Rank Key 4-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
52

INCIDENTAL FOCUS ON FORM

OF INCIDENTAL FOCUS ON
VANPATTEN AND CADIERNO 1993
ELLIS ET AL 2001A
JIA AND BAYLEY 2002
OF FOCUS ON FORM
A MAIN EFFECT FOR
THE EFFECTS OF PI
IN THE EI GROUP
TO TAKE A HYBRID
WHEN THE TEACHER WAS
PREEMPTIVE FOCUS ON FORM
HULSTIJN ET AL 2009
OF VANPATTEN AND CADIERNO
INSTRUCTION AND ERROR CORRECTION
GRAMMAR INSTRUCTION AND ERROR
AT ARTICLES APPEARING WITH
FOR THE EI GROUP
DU SIE OR ER
GENDER OF THE NOUN
BETWEEN GRAMMATICAL SENSITIVITY AND
NOUNS THAN AT ARTICLES
BLENDED AND ONLINE LEARNING
WINKE ET AL IN
IN TAKING A HYBRID
THE ROLE OF EXPLICIT
FOCUS ON FORM IN
THE SENTENCE CONSTRUCTION TASK
THE SENTENCE VERIFICATION TASK
THE SCHOLAR SOCIAL IMAGINARY
THAN AT ARTICLES APPEARING
PLANNED FOCUS ON FORM
THE EFFECTIVENESS OF RECASTS
LYSTER AND RANTA 1997
ET AL IN PRESS
BETWEEN GROUP AND GRAMMATICALITY
ROLE OF EXPLICIT INFORMATION
FOR THE PI GROUP
OF SUBJECT PRONOUN USE
THE TEACHER S PRESENCE
APPLIED LINGUISTICS AND SLA
WINKE AND GOERTLER 2008
THE NUMBER OF ERRORS
NO OVERT SUBJECT STAGE
HYBRID OR FULLY ONLINE
BEGIN TO BE USED
HYBRID OR DISTANCE LEARNING
IN THE FIRST-SEMESTER CLASS
THE FIELD OF SLA
SECOND LANGUAGE ACQUISITION SLA
IN VANPATTEN AND CADIERNO
ONLINE AND BLENDED LEARNING

Keyness Frequency
482
217
157
146
116
115
106
101
101
97
93
93
93
90
90
90
86
86
86
86
82
82
82
79
79
75
75
75
75
75
75
75
75
74
73
71
71
71
71
71
71
71
68
67
67
67
67
67
67
66
65
64

129
58
42
39
31
51
36
27
27
26
25
25
25
24
24
24
23
23
23
23
22
22
22
21
21
25
37
20
20
20
20
20
20
34
35
19
19
19
19
19
19
19
25
18
18
18
18
18
35
49
22
17

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
105

UPTAKE AND SUCCESSFUL UPTAKE

FINISHED READING WITH REGRESSION
ROLE OF GRAMMATICAL SENSITIVITY
THE EXPLICIT INFORMATION GROUP
AT MICHIGAN STATE UNIVERSITY
BLENDED AND ONLINE COURSES
FOCUS ON FORM CAN
FOCUS ON FORM WAS
THE CONTROL GROUP DID
SIE OR ER FORM
INTERESTED IN TAKING A
THE FEATURE REASSEMBLY APPROACH
MAIN EFFECT FOR GROUP
EFFECT FOR GROUP F
THE AMOUNT OF ATTENTION
SIGNIFICANT DIFFERENCES AMONG THE
COMPUTER ACCESS AND LITERACY
IN THE EXPLICIT INFORMATION
ON THE INTERPRETATION TASK
CONTROL GROUP DID NOT
AUDITORY AND VISUAL CUES
L2 LEARNERS OF SPANISH
LEARNERS LOOKED LONGER AT
OF SPONTANEOUS PRODUCTION DATA
CHARACTERISTICS OF INCIDENTAL FOCUS
SUBJECT PRONOUN USE IN
FOCUS ON FORM IS
OR FULLY ONLINE COURSES
THE INFORMATION VALUE OF
WILLINGNESS TO TAKE A
THE SENTENCE-LEVEL PRODUCTION TASK
THE EI GROUP WAS
MEASURES OF LINGUISTIC ACCURACY
FOR GENDER 1 2
THE DU SIE OR
A HYBRID FOREIGN LANGUAGE
AS A LINGUA FRANCA
ORIGINAL VANPATTEN AND CADIERNO
FIRST NOUN OR PRONOUN
EXPLICIT INFORMATION PRIOR TO
IN THE SECOND-SEMESTER CLASS
REACTIVE FOCUS ON FORM
THE FIRST NOUN OR
UNFINISHED READING WITH REGRESSION
L2 LEARNERS USE OF
BELIEFS ABOUT GRAMMAR INSTRUCTION
BEGAN TO BE USED
BY WINKE AND GOERTLER
OF A SPEECH EVENT
C3 NON-CONTINUOUS ACTION NOUNS
THE ORIGINAL VANPATTEN AND
OBJECT PRONOUNS IN SPANISH
THE NO OVERT SUBJECT

