Consciousness-Raising and the Second Language Learner

Research Methods in Applied Linguistics

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FREQUENCY EFFECTS IN LANGUAGE PROCESSING: A Review with Implications for Theories of Implicit and Explicit Language Acquisition

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We Acquire Vocabulary and Spelling by Reading: Additional Evidence for the Input Hypothesis

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MEASURING IMPLICIT AND EXPLICIT KNOWLEDGE OF A SECOND LANGUAGE: A Psychometric Study

Ellis, R. (2005) · Studies in Second Language Acquisition · doi:10.1017/s0272263105050096 · Cited by 1,032 · see citing works

AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE

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Input Enhancement in Instructed SLA

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Awareness and Second Language Acquisition

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Attention in Cognitive Science and Second Language Acquisition

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Selective Attention and Transfer Phenomena in L2 Acquisition: Contingency, Cue Competition, Salience, Interference, Overshadowing, Blocking, and Perceptual Learning

Ellis, N. C. (2006) · Applied Linguistics · doi:10.1093/applin/aml015 · Cited by 610 · see citing works

ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning

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Global Englishes for Language Teaching

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The Definition and Measurement of L2 Explicit Knowledge

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Learning Second Language Grammar Rules

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Speaking to many minds: on the relevance of different types of language information for the L2 learner

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Attention and Memory during SLA

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Exploring the role of noticing in a three-stage second language writing task

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Noticing in second language acquisition: a critical review

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Rules and instances in foreign language learning: Interactions of explicit and implicit knowledge

Ellis, N. (1993) · European Journal of Cognitive Psychology · doi:10.1080/09541449308520120 · Cited by 269 · see citing works

MEASURING IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE

Bowles, M. A. (2011) · Studies in Second Language Acquisition · doi:10.1017/s0272263110000756 · Cited by 256 · see citing works

Effects of Textual Enhancement and Topic Familiarity on Korean EFL Students' Reading Comprehension and Learning of Passive Form

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The Role of Grammar Instruction in a Communicative Approach.

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Metalinguistic knowledge, language aptitude and language proficiency

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Does Type of Instruction Make a Difference? Substantive Findings From a Meta‐analytic Review

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VISUAL INPUT ENHANCEMENT AND GRAMMAR LEARNING: A Meta-Analytic Review

Lee, S.-K., & Huang, H.-T. (2008) · Studies in Second Language Acquisition · doi:10.1017/s0272263108080479 · Cited by 238 · see citing works

Formal Instruction from a Processing Perspective: An Investigation into the Spanish Past Tense

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A reflection on ‘the language learning potential’ of written CF

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The Role of L1 Transfer in the Interpretation of Articles with Definite Plurals in L2 English

Ionin, T., & Montrul, S. (2010) · Language Learning · doi:10.1111/j.1467-9922.2010.00577.x · Cited by 166 · see citing works

Implicit knowledge, explicit knowledge and general language proficiency

Han, Y., & Ellis, R. (1998) · Language Teaching Research · doi:10.1177/136216889800200102 · Cited by 158 · see citing works

A Contrastive Study of Grammar Translation Method and Communicative Approach in Teaching English Grammar

Chang, S.-C. (2011) · English Language Teaching · doi:10.5539/elt.v4n2p13 · Cited by 143 · see citing works

Researching language engagement; current trends and future directions

Svalberg, A. M. ‐. (2017) · Language Awareness · doi:10.1080/09658416.2017.1406490 · Cited by 135 · see citing works

Representation of Users and Uses of English in Beginning Japanese EFL Textbooks

Matsuda, A. (2002) · JALT Journal · doi:10.37546/jaltjj24.2-5 · Cited by 130 · see citing works

The Cambridge Handbook of Task-Based Language Teaching

Nuzzo, E., & Velásquez, D. C. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327 · Cited by 131 · see citing works

Why Do L2 Teachers Need to 'Know About Language'? Teacher Metalinguistic Awareness and Input for Learning

Andrews, S. (1999) · Language and Education · doi:10.1080/09500789908666766 · Cited by 128 · see citing works

Data-driven learning – a call for a broader research gaze

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Language Awareness in language learning and teaching: A research agenda

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Does intensive explicit grammar instruction make all the difference?

