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Allen, David
2022. The impact of cognate strategy training on guessing accuracy for unknown visually-presented words: The case of Japanese learners of English. Language Teaching Research  pp. 136216882211084 ff. DOI logo
Anastasio , Simona
2023. L’ESPRESSIONE DEL MOVIMENTO DA PARTE DI APPRENDENTI D’ITALIANO L2 CON L1 FRANCESE E INGLESE: INCROCIO TRA FATTORI TIPOLOGICI E COGNITIVI. Italiano LinguaDue 15:2  pp. 1 ff. DOI logo
Carroll, Susanne E. & Angela George
2018. What absolute beginners learn from input. Instructed Second Language Acquisition 2:2  pp. 112 ff. DOI logo
de Groot, Annette M. B.
2006. Effects of Stimulus Characteristics and Background Music on Foreign Language Vocabulary Learning and Forgetting. Language Learning 56:3  pp. 463 ff. DOI logo
de Groot, Annette M.B.
Johnstone, Richard
1994. Research on language learning and teaching: 1993. Language Teaching 27:3  pp. 145 ff. DOI logo
Leśniewska, Justyna, François Pichette & Sébastien Béland
2018. First Language Test Bias? Comparing French-Speaking and Polish-Speaking Participants’ Performance on the Peabody Picture Vocabulary Test. The Canadian Modern Language Review 74:1  pp. 27 ff. DOI logo
Lubliner, Shira & Elfrieda H. Hiebert
2011. An Analysis of English–Spanish Cognates as a Source of General Academic Language. Bilingual Research Journal 34:1  pp. 76 ff. DOI logo
Rogers, James, Stuart Webb & Tatsuya Nakata
2015. Do the cognacy characteristics of loanwords make them more easily learned than noncognates?. Language Teaching Research 19:1  pp. 9 ff. DOI logo
SAITO, KAZUYA, STUART WEBB, PAVEL TROFIMOVICH & TALIA ISAACS
2016. Lexical correlates of comprehensibility versus accentedness in second language speech. Bilingualism: Language and Cognition 19:3  pp. 597 ff. DOI logo
White, Joanna L. & Marlise Horst
2012. Cognate awareness -raising in late childhood: teachable and useful. Language Awareness 21:1-2  pp. 181 ff. DOI logo

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