64
64
64
64
64
60
60
60
60
60
60
60
59
58
58
56
56
56
56
56
56
56
56
56
56
56
56
52
52
52
52
52
52
52
52
52
50
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49

17
17
17
17
17
16
16
16
16
16
16
16
24
20
21
15
15
15
15
15
15
15
15
15
15
15
23
14
14
14
14
14
14
14
14
14
30
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13

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
158

MORPHOPHONOLOGICAL CUES TO GENDER

ENGLISH AS A LINGUA
VANPATTEN AND CADIERNO S
A SIGNIFICANT FACTOR IN
OF WORDS BEGINNING WITH
SECOND PERSON SINGULAR FORM
EFFECTIVENESS OF INCIDENTAL FOCUS
AN ERROR IN THE
ON THE INTERPRETATION TEST
POSTTEST F 2 34
SENSITIVITY AS MEASURED BY
TREE OR ACTIVE BODY
WINKE AND GOERTLER 2008A
THE AV AND A-ONLY
RESULTS WERE AS FOLLOWS
AND GOERTLER 2008A B
FOR THE AV GROUP
MODERN LANGUAGE APTITUDE TEST
THE STRUCTURED INPUT TREATMENT
THE TEACHER WAS PRESENT
GRAMMATICAL SENSITIVITY AS MEASURED
TAKING A HYBRID CLASS
THE GRAMMATICAL SENSITIVITY TEST
FOR GROUP F 1
HYBRID FOREIGN LANGUAGE CLASS
FOR R AND L
LONGER READING TIMES FOR
AMOUNT OF ATTENTION PAID
BETTER THAN PRETEST T
TYPES OF CORRECTIVE FEEDBACK
THE TWO EXPERIMENTAL GROUPS
THE GENDER OF THE
THE DESCRIPTIVE STATISTICS FOR
THAT INCIDENTAL FOCUS ON
OF WRITTEN ERROR CORRECTION
ABOUT GRAMMAR INSTRUCTION AND
FOCUS ON FORM THAT
FOR THE A-ONLY GROUP
AND CADIERNO 1993 STUDY
GLOBAL USE OF ENGLISH
IN AUCKLAND NEW ZEALAND
RIGHT OR WRONG ANSWERS
THE GLOBAL USE OF
WULF DUDIS BAYLEY AND
THE AUDITORY AND VISUAL
JAPANESE AND KOREAN LEARNERS
GROUP F1 1 41
DONATO AND BROOKS 2004
BETWEEN THE TWO EXPERIMENTAL
ON THE FIRST TRIAL
DUDIS BAYLEY AND LUCAS
MOTIVATION AND STRATEGY USE
PRESENT IN THE L1

49
48
48
47
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
44
44
42
42
41
41
41
41
41
41
41
41
41
41
41
41
41
41
41
41
41
41
41
41

13
22
18
21
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
16
20
26
20
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
11

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
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211

