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Filtering by: First language of learners Other Remove constraint First language of learners: Other Feature being learned Grammar (morphosyntax) Remove constraint Feature being learned: Grammar (morphosyntax)

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  1. Aspectual contrasts in the English present tense revisited: Exploring the role of input and L1 influence

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    Publication Dudley, A., & Slabakova, R. (2020)
    Area of research Comprehension
    Native / Non-native
    Cross-linguistic influence
    Grammar
    Learning
    Reading
    Participant type Native speakers
    Second (additional) language learners
    Monolinguals
    Foreign language learners
    Age Adult learners

  2. What kind of feedback is more effective: instructor feedback on free writing or automatic corrective feedback in drills?

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    Publication Gao, J., & Ma, S. (in press)
    Area of research Error correction / Corrective feedback
    Effectiveness of teaching
    Computer-assisted language learning
    Grammar
    Production
    Writing
    Participant type Foreign language learners
    Second (additional) language learners
    Age Adult learners

  3. What is the correct way to correct?

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    Publication Yang, Y., & Lyster, R. (2010)
    Area of research Learning
    Production
    Grammar
    Error correction / Corrective feedback
    Effectiveness of teaching
    Speaking
    Writing
    Participant type Foreign language learners
    Age Adult learners
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  4. The relationship between grammar teaching approach and learner outcomes

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    Publication Smart, J. (2014)
    Area of research Teaching methods (style, approach, technique)
    Writing
    Production
    Reading
    Participant type Foreign language learners
    Age Adult learners

  5. Does existing language knowledge ‘block’ the ability to learn grammar rules in a new language?

    Work
    Publication Ellis, N.C., & Sagarra, N. (2010)
    Area of research Grammar
    Learning
    Tasks
    Cross-linguistic influence
    Participant type Foreign language learners
    Age Adult learners

  6. L1 Korean and L1 Mandarin L2 English learners’ acquisition of the count/mass distinction in English

    Work
    Publication Choi, S., Ionin, T., & Zhu, Y. (2018)
    Area of research Cross-linguistic influence
    Grammar
    Participant type Monolinguals
    Second (additional) language learners