk in a Pair Work Activity: Level of Engagement and Implications for Language Development
inferred← citeshttps://doi.org/10.1080/09658416.1992.9959808openalex-snapshot
Not the nine o'clock linguistics class: Investigating contingency grammar
inferred← citeshttps://doi.org/10.1080/09658416.1994.9959845openalex-snapshot
Using collaborative language production tasks to promote students’ language awareness1
inferred← citeshttps://doi.org/10.1080/09658416.1995.9959866openalex-snapshot
Grammar instruction in language development: Rationale and technique
inferred← citeshttps://doi.org/10.1080/09658416.2011.598525openalex-snapshot
Paired learners’ verbalised strategies for determining grammatical correctness: a turn-based system for coding metatalk
inferred← citeshttps://doi.org/10.1080/09658416.2011.639894openalex-snapshot
The impact of fluency strategy training on Iranian EFL learners’ speech under online planning conditions
inferred← citeshttps://doi.org/10.1080/09658419808667108openalex-snapshot
Comparing Second Language Learners' Attention to Form Across Tasks
inferred← citeshttps://doi.org/10.1080/17501229.2018.1545021openalex-snapshot
Implementing task-based language teaching (TBLT) to teach grammar in English classes in China: using design-based research to explore challenges and strategies
inferred← citeshttps://doi.org/10.1080/23311983.2020.1778977openalex-snapshot
Using short stories vs. video clips to improve upper intermediate EFL students’ sociopragmatic knowledge: Speech acts in focus
inferred← citeshttps://doi.org/10.1093/applin/17.4.455openalex-snapshot
The Development of Task-Based Assessment in English for Academic Purposes Programs
inferred← citeshttps://doi.org/10.1093/applin/amm049openalex-snapshot
The Effects of Input-Based Tasks on the Development of Learners' Pragmatic Proficiency
inferred← citeshttps://doi.org/10.1093/applin/ams049openalex-snapshot
‘Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction
inferred← citeshttps://doi.org/10.1093/applin/amw030openalex-snapshot
The Best of Both Worlds: Combining Cognitive Linguistics and Pedagogic Tasks to Teach English Conditionals
inferred← citeshttps://doi.org/10.1093/elt/51.3.201openalex-snapshot
The role of context in the presentation of grammar
inferred← citeshttps://doi.org/10.1093/elt/56.3.280openalex-snapshot
From tasking purposes to purposing tasks
inferred← citeshttps://doi.org/10.1111/flan.12563openalex-snapshot
Teaching foreign language grammar: New solutions, old problems
inferred← citeshttps://doi.org/10.1111/flan.12726openalex-snapshot
Effects of different forms of explicit instruction on L2 development: A meta‐analysis
inferred← citeshttps://doi.org/10.1111/j.1467-1770.1995.tb00441.xopenalex-snapshot
Attention, Memory, and the “Noticing” Hypothesis
inferred← citeshttps://doi.org/10.1111/j.1467-1770.1995.tb00964.xopenalex-snapshot
Task Complexity and Second Language Narrative Discourse
inferred← citeshttps://doi.org/10.1111/j.1467-1770.2001.tb00013.xopenalex-snapshot
Introduction: Investigating Form‐Focused Instruction
inferred← citeshttps://doi.org/10.1111/j.1467-1770.2001.tb00017.xopenalex-snapshot
Does Type of Instruction Make a Difference? Substantive Findings From a Meta‐analytic Review
inferred← citeshttps://doi.org/10.1111/j.1467-9922.2010.00562.xopenalex-snapshot
Interactions Between Type of Instruction and Type of Language Feature: A Meta‐Analysis
inferred← citeshttps://doi.org/10.1111/j.1467-9922.2011.00640.xopenalex-snapshot
Quantitative Research Methods, Study Quality, and Outcomes: The Case of Interaction Research
inferred← citeshttps://doi.org/10.1111/j.1473-4192.2008.00188.xopenalex-snapshot
Investigating consciousness‐raising tasks: pedagogically targeted and non‐targeted learning gains
inferred← citeshttps://doi.org/10.1111/j.1540-4781.1998.tb02593.xopenalex-snapshot
The Effects of Amount and Type of Exposure on Adult Learners' L2 Development in SLA
inferred← citeshttps://doi.org/10.1111/j.1540-4781.2005.00309.xopenalex-snapshot
Classroom Learning, Teaching, and Research: A Task‐Based Perspective
inferred← citeshttps://doi.org/10.1111/j.1540-4781.2008.00689.xopenalex-snapshot
What's the Problem? L2 Learners' Use of the L1 During Consciousness‐Raising, Form‐Focused Tasks
