Part of
Synthesizing Research on Language Learning and TeachingEdited by John M. Norris and Lourdes Ortega
[Language Learning & Language Teaching 13] 2006
► pp. 91–131
Edited by John M. Norris and Lourdes Ortega
[Language Learning & Language Teaching 13] 2006
► pp. 91–131
3. Investigating the empirical link between task-based interaction and acquisition
A meta-analysis
Cited by
Cited by 106 other publications
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Chiu, Chiung-Hui, Chiu-Yi Wu, Sheng-Jieh Hsieh, Hsiao-Wei Cheng & Chung-Kai Huang
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2013. Effects of Pretask Modeling on Attention to Form and Question Development. TESOL Quarterly 47:1 ► pp. 8 ff.
Kim, YouJin & Nicole Tracy-Ventura
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KUBANYIOVA, MAGDALENA
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2014. A fine-grained analysis of the effects of negative evidence with and without metalinguistic information in language development. Language Teaching Research 18:3 ► pp. 320 ff.
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MARTIN-BELTRÁN, MELINDA
2010. The Two-Way Language Bridge: Co-Constructing Bilingual Language Learning Opportunities. The Modern Language Journal 94:2 ► pp. 254 ff.
2017. Exploring Peer Interaction Among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning. International Multilingual Research Journal 11:3 ► pp. 131 ff.
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2008. Balancing communication and grammar in beginning-level foreign language classrooms: A study of guided planning and relativization. Language Teaching Research 12:1 ► pp. 11 ff.
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2021. The Benefits of Interactive and Individual Rehearsals for Developing Second Language Communicative Ability. RELC Journal 52:3 ► pp. 474 ff.
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