The DOI matches its Crossref record; 6 of the 6 references it cites were found in a registry or an index.
The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence
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In the citing paper
“The results of the current study also stand in contrast to the findings of earlier studies (e.g., Nguyen et al., 2012) that highlighted the advantage of explicit over implicit teaching.”
From Investigating the impact of explicit and implicit instruction on the use of interactional metadiscourse markers (2022) · cites this paper as Nguyen et al., 2012
In the citing paper
“This stands in stark contrast to earlier studies (e.g., Escobar et al., 2017;Nguyen et al., 2012) where the intervention sometimes spanned an entire semester.”
From Investigating the impact of explicit and implicit instruction on the use of interactional metadiscourse markers (2022) · cites this paper as Nguyen et al., 2012
Citations
Cites
The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 5,435
Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis
Norris, J. M., & Ortega, L. (2000) · Language Learning · doi:10.1111/0023-8333.00136 · Cited by 2,569 · cited 1×
“These results are consistent with findings of previous research in both grammar instruction and pragmatics instruction (e.g. see Jeon and Kaya, 2006; Norris and Ortega, 2000; Rose, 2005 for a comprehensive review) and might be explained in light of a number of second language acquisition theories.”
ResultFocus on Form: A Design Feature in Language Teaching Methodology
Long, M. (1991) · Studies in Bilingualism · doi:10.1075/sibil.2.07lon · Cited by 1,775 · cited 2×
“…(SLA), focus on forms (i.e. intentional learning of linguistic elements via meta-linguistic presentation) and focus on form (i.e. incidental learning of linguistic elements within a meaning-focused context)2 (see Doughty and Williams, 1998; Ellis, 2001, 2008; Long, 1991; Long and Robinson, 1998).”
BackgroundONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning
Ammar, A., & Spada, N. (2006) · Studies in Second Language Acquisition · doi:10.1017/s0272263106060268 · Cited by 541
OUTPUT, INPUT ENHANCEMENT, AND THE NOTICING HYPOTHESIS: An Experimental Study on ESL Relativization
Izumi, S. (2002) · Studies in Second Language Acquisition · doi:10.1017/s0272263102004023 · Cited by 524
REEXAMINING THE ROLE OF RECASTS IN SECOND LANGUAGE ACQUISITION
Ellis, R., & Sheen, Y. (2006) · Studies in Second Language Acquisition · doi:10.1017/s027226310606027x · Cited by 340
Research works printed but not linked: 33
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Cited by
Sorted by citations
El-Dakhs, D. A. S., Yahya, N., & Pawlak, M. (2022) · Asian-Pacific Journal of Second and Foreign Language Education · doi:10.1186/s40862-022-00175-0 · Cited by 13
Metadata
- Authors
- Nguyen, T. T. M., Pham, T. H., & Pham, M. T.
- Venue
- Journal of Pragmatics
- Publisher
- Elsevier BV
- Published
- 2012-03
- Volume
- 44
- Issue
- 4
- Pages
- 416-434
- ISSN
- 0378-2166
- Cited by
- 75
- References
- 6
- Language
- en
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