Rank Key 5-grams

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51

THE SYNCHRONOUS ONLINE WRITING TOOL

BETWEEN EXPLICIT AND IMPLICIT KNOWLEDGE
IN THE FOLLOWING SEGMENT THE
RELATIONSHIPS BETWEEN STRATEGY USE AND
TRANSFERRING FROM L1 TO L2
THE HIGH- AND LOW-ABILITY GROUPS
THE INTRODUCTION AND USE OF
STRATEGY USE AND SECOND LANGUAGE
THE RELATIONSHIPS BETWEEN STRATEGY USE
SYNCHRONOUS ONLINE WRITING TOOL FOR
THE FOLLOWING SEGMENT THE CLASS
AND TASK 5 WORKING MEMORY
SOCIOLINGUISTIC SOCIOCULTURAL AND PSYCHOLOGICAL MEANINGS
TO COGNITION AND LANGUAGE ASSESSMENT
KNOWLEDGE OF THE PAST PROGRESSIVE
TASK 4 ELICITED IMITATION TONE
SUCH AS HOW ARE YOU
APPROACH TO COGNITION AND LANGUAGE
THE ABILITY TO BE ASSESSED
TASK 5 WORKING MEMORY STORAGE
TASK 5 WORKING MEMORY PROCESSING
NO SIGNIFICANT DIRECT EFFECT ON
USE AND SECOND LANGUAGE TEST
OF STRATEGY USE AND SLTP
AND SECOND LANGUAGE TEST PERFORMANCE
BUT ARE NOT LIMITED TO
AS ONE REVIEWER POINTS OUT
TO USE THE PAST PROGRESSIVE
PRIOR KNOWLEDGE OF THE TARGET
INCLUDE BUT ARE NOT LIMITED
THE BENEFITS AND CHALLENGES OF
OF THIS STUDY CONTRIBUTE TO
RECALL AND TASK 3 NOTE-TAKING
RELATIONSHIP BETWEEN EXPLICIT AND IMPLICIT
DEFINE THE ABILITY TO BE
FINDINGS OF THIS STUDY CONTRIBUTE
SOCIOLINGUISTIC SOCIOCULTURAL AND PSYCHOLOGICAL
APPROPRIATENESS
KNOWLEDGE OF THE TARGET FORM
SYSTEM DEVELOPED BY GAIL JEFFERSON
TASK 1 FREE RECALL AND
GRAMMATICAL KNOWLEDGE AND PRAGMATIC KNOWLEDGE
MODELS OF STRATEGY USE AND
FREE RECALL AND TASK 3
METACOGNITIVE AND COGNITIVE STRATEGY USE
MODEL OF STRATEGY USE AND
UC QUESTIONS AS PREFERRING NO-PROBLEM
AS SEEN IN FIGURE 2
BETWEEN STRATEGY USE AND SLTP
1 FREE RECALL AND TASK
A COGNITIVE-PROCESSING APPROACH TO COGNITION
ABILITY TO USE THE PAST

Key

Freq

203
104
82
77
77
77
71
71
66
60
60
55
55
55
55
55
49
49
49
49
49
49
49
49
49
44
44
44
44
44
38
38
38
38
38
38
38

37
23
15
14
14
14
13
13
12
11
11
10
10
10
10
10
9
9
9
9
9
9
9
9
9
8
8
8
8
8
7
7
7
7
7
7
7

38
38
38
38
38
38
38
38
38
38
38
38
38
38

7
7
7
7
7
7
7
7
7
7
7
7
7
7

52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104

HAVE 2007 FOR A THOROUGH

USING A MODIFIED VERSION OF
SEE TEN HAVE 2007 FOR
METICULOUS INSPECTION OF SINGLE INSTANCES
BEGINS WITH THE METICULOUS INSPECTION
GRAMMATICAL CONTROL AND SOCIOLINGUISTIC SOCIOCULTURAL
HAD LEARNED HOW TO USE
BE ASSESSED IN TERMS OF
A SYNCHRONOUS ONLINE WRITING TOOL
AS SEEN IN FIGURE 3
SIGNIFICANT AT THE 0 05
TO SUPPORT CLAIMS OF VALIDITY
NO SIGNIFICANT TOTAL EFFECT ON
IN FIGURES 4A AND 4B
ANALYSIS BEGINS WITH THE METICULOUS
A SIGNIFICANT TOTAL EFFECT ON
GRAMMATICAL AND PRAGMATIC KNOWLEDGE IN
EXPOSURE TO INPUT ADEQUATE MOTIVATION
2007 FOR A THOROUGH INTRODUCTION
THE TEACHER HAS JUST FINISHED
ON THE SYNCHRONOUS ONLINE WRITING
ABILITY TO BE ASSESSED IN
WITH THE METICULOUS INSPECTION OF
FOLLOWING SEGMENT THE CLASS IS
TO BE ASSESSED IN TERMS
IS DEFINED IN TERMS OF
LEARNED TO USE COMPUTER TECHNOLOGY
THE METICULOUS INSPECTION OF SINGLE
TEN HAVE 2007 FOR A
FRAMEWORK SEE TEN HAVE 2007
ESL ENGLISH AS A SECOND
SIGNIFICANT TOTAL EFFECT ON RDG
SMALL BUT SIGNIFICANT TOTAL EFFECT
VERSION OF THE SYSTEM DEVELOPED
THE LACK OF UNIFORMITY IN
WITH TASK 5 WORKING MEMORY
QUESTIONS IN THE LANGUAGE CLASSROOM
RECAST GROUP AND THE NONRECAST
WEB 2 0 TOOLS SUCH
SEMANTIC AND DISCOURSE PRAGMATIC CONSTRAINTS
SHOWS THE RESULTS FOR HOW
RESULTS FOR HOW STUDENT TEACHERS
ROUTINE INQUIRIES SUCH AS HOW
SOCIAL INTERACTION BY CONDUCTING DETAILED
TASKS IN THE TLU DOMAIN
TIME AT THE END OF
TEST SCORE INTERPRETATION AND USE
TASK 1 FREE RECALL TASK
TASK 4 ELICITED IMITATION AND
TO GAIN FURTHER INSIGHT INTO
THE ABILITY TO USE THE
THE ANALYSIS IS CONDUCTED WITHIN
THE SYSTEM DEVELOPED BY GAIL

