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Cognitive individual differences in the process and product of L2 writing
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- Journal:
- Studies in Second Language Acquisition / Volume 45 / Issue 3 / July 2023
- Published online by Cambridge University Press:
- 14 September 2023, pp. 765-785
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- July 2023
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9 - A Psycholinguistically Motivated Methodology for Task-Based Language Teaching
- from Part IV - Methodology and Pedagogy
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- The Cambridge Handbook of Task-Based Language Teaching
- Published online:
- 19 November 2021
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- 09 December 2021, pp 305-325
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IMPLICITNESS AND EXPLICITNESS IN COGNITIVE ABILITIES AND CORRECTIVE FEEDBACK: A DOUBLE DISSOCIATION?
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- Journal:
- Studies in Second Language Acquisition / Volume 43 / Issue 3 / July 2021
- Published online by Cambridge University Press:
- 06 May 2021, pp. 523-550
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- July 2021
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35 - Corrective Feedback and Grammatical Complexity: A Research Synthesis
- from Part VIII - Individual Differences, Tasks, and Other Language- and Learner-Related Factors
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- The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching
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- 26 February 2021
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- 11 March 2021, pp 754-776
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Implicit Language Aptitude
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- 07 August 2020
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- 06 August 2020
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16 - Language Aptitudes in L2 Acquisition
- from Part IV - Individual Differences
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- The Cambridge Handbook of Language Learning
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- 25 June 2019
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- 27 June 2019, pp 390-408
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COGNITIVE APTITUDES AND L2 SPEAKING PROFICIENCY: LINKS BETWEEN LLAMA AND HI-LAB
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- Journal:
- Studies in Second Language Acquisition / Volume 41 / Issue 2 / May 2019
- Published online by Cambridge University Press:
- 09 November 2018, pp. 313-336
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- May 2019
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Sensitive periods and language aptitude in second language acquisition
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- Bilingualism: Language and Cognition / Volume 21 / Issue 5 / November 2018
- Published online by Cambridge University Press:
- 13 March 2018, pp. 926-927
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Cognitive aptitudes for implicit and explicit learning and information-processing styles: An individual differences study
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- Applied Psycholinguistics / Volume 37 / Issue 3 / May 2016
- Published online by Cambridge University Press:
- 08 April 2015, pp. 577-600
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The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback*
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- Bilingualism: Language and Cognition / Volume 19 / Issue 1 / January 2016
- Published online by Cambridge University Press:
- 20 January 2015, pp. 147-161
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