inferred← citeshttps://doi.org/10.1111/j.1540-4781.2008.00752.xopenalex-snapshot
The Effects of Deductive and Inductive Instruction on the Development of Language Learners' Pragmatic Competence
inferred← citeshttps://doi.org/10.1111/j.1944-9720.1996.tb01252.xopenalex-snapshot
Holistic Grammar Through Socratic Questioning
inferred← citeshttps://doi.org/10.1111/j.1944-9720.2004.tb02177.xopenalex-snapshot
Language Awareness and Its Multiple Possibilities for the L2 Classroom
inferred← citeshttps://doi.org/10.1111/j.1944-9720.2007.tb03202.xopenalex-snapshot
The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom
inferred← citeshttps://doi.org/10.1111/j.1944-9720.2008.tb03306.xopenalex-snapshot
A Novel Format for Teaching Spanish Grammar: Lessons from the Lecture Hall
inferred← citeshttps://doi.org/10.11139/cj.27.1.1-25openalex-snapshot
Awareness and Performance through Self- and Partner's Image in Videoconferencing
inferred← citeshttps://doi.org/10.1142/s2717554525500067openalex-snapshot
The Impact of Discovery Learning on Grammar Accuracy of Adult Elementary Iranian EFL Learners
inferred← citeshttps://doi.org/10.1155/2011/805160openalex-snapshot
Becoming Global Citizens through Bilingualism: English Learning in the Lives of University Students in China
inferred← citeshttps://doi.org/10.11591/edulearn.v8i3.18496openalex-snapshot
Grammar Consciousness-Raising Activities and Iranian EFL Learners' Attitudes toward English Language
inferred← citeshttps://doi.org/10.11606/d.8.2012.tde-08012013-115107openalex-snapshot
A instrução para processamento e a atividade de consciousness raising no ensino das flexões dos adjetivos da língua japonesa
inferred← citeshttps://doi.org/10.1177/003368820003100206openalex-snapshot
What Exactly Are Positive and Negative Evidence in Sla?
inferred← citeshttps://doi.org/10.1177/003368820403500108openalex-snapshot
Applying Pedagogical Principles To Grammar Instruction
inferred← citeshttps://doi.org/10.1177/003368829502600106openalex-snapshot
Form-Focused Instruction and Second Language Proficiency
inferred← citeshttps://doi.org/10.1177/136216880000400303openalex-snapshot
Exploring the benefits of task repetition and recycling for classroom language learning
inferred← citeshttps://doi.org/10.1177/1362168813510381openalex-snapshot
Aptitude-treatment interaction effects on explicit rule learning: A latent growth curve analysis
inferred← citeshttps://doi.org/10.1177/1362168814561903openalex-snapshot
The effects of textual enhancement type on L2 form recognition and reading comprehension in Spanish
inferred← citeshttps://doi.org/10.1177/1362168818765315openalex-snapshot
Towards a modular language curriculum for using tasks
inferred← citeshttps://doi.org/10.1177/1362168818776671openalex-snapshot
Thirty-five years of ISLA on form-focused instruction: A meta-analysis
inferred← citeshttps://doi.org/10.1177/1362168818776673openalex-snapshot
Thirty-five years of ISLA on form-focused instruction: A methodological synthesis
inferred← citeshttps://doi.org/10.1177/136216889700100104openalex-snapshot
Second language teaching and research relationships: a North American view
inferred← citeshttps://doi.org/10.1177/136216889700100302openalex-snapshot
Task type and task processing conditions as influences on foreign language performance
inferred← citeshttps://doi.org/10.1177/136216889800200102openalex-snapshot
Implicit knowledge, explicit knowledge and general language proficiency
inferred← citeshttps://doi.org/10.1177/136216889900300303openalex-snapshot
The influence of source of planning and focus of planning on task-based performance
inferred← citeshttps://doi.org/10.1177/2158244020919505openalex-snapshot
Comparing Accuracy and Durability Effects of Jigsaw Versus Input Flood Tasks on the Recognition of Regular Past Tense /-ed/
inferred← citeshttps://doi.org/10.1186/s40468-023-00231-7openalex-snapshot
The comparative effects of consciousness raising tasks and dynamic assessment on morphological awareness: the case of pre-intermediate EFL learners
inferred← citeshttps://doi.org/10.1191/026765898674803209openalex-snapshot
Noticing in second language acquisition: a critical review
inferred← citeshttps://doi.org/10.1191/1362168806lr197oaopenalex-snapshot
Does intensive explicit grammar instruction make all the difference?