PROCESS THE FIRST NOUN

C2 CONTINUOUS ACTION NOUNS
R AND L IN
BAYLEY AND LUCAS 2002
THE ROLE OF GRAMMATICAL
FOCUS ON FORM AND
OF ATTENTION AND AWARENESS
THE READER WILL RECALL
OF GENDER AND NUMBER
PUSH LEARNERS AWAY FROM
GRAMMATICALITY F1 1 41
OF DE USE IN
MADE SIGNIFICANT GAINS ON
INFORMATION PRIOR TO TREATMENT
POSTTEST 1 SAME AS
IN THE ITEM ANALYSIS
THE TARGETED LINGUISTIC ITEMS
THE MODERN LANGUAGE APTITUDE
OR ACTIVE BODY PART
ON THE SECOND TRIAL
IS NOT CLEAR THAT
LEVELS OF SUCCESSFUL UPTAKE
IN THE HYBRID COURSE
OF WRITTEN CORRECTIVE FEEDBACK
NOT A SIGNIFICANT FACTOR
HYBRID OR ONLINE COURSES
HYBRID AND ONLINE COURSES
THE RESULTS WERE AS
THE SECOND LANGUAGE L2
MORPHOPHONOLOGICAL AND SEMANTIC INFORMATION
TO BE USED AT
NOR WERE THERE SIGNIFICANT
THE GASS AND VARONIS
AND GRAMMATICAL SENSITIVITY SCORES
WINKE GOERTLER 2008A B
WITH AND WITHOUT NOISE
F 2 34 0
ARE SENSITIVE TO MORPHOPHONOLOGICAL
THAT FOCUS ON FORM
STRATEGY USE AND MOTIVATION
FOCUS ON FORM AS
VISUAL AND AUDITORY CUES
EFFECT FOR TIME F
CORRELATION BETWEEN GRAMMATICAL SENSITIVITY
SIDE OF THE SCREEN
WH-QUESTIONS AND FRONTED OBJECTS
SCORE FOR THE EI
A HYBRID OR ONLINE
WH- QUESTIONS AND FRONTED
REVEALED THE FOLLOWING CONTRASTS
FOR TIME F 1
GENDER 1 2 NOUNS
TAKE A HYBRID COURSE

41
41
41
41
41
40
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37
37

11
11
11
11
15
25
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10
10

212
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244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264

SUCCESSFUL AT MARKING GENDER

SWITCH IN SUBJECT REFERENT
TAKE A HYBRID CLASS
REGRESSIONS TO NOUNS AND
THE L2 ACQUISITION OF
IN THE CURRENT STUDY
FRENCH GERMAN AND SPANISH
LIKELY TO RESULT IN
THE GRAMMATICALITY JUDGMENT TEST
MOUGEON ET AL 2004
CLITIC OBJECT PRONOUNS IN
AT THE SPILLOVER REGION
PERSON SINGULAR AND PLURAL
OBJECT PRONOUNS AND WORD
COMPUTER LITERACY AND ACCESS
THAT STUDENTS IN THE
ANALYSIS F1 1 41
AMONG THE CLASSES X2
MAIN EFFECT FOR GRAMMATICALITY
THE CONTRIBUTION OF VISUAL
ONLINE AND BLENDED COURSES
CHINESE AS A SECOND
LEARNERS AWAY FROM THE
THE C OF R
SUBJECT ANALYSIS F1 1
THAN IN THE FAMILIAR
BEGINNING LEARNERS OF GERMAN
ON THE SENTENCE-LEVEL PRODUCTION
CHINESE LANGUAGE AND CULTURE
THE LAST FIVE YEARS
THE SUBJECT ANALYSIS F1
THOSE IN EXPERIMENT 1
THIS STUDY WE EXAMINE
CASE MARKING IN GERMAN
NOT LOOK LONGER AT
APTITUDE AS GRAMMATICAL SENSITIVITY
TEND TO USE DE
THAT LEARNERS LOOKED LONGER
THE EFFECTIVENESS OF INCIDENTAL
TO NOVEL STIMULI AND
TO NOUNS AND ARTICLES
TO PUSH LEARNERS AWAY
I E CHANGING VERBS
PRONOUNS AND WORD ORDER
THE EI GROUP AND
ZYZIK AND POLIO 2008
2011 WINKE ET AL
OF THE STRUCTURED INPUT
GASS AND MACKEY 2007
S FOLLOWED BY U
TO RESULT IN CORRECT
FORM IN THE CONTEXT
MORE SUCCESSFUL AT MARKING

37
37
37
37
36
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34

10
10
10
10
18
60
13
19
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9

265
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297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317