33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
33
31
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27

6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
8
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5

105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157

THE RESULTS FOR HOW STUDENT

TEST TAKERS PERFORMED ON THE
THIS STUDY CONTRIBUTE TO THE
STATISTICALLY SIGNIFICANT AT THE 0
STRATEGIC COMPETENCE APPROACH TO COGNITION
STRATEGY USE AND SLTP FOR
THE POTENTIAL OF THE TOOL
USE OF LANGUAGE ASSESSMENTS IS
THE RECAST GROUP AND THE
TARGET LANGUAGE USE SITUATION ANALYSIS
TO LEARN AND SUFFICIENT OPPORTUNITY
TO INPUT ADEQUATE MOTIVATION TO
TRANSCRIBED FROM AUDIO OR VIDEO
STUDENTS FOR THEIR PROFESSIONAL LIVES
THE FOREIGN LANGUAGE NEEDS OF
COMPETING VOICES IN RESPONSE TO
COGNITIVE AND METACOGNITIVE STRATEGY USE
CONDUCTED WITHIN A CONVERSATION ANALYTIC
COMPONENT DIFFICULTY AND SCALE FUNCTIONALITY
BY GAIL JEFFERSON SEE APPENDIX
BY CONDUCTING DETAILED ANALYSIS OF
COGNITIVE AND METACOGNITIVE STRATEGY QUESTIONNAIRE
CA IS AN ANALYTICAL TOOL
CONDUCTING DETAILED ANALYSIS OF NATURALLY
EFFECT ON RDG ABILITY 0
DIRECT EFFECT ON RDG ABILITY
FEATURE OF THE TARGET LANGUAGE
EFFECTS OF STRATEGY USE ON
DATA TRANSCRIBED FROM AUDIO OR
CONTROL AND SOCIOLINGUISTIC SOCIOCULTURAL AND
DEVELOPED BY GAIL JEFFERSON SEE
DETAILED ANALYSIS OF NATURALLY OCCURRING
BUT SIGNIFICANT TOTAL EFFECT ON
ADULT ESL ENGLISH AS A
ADEQUATE MOTIVATION TO LEARN AND
ANALYSIS OF NATURALLY OCCURRING DATA
AN ANALYTICAL TOOL DESIGNED TO
A RANGE OF PRAGMATIC MEANINGS
2 0 TOOLS SUCH AS
ABILITY FOR THE HIGH-ABILITY GROUP
A SMALL BUT SIGNIFICANT TOTAL
ANALYTICAL TOOL DESIGNED TO UNCOVER
BELOW SHOWS THE RESULTS FOR
BASELINE MODELS OF STRATEGY USE
BETWEEN STRATEGY USE AND SECOND
BENEFITS AND CHALLENGES OF USING
APPROACH TO CHARACTERIZING COGNITION AND
AND SOCIOLINGUISTIC SOCIOCULTURAL AND PSYCHOLOGICAL
AT A COMMUNITY ENGLISH PROGRAM
ASSUMED INTERPRETATION OF SCORE USE
LEARNED HOW TO USE COMPUTERS
LANGUAGE NEEDS OF SIPA STUDENTS
NATURALLY OCCURRING DATA TRANSCRIBED FROM

27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27

5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5

158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192

MODIFIED VERSION OF THE SYSTEM

L1 THINKING FOR L2 SPEAKING
INTERACTION BY CONDUCTING DETAILED ANALYSIS
INQUIRIES SUCH AS HOW ARE
IS NO LONGER A MONOLITHIC
IS AN ANALYTICAL TOOL DESIGNED
OF THE SYSTEM DEVELOPED BY
OF THE SYNCHRONOUS ONLINE WRITING
ORIENT TO THE PRINCIPLE OF
ON SECOND LANGUAGE TEST PERFORMANCE
OF SOCIAL INTERACTION BY CONDUCTING
OCCURRING DATA TRANSCRIBED FROM AUDIO
NO LONGER A MONOLITHIC CONCEPT
OF NATURALLY OCCURRING DATA TRANSCRIBED
OF FOSSILIZATION SELINKER LAMENDELLA 1978
HIGH- AND LOW-ABILITY TEST TAKERS
HAD NO DIRECT EFFECT ON
IN PARTIAL OVERLAP WITH THE
HOW EACH TURN IS PRODUCED
GROUP AND THE NONRECAST GROUP
FOR LANGUAGE AND INTERCULTURAL LEARNING
FOR A THOROUGH INTRODUCTION CA
GOAL IS TO UNCOVER THE
FROM AUDIO OR VIDEO RECORDINGS
IN THEIR OWN TEACHING AND
IN TRANSITIONAL OVERLAP JEFFERSON 1983
INPUT ADEQUATE MOTIVATION TO LEARN
IN THE SYNCHRONOUS ONLINE WRITING
IN THE NEXT SEGMENT THE
IN THE POST-EXPLANATION OR INSTRUCTION
BY THE SAME TOKEN THE
A MODIFIED VERSION OF THE
THE NEXT SECTION I WILL
INPUT IN THE FORM OF
ON A FOUR-POINT LIKERT SCALE

27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
24

5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
8
7
7
7
7