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  1. A ‘Task-Induced Involvement’ approach to learning L2 vocabulary

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  2. How to select vocabulary for more effective language teaching

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  3. The positive role of out-of-school exposure and word properties in children’s vocabulary knowledge

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  4. Max picked up the book or Max picked the book up? Comparing English native speakers’ and second language learners’ choices

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  5. The positive relationship between out-of-school exposure and vocabulary knowledge

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  6. What makes a word difficult to learn? Considering multiple characteristics of words

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  7. Do phonological awareness skills develop differently for Spanish–English and Cantonese–English bilinguals?

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  8. Examining linguistic features of collaborative and noncollaborative peer interactions

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  9. How do language and culture shape the use of gestures and words by toddlers?

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  10. How learners cope with ambiguity in foreign language vocabulary learning

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