GROUP MADE SIGNIFICANT GAINS

OF RESIDENCE IN CHINA
OF ONLINE AND BLENDED
READER WILL RECALL THAT
TYPES OF ABSTRACT NOUNS
QUESTIONS AND FRONTED OBJECTS
TYPE OF FOCUS ON
IN THE SUBJECT ANALYSIS
IN THE WE PARADIGM
IN THE SENTENCE VERIFICATION
MINISTRY OF EDUCATION 2001
THE ANALYSIS YIELDED A
DID NOT LOOK LONGER
TO USE DE MORE
IN WHICH OVERT SUBJECTS
E I E CHANGING
SHORT SAMPLES OF SPONTANEOUS
ENGLISH-SPEAKING LEARNERS OF SWAHILI
F1 1 41 10
USE OF SOCIOLINGUISTIC VARIANTS
A CHANGING VERBS
USE DE MORE THAN
IN INTERNATIONALLY ACCEPTABLE ENGLISH
WHITE ET AL 2004
IN THE FAMILIAR CONDITION
IN THE CHAT ROOM
SAMPLES OF SPONTANEOUS PRODUCTION
AV AND A-ONLY PRESENTATIONS
LEARNERS ARE SENSITIVE TO
ATTENTION TO LINGUISTIC FORM
PRIVATE LANGUAGE SCHOOL IN
THE TEACHER WAS NOT
MORE LIKELY TO RESULT
OF THE TEST TAKERS
THE C2 CONTINUOUS ACTION
THE AUDITORY CUE WAS
OF THE TREATMENT IN
THE ARTICLE AND THE
OF THE MCGURK EFFECT
OF THE NOVEL WORD
OF THE THREE CONSTRUCTIONS
ON A SUBSET OF
TEACHER WAS NOT PRESENT
THE ODDS RATIO FOR
THE ACQUISITION OF GENDER
THAT OVERT SUBJECTS ARE
THAT DO NOT USE
SEGALOWITZ AND SEGALOWITZ 1993
SENSITIVITY TO VIOLATIONS OF
SECTION OF THE MLAT
SCHOOL IN AUCKLAND NEW
PREDICTED THAT LEARNERS WOULD
STANDARD DEVIATIONS AND CVS

34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
32
31
31
31
31
31
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30

9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
14
15
12
12
12
19
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8

318
319
320
321
322
323
324
325
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327
328
329
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336
337
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340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370

PATTERN OF DE USE
THE GROUP THAT RECEIVED
THE EFFECT OF NATIVE
SLA THEORY AND RESEARCH
RESULT OF PERCEPTUAL TRAINING
RTS STANDARD DEVIATIONS AND
RESULT IN SUCCESSFUL UPTAKE
REICHLE ET AL 2009
READING TIMES FOR UNGRAMMATICAL
THE FOLLOWING CONTRASTS POSTTEST
SANDERS 2005 STRAMBI BOUVET
S T 2 99
S DUNNET S T
PRONOUN AS THE SUBJECT
PARTICIPANTS INTO TWO GROUPS
THE CASE STUDY DATA
SUCH AS TREE OR
THE CLASSES X2 11
ON THE PRODUCTION TEST
ON THE PRETEST SCORES
TAKING THE LANGUAGE AS
TASK DESIGNED TO BIAS
ON THE GRAMMATICAL SENSITIVITY
TAKE A HYBRID FOREIGN
THE C3 NON-CONTINUOUS ACTION
OWNERSHIP AND ACCESSIBILITY OF
STUDENTS COMPUTER ACCESS AND
STANDARD ENGLISH LANGUAGE IDEOLOGY
THE LANGUAGE ACQUISITION DYNAMICS
P 0001 POSITION F
ON THE WRITING PROCESS
SUBJECT PRONOUNS MORE THAN
STUDIES CARRIED OUT IN
OR PRONOUN AS THE
STUDENTS IN THE HYBRID
THE PI GROUP MADE
FOCUS ON FORM WHICH
FOLLOWED BY U E
UPTAKE WAS MORE LIKELY
FOCUS ON FORM OR
FOR GROUP F 2
FOR GROUP ON THE
FOLLOWING CONTRASTS POSTTEST 1
FOR EL R 0
EFFECTS OF MODALITY F
2005 STRAMBI BOUVET 2003
EDGE OF THE CLAUSE
USED TO DETERMINE WHETHER
ET AL 2009 P
USE OF SUBJECT PRONOUNS
ET AL 2001A 2001B
USE THE ROMAN ALPHABET
FOR THE THINK-ALOUD GROUP

