Housen, A., Pierrard, M., & Vandaele, S.
(2005) Structure complexity and the efficacy of explicit grammar instruction. In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 235–267). Berlin: Mouton de Gruyter. DOI logoGoogle Scholar
Loewen, S.
(2015) Introduction to instructed second language acquisition. London: Routledge.Google Scholar
Rosenshine, B., & Furst, N.
(1973) The use of direct observation to study teaching. In R. M. W. Travers (Ed.), Second handbook for research on teaching (pp. 122–183). Chicago, IL: Rand McNally.Google Scholar
Cited by

Cited by 3 other publications

Comajoan-Colomé, Llorenç & Ares Llop Naya
2021. An SLA-Informed and Cognitive Linguistic Approach to the Teaching of L2 Catalan Tense-Aspect. Círculo de Lingüística Aplicada a la Comunicación 87  pp. 95 ff. DOI logo
Decius, Julian, Niclas Schaper & Andreas Seifert
2021. Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue-Collar Workers. Vocations and Learning 14:2  pp. 285 ff. DOI logo
Sato, Masatoshi & Kata Csizér
2021. Introduction: Combining learner psychology and ISLA research: Intersections in the classroom. Language Teaching Research 25:6  pp. 839 ff. DOI logo

This list is based on CrossRef data as of 05 february 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.