Cited by

Cited by 10 other publications

Abrams, Zsuzsanna & David R. Byrd
2017. The effects of meaning-focused pre-tasks on beginning-level L2 writing in German: An exploratory study. Language Teaching Research 21:4  pp. 434 ff. DOI logo
Abrams, Zsuzsanna & Susanne Rott
2017. Variability and variation of L2 grammar: A cross-sectional analysis of German learners’ performance on two tasks. Language Teaching Research 21:2  pp. 144 ff. DOI logo
Alexopoulou, Theodora, Jeroen Geertzen, Anna Korhonen & Detmar Meurers
2015. Exploring big educational learner corpora for SLA research. International Journal of Learner Corpus Research 1:1  pp. 96 ff. DOI logo
Ben Maad, Mohamed Ridha
2016. The role of L2 learner goal differences in task-generated oral production. Australian Review of Applied Linguistics 39:1  pp. 47 ff. DOI logo
Benzehaf, Bouchaib
2017. Comparing Learners’ General Proficiency Levels with Their Writing Productive Ability: How Correlated are They?. Eurasian Journal of Applied Linguistics 3:2  pp. 43 ff. DOI logo
Bora, Simona Floare
2022. Drama pedagogy in foreign language learning: investigating the impact of theatre texts and theatre performance on L2 speaking accuracy and complexity. Research in Drama Education: The Journal of Applied Theatre and Performance 27:4  pp. 507 ff. DOI logo
Buerki, Andreas
2020. Formulaic Language and Linguistic Change, DOI logo
Kreyer, Rolf & Steffen Schaub
2018. The development of phrasal complexity in German intermediate learners of English. International Journal of Learner Corpus Research 4:1  pp. 82 ff. DOI logo
Rankin, Tom & Melinda Whong
2020. Grammar, DOI logo
Rosmawati, R.
2014. Dynamic development of complexity and accuracy. Australian Review of Applied Linguistics 37:2  pp. 75 ff. DOI logo

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