inferred← citeshttps://doi.org/10.12681/icodl.714openalex-snapshot
Σχεδιασμός και υλοποίηση του περιβάλλοντος μάθησης της Ελληνικής Γλώσσας - Επίπεδο Β2
inferred← citeshttps://doi.org/10.12735/ier.v1i3p01openalex-snapshot
The Impact of Form-Focused-Instruction (FFI) and the implementation of Sociocultural Theory (SCT) in Pedagogical Settings on Second Language Learners’ Written Accuracy Following the Innovated Writing Process IWP
inferred← citeshttps://doi.org/10.14288/1.0066562openalex-snapshot
Reading foreign language websites : a qualitative investigation of students' reading strategies in German
inferred← citeshttps://doi.org/10.14456/ndj.2008.18openalex-snapshot
The Effects of Consciousness-Raising Instruction on EFL Learners' Listening Achievement through Innovative Computer-Assisted Instruction
inferred← citeshttps://doi.org/10.14746/n.2009.32.10openalex-snapshot
Jak badać akwizycję języka obcego w klasie, czyli o zadaniu w perspektywie badań ilościowych i jakościowych
inferred← citeshttps://doi.org/10.15012/00000531openalex-snapshot
Form-focused tasks in ELT coursebooks: A framework for analysis
inferred← citeshttps://doi.org/10.15012/00000540openalex-snapshot
Bridging the Gap between Traditional and Task-Based Teaching: The Post-Task Methodology
inferred← citeshttps://doi.org/10.15077/etr.kj00004963296openalex-snapshot
Using Videoconferencing Software in Learner-centered Communication Instruction : Does Raising Consciousness Promote Learning?
inferred← citeshttps://doi.org/10.1515/iral-2024-0167openalex-snapshot
Can we train young EFL learners to ‘notice the gap’? Exploring the relationship between metalinguistic awareness, grammar learning and the use of metalinguistic explanations in a dictogloss task
inferred← citeshttps://doi.org/10.1522/1480683openalex-snapshot
Quelques grammaires francaises pour anglophones et quelques problemes d expression orale chez les etudiants anglophones de niveau tres avance
inferred← citeshttps://doi.org/10.15448/1984-7726.2023.1.44801openalex-snapshot
Dia de luz, festa de sol
inferred← citeshttps://doi.org/10.15517/aie.v20i2.41669openalex-snapshot
Consciousness-raising tasks for the mediation of text structure, cohesion, and coherence in essay writing
inferred← citeshttps://doi.org/10.1556/verb.10.2008.2.14openalex-snapshot
Sobre los Contenidos Gramaticales en el Aula de Lengua Extranjera
inferred← citeshttps://doi.org/10.1558/cj.v22i3.467-496openalex-snapshot
Corrective Feedback via Instant Messenger Learning Activities in NS-NNS and NNS-NNS Dyads
inferred← citeshttps://doi.org/10.15639/teflinjournal.v22i1/72-92openalex-snapshot
TEACHING GRAMMAR FOR ACTIVE USE: A FRAMEWORK FOR COMPARISON OF THREE INSTRUCTIONAL TECHNIQUES
inferred← citeshttps://doi.org/10.15858/engtea.69.2.201406.123openalex-snapshot
Timing of form-focused instruction and development of implicit vs. explicit knowledge
inferred← citeshttps://doi.org/10.1590/s1984-63982001000100003openalex-snapshot
Focus on forms research and its application
inferred← citeshttps://doi.org/10.1590/s1984-63982004000100008openalex-snapshot
O desenvolvimento da compreensão oral e em leitura em um programa temático baseado em tarefas
inferred← citeshttps://doi.org/10.16875/stem.2013.14.2.173openalex-snapshot
Different Effects of Workbook-based and Computer-based Writing Exercises on Specific Aspects of Grammar Study
inferred← citeshttps://doi.org/10.16875/stem.2018.19.1.21openalex-snapshot
Using animation for effective grammar-focused learning: With reference to a situation-based approach using context
inferred← citeshttps://doi.org/10.16910/jemr.8.5.4openalex-snapshot
