Chapter 6. Using eyetracking in language acquisition research

Cited by 7 other publications

No author info given

2020.  In Language Processing in Advanced Learners of English [Bilingual Processing and Acquisition, 9],

Abbas, Nawras, Tamar Degani & Anat Prior

2021. Equal Opportunity Interference: Both L1 and L2 Influence L3 Morpho-Syntactic Processing. Frontiers in Psychology 12

Andreu, Llorenç & Mònica Sanz-Torrent

2017.  In Eye-Tracking Technology Applications in Educational Research [Advances in Educational Technologies and Instructional Design, ], ► pp. 262 ff.

Sekerina, Irina A.

2015.  In The Acquisition of Reference [Trends in Language Acquisition Research, 15], ► pp. 213 ff.

Spit, Sybren, Sible Andringa, Judith Rispens & Enoch O. Aboh

2022. The Effect of Explicit Instruction on Implicit and Explicit Linguistic Knowledge in Kindergartners. Language Learning and Development 18:2 ► pp. 201 ff.

SUZUKI, YUICHI

2017. Validity of new measures of implicit knowledge: Distinguishing implicit knowledge from automatized explicit knowledge. Applied Psycholinguistics 38:5 ► pp. 1229 ff.

van Alphen, Petra, Susanne Brouwer, Nina Davids, Emma Dijkstra & Paula Fikkert

2021. Word Recognition and Word Prediction in Preschoolers With (a Suspicion of) a Developmental Language Disorder: Evidence From Eye Tracking. Journal of Speech, Language, and Hearing Research 64:6 ► pp. 2005 ff.

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