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

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

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

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  4. Examining linguistic features of collaborative and noncollaborative peer interactions

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  5. Computerized phonetic training study with adult and child (7-8 years) second language learners

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  6. How creative with vocabulary are heritage speakers of Spanish?

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  7. Heritage and homeland speakers of Slavic languages use grammar similarly in spontaneous speech

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  8. Looking at heritage speakers from bilingualism and social justice perspectives

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  9. Losing and regaining a childhood language

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

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  11. Instruction helps second language pronunciation but this depends on the measures used

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

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

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

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  15. Understanding how a blog can be motivational

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  16. Which methods of vocabulary learning are most effective with beginner learners?

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  17. In search of the desirable caption display for L2 learners with different caption reliance

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  18. Comparing classroom-based interaction studies in physical and virtual contexts

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  19. What do 49 studies tell us about the effectiveness of grammar teaching?

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  20. What happens when Japanese language learners take a course entirely in a 3D virtual world?

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  21. How useful is repeated exposure to words for vocabulary learning?

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  22. Who benefits from the Seal of Biliteracy?

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  23. Minority language bilinguals have advantages in learning a new language

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  24. Developing a text editor to help writers with academic English vocabulary

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  25. Teaching reading to beginner learners of French in secondary school

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

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  27. The effects of phonics instruction on primary school learners’ French reading aloud

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

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  29. How do the other people in language classes influence how queer learners manage their identities?

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

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  31. Do classroom learners of Mandarin Chinese improve in their speech perception?

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  32. How do age and learning conditions influence second language learning?

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  33. Vocabulary size in secondary school

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  34. How vocabulary knowledge contributes to proficiency in the four skills

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  35. A review of current research on second language vocabulary learning

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  36. How do Chinese master’s students of different writing proficiency levels construct opposition relations in their writing?

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

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  38. To what extent do second language learners develop nativelike use of sequences of words in writing?

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  39. A review of research on the role of telecollaboration in language and intercultural learning

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  40. Learners’ perception of feedback during interaction

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  41. Second language grammar learning: what is difficult and why?

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  42. Learning sounds in a second language involves acquiring generalizable features

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  43. Testing children’s understanding of language: How well they do depends on how we test it

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  44. Avoidance of phrasal verbs: The case of Chinese learners of English

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  45. The long-term effects of giving ample grammatically correct examples on learning a structure

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  46. How listeners evaluate regional accents

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  47. Comparing explicit and implicit second language grammar teaching using an artificial language

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  48. Repeated encounters with collocations during reading facilitate the development of implicit knowledge

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  49. Can Task Based Language Teaching be used to improve second language grammar knowledge?

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

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