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41
Rule difficulty: teachers' intuitions and learners' performance
In: Language awareness. - Abingdon : Routledge 20 (2011) 3, 221-237
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42
Using CALL in a formal learning context to develop oral language awareness in ESL: an assessment ; [selected paper from EUROCALL 2010]
In: Recall. - Cambridge [u.a.] : Cambridge Univ. Press 23 (2011) 2, 86-97
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43
Genre-based tasks in foreign language writing: developing writers' genre awareness, linguistic knowledge, and writing competence
In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 20 (2011) 2, 111-133
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44
Fostering metacognitive genre awareness in L2 academic reading and writing: a case study of pre-service English teachers
In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 20 (2011) 2, 95-110
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45
The relationship between phonological memory, phonological sensitivity, and incidental word learning
In: Journal of psycholinguistic research. - New York, NY ; London [u.a.] : Springer 40 (2011) 2, 93-109
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46
Language experience in L2 phonological learning: effects of psycholinguistic and sociolinguistic variables
In: International review of applied linguistics in language teaching. - Berlin : de Gruyter 49 (2011) 2, 135-156, 191-192 (commentary)
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47
Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary
In: English studies. - Abingdon : Routledge, Taylor & Francis Group 92 (2011) 8, 896-922
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48
The role of phoneme and onset-rime awareness in second language reading acquisition
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 94-113
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49
Cross-language transfer of orthographic processing skills: a study of French children who learn English at school
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 59-76
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50
Acquiring the complex English orthography: a triliteracy advantage?
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 136-156
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51
Orthographic context sensitivity in vowel decoding by Portuguese monolingual and Portuguese-English bilingual children
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 43-58
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52
The development of reading interest and its relation to reading ability
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 3, 263-280
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53
Learner-generated noticing of written L2 input: what do learners notice and why?
In: Language learning. - Hoboken, NJ : Wiley 61 (2011) 1, 146-186
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54
Effect of explicit and implicit instruction on free written response task performance
In: Language learning. - Hoboken, NJ : Wiley 61 (2011) 3, 868-903
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55
An exploration of L2 teachers' use of pedagogical interventions devised to draw L2 learners' attention to form
In: Language learning. - Hoboken, NJ : Wiley 61 (2011) 3, 759-785
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56
When alphabets collide: alphabetic first-language speakers' approach to speech production in an alphabetic second language
In: Second language research. - London : Sage Publ. 27 (2011) 3, 391-417
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57
Genres and pragmatic competence
In: Journal of pragmatics. - Amsterdam [u.a.] : Elsevier 43 (2011) 1, 327-346
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58
Bilingual education, metalinguistic awareness, and the understanding of an unknown language
In: Bilingualism. - Cambridge : Univ. Press 14 (2011) 2, 233-242
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59
Metalinguistic knowledge, metalanguage, and their relationship in L2 learners
In: System. - Amsterdam : Elsevier 39 (2011) 1, 63-77
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60
Task effects on focus on form in synchronous computer-mediated communication
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 95 (2011) 1, 115-132
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