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  1. Oral comprehensibility and vocabulary use can be judged based on small multi-word units more than on single words

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  2. Investigating noun+adjective word combinations in second language writing

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  3. Is it better to learn how to ‘hear’ the sounds of a new language, or practice saying them?

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  4. Drawing on young children’s linguistic diversity in class can benefit motivation and learning

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  5. Are teachers aware of how they correct their students?

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  6. What is the correct way to correct?

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

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

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  9. To what extent do language teaching professionals engage with relevant academic research?

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

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  11. Does it matter how often we practise grammar?

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  12. The effects of retrieval and trial and error exercises on learning phrasal verbs

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

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

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

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

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

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  18. To what extent does long-term foreign language education improve spoken second language vocabulary proficiency?

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  19. Tracking progress in beginner language learners' ability to sound out new words

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

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  21. The effect of perception of teacher characteristics on Spanish EFL Learners’ Anxiety and Enjoyment

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

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  23. The relationship between L1/L2 vocabulary ‘size/breadth’ and ‘depth’, and word frequency

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

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  25. Learning vocabulary (collocations) through reading

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  26. Which linguistic aspects influence listeners’ comprehensibility of non-native speech

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

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  28. Using eye-tracking to explore how often we need to see or hear a word in order to learn it

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  29. Processing Arabic as an L2 learner

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  30. The benefits of second language instruction

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

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

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  33. Learner motivation in project-based L2 classrooms

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

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  35. Second language vocabulary learning from and while reading a story

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  36. Esperanto as a tool in classroom foreign language learning in England

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

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  38. Developing a second language comprehensibility scale to measure academic speaking

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

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

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  41. School learners’ perceptions of foreign languages, an intervention to change perceptions, and how these relate to the choice to study a foreign language

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  42. Using different types of input activity to improve grammar

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

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

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  45. Does the choice of test format affect language test scores?

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  46. How does training in the perception of sounds affect production in language learners?

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  47. The influence of writing strategy teaching on academic writing skills

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

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

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  50. 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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  51. Properties of personal speaking styles can impact assessment of L2 fluency

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

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

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  54. The role of cognitive abilities in second-language development at home and abroad

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

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

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

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  58. Primary teachers’ attitudes towards using children’s home languages

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  59. Intensive language courses: which is better for learning, one long or several short?

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

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

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  62. Teaching grammar through different types of input activities

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  63. A review of previous studies investigating strategy instruction for language learning

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