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The Effects of Amount and Type of Exposure on Adult Learners' L2 Development in SLA

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Differential effects of textual enhancement formats on intake

Simard, D. (2009) · System · doi:10.1016/j.system.2008.06.005 · Cited by 97 · see citing works

Toward operationalizing the process of attention in SLA: Evidence for Tomlin and Villa's (1994) finegrained analysis of attention

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Principled grammar teaching

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Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study*

Day, E. M., & Shapson, S. M. (1991) · Language Learning · doi:10.1111/j.1467-1770.1991.tb00675.x · Cited by 213 · see citing works

Consciousness in second language acquisition: A review of field studies and laboratory experiments

Ellis, N. C. (1995) · Language Awareness · doi:10.1080/09658416.1995.9959876 · Cited by 81 · see citing works

Explicit Form‐Focused Instruction and Second Language Acquisition

Ellis, R. (2008) · doi:10.1002/9780470694138.ch31 · Cited by 78 · see citing works

Acquisition of article semantics by child and adult L2-English learners

Ionin, T., Zubizarreta, M. L., & Philippov, V. (2009) · Bilingualism Language and Cognition · doi:10.1017/s1366728909990149 · Cited by 75 · see citing works

Perspectives: Reconsidering the Effectiveness and Suitability of PPP and TBLT in the Japanese EFL Classroom

Satō, R. (2010) · JALT Journal · doi:10.37546/jaltjj32.2-4 · Cited by 105 · see citing works

THE EFFECTS OF IMPLICIT INSTRUCTION ON IMPLICIT AND EXPLICIT KNOWLEDGE DEVELOPMENT

Godfroid, A. (2015) · Studies in Second Language Acquisition · doi:10.1017/s0272263115000388 · Cited by 74 · see citing works

Global Simulation: A Student‐Centered, Task‐Based Format for Intermediate Foreign Language Courses

Levine, G. S. (2004) · Foreign Language Annals · doi:10.1111/j.1944-9720.2004.tb02170.x · Cited by 75 · see citing works

Some pedagogical implications of cognitive linguistics

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MEASURING UNIVERSITY-LEVEL L2 LEARNERS’ IMPLICIT AND EXPLICIT LINGUISTIC KNOWLEDGE

Zhang, R.-H. (2014) · Studies in Second Language Acquisition · doi:10.1017/s0272263114000370 · Cited by 68 · see citing works

Positive evidence in second language acquisition: some long-term effects

Trahey, M. (1996) · Second language Research · doi:10.1177/026765839601200201 · Cited by 75 · see citing works

Metalinguistic Awareness in Second- and Third-language Learning

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An Exploration of L2 Teachers’ Use of Pedagogical Interventions Devised to Draw L2 Learners’ Attention to Form

Simard, D., & Jean, G. (2011) · Language Learning · doi:10.1111/j.1467-9922.2011.00656.x · Cited by 60 · see citing works

Global Englishes Language Teaching

Rose, H., & Galloway, N. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316678343.002 · Cited by 57 · see citing works

The explicit/implicit knowledge distinction and working memory: Implications for second-language reading comprehension

Erçetin, G., & Alptekin, C. (2012) · Applied Psycholinguistics · doi:10.1017/s0142716411000932 · Cited by 65 · see citing works

Investigating consciousness‐raising tasks: pedagogically targeted and non‐targeted learning gains

Eckerth, J. (2008) · International Journal of Applied Linguistics · doi:10.1111/j.1473-4192.2008.00188.x · Cited by 53 · see citing works

The Roles of Structured Input Activities in Processing Instruction and the Kinds of Knowledge They Promote

Marsden, E. J., & Chen, H. (2011) · Language Learning · doi:10.1111/j.1467-9922.2011.00661.x · Cited by 53 · see citing works

Extramural English and academic vocabulary

Olsson, E., & Sylvén, L. K. (2015) · Apples - Journal of Applied Language Studies · doi:10.17011/apples/urn.201512234129 · Cited by 51 · see citing works

Discourse perspectives on formal instruction

Donato, R., & Adair‐Hauck, B. (1992) · Language Awareness · doi:10.1080/09658416.1992.9959807 · Cited by 51 · see citing works

Re‐engaging the interface debate: strong, weak, none, or all?

Han, Z., & Finneran, R. B. (2013) · International Journal of Applied Linguistics · doi:10.1111/ijal.12034 · Cited by 49 · see citing works

'Flipping' Lessons in a Multi-Section Spanish Course: Implications for Assigning Explicit Grammar Instruction Outside of the Classroom.

