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Filtering by: Materials on IRIS Yes Remove constraint Materials on IRIS: Yes Feature being learned Grammar (morphosyntax) Remove constraint Feature being learned: Grammar (morphosyntax)

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  1. What is the correct way to correct?

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  2. How much does our second language help when we learn to perceive events in a new way?

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  3. Second language learners' processing of grammar during real-time reading

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  4. How should grammar practice be sequenced to maximize learning?

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  5. Does it matter how often we practise grammar?

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  6. The quality of teacher-students communication for improving speaking skills

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  7. Questionable precision in language aptitude tests may hamper our understanding of individual differences in language acquisition and use

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  8. Cross-linguistic evidence for age effects and the role of aptitude in second language learning

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  9. How an underemphasized future form (lexical futures) reveals learner development

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  10. Making features more noticeable: To what extent does it facilitate L2 grammar learning?

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  11. Using tailored input-based instruction to improve second language oral production

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  12. Do language learners use their first language’s rules to interpret ambiguity in learned languages?

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  13. How does learners’ first language influence how they express time in their second language?

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  14. The impact of different learning timetables on automatic second language performance

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  15. The benefits of second language instruction

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  16. Promoting Grammatical Development Through Textually Enhanced Captions: An Eye-Tracking Study

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  17. The development of vocabulary among young foreign language learners during conversation

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  18. What is the relationship between the knowledge of chunks and creative language use?

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  19. The effects of direct written corrective feedback, metalinguistic written comments and learner differences on foreign language learners’ use of articles

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  20. Can doing practice activities in the first language help improve second language performance?

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  21. The impact of ‘priming’ on learners’ use of fronted adverbials in German

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  22. Using different types of input activity to improve grammar

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  23. How do rote and rule learning interact in classroom language learning?

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  24. A review of the usefulness of data-driven second language learning

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  25. Awareness about grammatical differences between L1 and L2 and its influence on proficiency

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  26. Teaching students how to correct each other’s mistakes

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  27. The impact of visual support and recasts on foreign language learners’ use of the English past progressive form during a photo description task

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  28. The impact of different input activities on grammar learning for beginning language learners

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  29. The acquisition of grammar is independent from the memorization of fixed expressions

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  30. How do teacher factors and the way teachers teach impact on children’s foreign language knowledge?

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  31. The usefulness of giving grammar rules for accuracy in a free writing task

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  32. Using instruction about learners’ first language to improve second language performance

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  33. The effect of language similarity on second language grammar instruction

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  34. The effectiveness of input-based versus output-based instruction for beginning language learners

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  35. Teaching grammar through different types of input activities

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