Implications of Learnability Theories for Second Language Learning and Teaching

White, Lydia

doi:10.1075/z.lkul1.20whi

Part of

Learning, Keeping and Using Language: Selected papers from the Eighth World Congress of Applied Linguistics, Sydney, 16–21 August 1987
Edited by M.A.K. Halliday †, John Gibbons and Howard Nicholas
[Not in series LKUL 1] 1990
► pp. 271–286

Implications of Learnability Theories for Second Language Learning and Teaching

Lydia White

Published online: 1 January 1990

https://doi.org/10.1075/z.lkul1.20whi

Cited by

Cited by 8 other publications

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Aguiar Falcão, Carla & Janaina Weissheimer

2023. O impacto do feedback explícito no desenvolvimento da produção oral em espanhol como língua estrangeira na educação a distância. Diacrítica 36:2 ► pp. 30 ff.

Ayoun, Dalila

1996. The subset principle in second language acquisition. Applied Psycholinguistics 17:2 ► pp. 185 ff.

Azkarai, Agurtzane & Rhonda Oliver

2019. Negative feedback on task repetition: ESL vs. EFL child settings. The Language Learning Journal 47:3 ► pp. 269 ff.

Hedgcock, John & Natalie Lefkowitz

1993. Tuning in on ‘Prime Time’: Channel Effects in L2 Grammaticality Judgment Tasks. Foreign Language Annals 26:3 ► pp. 297 ff.

Juffs, Alan

1998. The acquisition of semantics-syntax correspondences and verb frequencies in ESL materials. Language Teaching Research 2:2 ► pp. 93 ff.

Li, Yan & Lei Yan

2017. Effects of providing explicit negative evidence on students’ perception of ungrammatical sentences using –le . Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52:3 ► pp. 232 ff.

Oliver, Rhonda

1995. Negative Feedback in Child NS-NNS Conversation. Studies in Second Language Acquisition 17:4 ► pp. 459 ff.

Seo, Kyoko

1993. Dealing with fluency and accuracy in communicative language teaching: A concern for teachers of Japanese language. Japanese Studies 13:3 ► pp. 79 ff.

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