Article published in:
Learning a Second Language through Interaction
Rod Ellis
[Studies in Bilingualism 17] 1999
► pp. 151
Cited by

Cited by 9 other publications

Agustín-Llach, Maria Pilar
2015. Maximising Incidental Vocabulary Acquisition in Spanish as a Foreign Language. Open Journal of Modern Linguistics 05:03  pp. 262 ff. Crossref logo
Bruton, Anthony
2007. Partial Lexical Knowledge in Tests of Incidental Vocabulary Learning from L2 Reading. The Canadian Modern Language Review 64:1  pp. 163 ff. Crossref logo
Fageeh, Abdulaziz Ibraheem
2014. Effects of Using the Online Dictionary for Etymological Analysis on Vocabulary Development in EFL College Students. Theory and Practice in Language Studies 4:5 Crossref logo
Gablasova, Dana
2014. Learning and Retaining Specialized Vocabulary From Textbook Reading: Comparison of Learning Outcomes Through L1 and L2. The Modern Language Journal 98:4  pp. 976 ff. Crossref logo
Harklau, Linda
2002. The role of writing in classroom second language acquisition. Journal of Second Language Writing 11:4  pp. 329 ff. Crossref logo
Mesa, Raquel Esquiliche, Anthony Bruton & Tony Ridgway
2007. The Effect of Task-Based Reading on Fl Vocabulary Learning. ITL - International Journal of Applied Linguistics 153  pp. 1 ff. Crossref logo
Mizumoto, Atsushi & Osamu Takeuchi
2009. Examining the effectiveness of explicit instruction of vocabulary learning strategies with Japanese EFL university students. Language Teaching Research 13:4  pp. 425 ff. Crossref logo
Rott, Susanne
2004. A Comparison of Output Interventions and Un-enhanced Reading Conditions on Vocabulary Acquisition and Text Comprehension. The Canadian Modern Language Review 61:2  pp. 169 ff. Crossref logo
Rott, Susanne, Jessica Williams & Richard Cameron
2002. The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention. Language Teaching Research 6:3  pp. 183 ff. Crossref logo

This list is based on CrossRef data as of 06 september 2021. 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.