Measuring Attention in Second Language Reading Using Eye-tracking: The Case of the Noticing Hypothesis
inferred← citeshttps://doi.org/10.17265/2159-5836/2018.06.012openalex-snapshot
Exploring Task-Based Approach to Teaching Oral Communication Skills in English to Sri Lankan Undergraduate Students
inferred← citeshttps://doi.org/10.17265/2161-623x/2017.10.001openalex-snapshot
Taking Advantage of Non-Target-Like Production in the L2
inferred← citeshttps://doi.org/10.17507/jltr.0602.12openalex-snapshot
The Impact of Textual Enhancement vs. Oral Enhancement on Learning English Language Grammar
inferred← citeshttps://doi.org/10.17507/jltr.0905.27openalex-snapshot
Analyzing the Impact of Teacher Talk on English Grammar Learning: With Correlation to the Procedures in Classroom Interaction
inferred← citeshttps://doi.org/10.17507/tpls.0505.24openalex-snapshot
The Impact of Consciousness-raising vs. Structure-based Production Tasks on Reading Comprehension of Iranian Mid-intermediate EFL
inferred← citeshttps://doi.org/10.17758/eirai8.f12194017openalex-snapshot
Myths and Realities Concerning Task Based Language Teaching: A Discussion
inferred← citeshttps://doi.org/10.17863/cam.15883openalex-snapshot
Implicit learning of natural language syntax
inferred← citeshttps://doi.org/10.17936/pkelt.2008.20.1.008openalex-snapshot
The effects of prereading activity, text type, and proficiency level on English reading comprehension and interests.
inferred← citeshttps://doi.org/10.17936/pkelt.2008.20.1.013openalex-snapshot
The effects of corpus-based learning of vocabulary and grammar on Korean high-school students
inferred← citeshttps://doi.org/10.17936/pkelt.2008.20.2.005openalex-snapshot
Teaching Grammar to Improve EFL Learners’ Written Production Skills: Traditional vs. Communicative Approach
inferred← citeshttps://doi.org/10.17936/pkelt.2008.20.3.009openalex-snapshot
A study on the effect of English grammar teaching: Focus on middle school students
inferred← citeshttps://doi.org/10.17936/pkelt.2011.23.3.001openalex-snapshot
Noticing and L2 Learning in the Output-based Focus-on-form
inferred← citeshttps://doi.org/10.17936/pkelt.2014.26.1.001openalex-snapshot
Teaching Second Language Grammar: Deductive versus Inductive Instruction
inferred← citeshttps://doi.org/10.18209/iakle.2018.29.4.137openalex-snapshot
A Comparative Study on Oral Fluency Between Korean Native Speakers and L2 Korean Learners in Speech Discourse - With Focus on Speech Rate, Pause, and Discourse Markers
inferred← citeshttps://doi.org/10.18309/ranpoll.v53i1.1610openalex-snapshot
The role of a consciousness-raising task in a focused-task sequence
inferred← citeshttps://doi.org/10.18488/journal.1/2015.5.5/1.5.266.281openalex-snapshot
The Efficacy of Input-Based Instruction in Promoting the Acquisition of English Embedded Questions
inferred← citeshttps://doi.org/10.18806/tesl.v26i1.389openalex-snapshot
The Effects of Various Kinds of Form-Focused Instruction on Learners' Ability to Comprehend and Produce Polite Requests in English
inferred← citeshttps://doi.org/10.18853/jjell.2010.52.1.023openalex-snapshot
Interaction Patterns in Joint Editing Output Tasks and the Learning Outcomes
inferred← citeshttps://doi.org/10.18853/jjell.2011.53.1.007openalex-snapshot
The Effects of Corpus-based Grammar Teaching According to the High School Students’ English Proficiency Levels and Cognitive Styles
inferred← citeshttps://doi.org/10.18993/jcrdaen.17.1_25openalex-snapshot
Measuring Japanese Learners’ Explicit and Implicit Knowledge of Constraints on Verb Semantics
showing the first 200 of 314 · page through all 314
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.