Moranski, K., & Kim, F. (2016) · Modern Language Journal · doi:10.1111/modl.12366 · Cited by 49 · see citing works

Where have the prepositions gone? A study of English prepositional verbs and input enhancement in instructed SLA

Kao, R.-R. (2001) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral.2001.002 · Cited by 45 · see citing works

Making suggestions: A contrastive study of young Hong Kong and Australian students

Li, E. S.-H. (2009) · Journal of Pragmatics · doi:10.1016/j.pragma.2009.07.014 · Cited by 45 · see citing works

Assessing the effectiveness of interactional feedback for L2 acquisition: Issues and challenges

Nassaji, H. (2020) · Language Teaching · doi:10.1017/s0261444819000375 · Cited by 48 · see citing works

Explaining phenomena of first and second language acquisition with the constructs of implicit and explicit learning

Hulstijn, J. (2015) · Studies in bilingualism · doi:10.1075/sibil.48.02hul · Cited by 48 · see citing works

The effects of pragmatic consciousness-raising activity on the development of pragmatic awareness and use of hearsay evidential markers for learners of Japanese as a foreign language

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Interpretation-based grammar teaching

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Investigating pragmatic language learning in foreign language classrooms

Soler, E. A. (2008) · IRAL - International Review of Applied Linguistics in Language Teaching · doi:10.1515/iral.2008.008 · Cited by 42 · see citing works

Preparing and Implementing a Task-based ESL Curriculum in an EFL Setting: Implications for Theory and Practice

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Second language learning of morphology

Ellis, N. (2022) · Journal of the European Second Language Association · doi:10.22599/jesla.85 · Cited by 29 · see citing works

Input in the L2 classroom: An attentional perspective on receptive practice

Leow, R. P. (2007) · Cambridge University Press eBooks · doi:10.1017/cbo9780511667275.004 · Cited by 41 · see citing works

Textual enhancement, grammar learning, reading comprehension, and tag questions

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Learner Metalinguistic Reflections Following Output-oriented and Reflective Activities

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The Best of Both Worlds: Combining Cognitive Linguistics and Pedagogic Tasks to Teach English Conditionals

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Metalinguistic knowledge

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Research Timeline: Form-focused instruction and second language acquisition

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Discourse Worlds in the Classroom and in Foreign Language Learning

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The Neglected Combination: A Case for Explicit-Inductive Instruction in Teaching Pragmatics in ESL

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Interdisciplinary Research at the Intersection of CALL, NLP, and SLA: Methodological Implications From an Input Enhancement Project

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A Closer Look at the Output Hypothesis: The Effect of Pushed Output on Noticing and Inductive Learning of the Spanish Future Tense

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The Cognition Hypothesis, the Triadic Componential Framework and the SSARC Model

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Avoiding the Proofreading Trap: The Value of the Error Correction Process

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Second Language Speech Production Research

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From Needs Analysis to Task Selection, Design, and Sequencing

Gilabert, R., & Malicka, A. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.014 · Cited by 29 · see citing works

Unveiling learners’ attention during language processing: the case of epistemic meanings of a modal verb

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The Impact of Instruction on the Pragmatic Comprehension of Speech Acts of Apology, Request, and Refusal Among Iranian Intermediate EFL Learners

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Spelling errors in native Arabic-speaking English majors: A comparison between remedial students and fourth year students

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Integrating Formal and Functional Approaches to Language Teaching in French Immersion: An Experimental Study

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OPERATIONAL DEFINITIONS OF EXPLICIT AND IMPLICIT KNOWLEDGE: Response to R. Ellis (2005) and Some Recommendations for Future Research in This Area

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Implicit learning of L2 word stress regularities

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What can multi-factors contribute to Chinese EFL learners’ implicit L2 knowledge?

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The impacts of visual input enhancement, semantic input enhancement, and inputflooding on L2 vocabulary among Iranian intermediate EFL learners

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Assessing the effect of focused direct and focused indirect written corrective feedback on explicit and implicit knowledge of language learners

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Task-Based Language Teaching as an Innovation

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Why Task? Task as a Unit of Analysis for Language Education

Sasayama, S. (2021) · Cambridge University Press eBooks · doi:10.1017/9781108868327.004 · Cited by 24 · see citing works

Second Language Pragmatics: From Theory to Research

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Instructors' Integration of Computer Technology: Examining the Role of Interaction

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Implicit versus explicit learning: Some implications for L2 teaching

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MULTIMEDIA FOR LANGUAGE LEARNING: SOME COURSE DESIGN ISSUES

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The Internal Context of Bilingual Processing

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Dealing with jokes in the ESL class: a pedagogical proposal centred on comprehension

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Consciousness Raising and Strategy Use.

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Two Different Types of Consciousness-Raising in Second Language Learning : Consciousness-Raising to Formal Rules and Mapping Rules

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Consciousness-Raising and the Second Language Learner1

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The Role of Consciousness-Raising and Noticing in Second Language Acquisition

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