30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30

8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8

371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423

TO REALIZE SUBJECT PRONOUNS

HIGH LOW AND ROUNDED
TO THE NEXT SLIDE
HAVE RIGHT OR WRONG
TO BIAS FOR THE
IN EXPERIMENT 1 THERE
IDENTIFICATION OF WORDS BEGINNING
TO NOTE IS HOW
TREATMENT IN REVERSE ORDER
GENDER 1 2 SINGULAR
FOUND THAT LEARNERS WERE
FURMAN GOLDBERG LUSIN 2007
GRAMMATICAL SENSITIVITY AS A
GRAMMATICAL SENSITIVITY F 1
GENERALIZATION TO NOVEL STIMULI
TO USE OVERT PRONOUNS
BAYLEY AND PEASE-ALVAREZ 1996
BE INTERESTED IN TAKING
WILL BE NO DIFFERENCE
AT A PRIVATE LANGUAGE
BOUNDARY S DUNNET S
BY U E G
BETTER THAN CONTROL P
WERE TAKING THE LANGUAGE
A RESULT OF PERCEPTUAL
AND INITIAL CONSONANT CATEGORY
A CONTROL GROUP THAT
YIELDED A MAIN EFFECT
AS TREE OR ACTIVE
AS WELL AS VANPATTEN
AND OBTAINED THE FOLLOWING
WILLING TO TAKE A
C4 BOUNDED INDEPENDENT NOUNS
COURSE OF A SCHOOL
CV AS A MEASURE
VOCABULARY AND LANGUAGE USE
CORRELATIONS BETWEEN GRAMMATICAL SENSITIVITY
DIFFERENCES AMONG THE CLASSES
DUNNET S T 2
DE WAS NOT CODED
DESIGNED TO BIAS FOR
CHENOWETH USHIDA MURDAY 2006
CHINESE SUBJECT PRONOUN USE
CHARACTERISTICS OF THE FFES
CHENOWETH MURDAY 2003 CHENOWETH
WAS A SIGNIFICANT FACTOR
VUE LANG S HABITUS
CLASS 1 2 NOUNS
CLASSES X2 11 N
IN FOCUS ON FORM
LANGUAGE SCHOOL IN AUCKLAND
OF MODALITY F 1
MEASURED BY THE MLAT

30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30

8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8

424
425
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427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
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446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476

THE PICTURE DIFFERENCES TASK

MEANINGS AND FUNCTIONS OF
IT IS CODED AS
MOUGEON REHNER 2001 MOUGEON
ITEMS OF THE TREATMENT
OF SECOND PERSON SINGULAR
MORE LIKELY TO REALIZE
THE PRODUCTION OF UPTAKE
OF A SCHOOL YEAR
LEFT EDGE OF THE
THE ROLE OF EI
NOUN OR PRONOUN AS
LIVELY ET AL 1993
LEARNERS BELIEFS ABOUT GRAMMAR
OF GRAMMAR INSTRUCTION AND
LEARNERS IN TERMS OF
THE RESULTS OF VANPATTEN
LEARNERS USE OF SOCIOLINGUISTIC
THOSE OF VANPATTEN AND
OF STRUCTURED INPUT ACTIVITIES
IN THE A-ALONE CONDITION
INFORMATION VALUE OF THE
IN WINKE AND GOERTLER
IN THE MAJOR LANGUAGES
NO EFFECT FOR GROUP
IN PANIPLINES OR BOUNDARIES
NOT USE THE ROMAN
TIMES MORE LIKELY TO
IN THAT LEARNERS LOOKED
IN SECOND LANGUAGE ACQUISITION
AS A MEASURE OF
IN THIS STUDY WE
MEAN SCORE FOR THE
THE FACT THAT LEARNERS
THEY WERE NOT ALLOWED
RESEARCH QUESTION ASKED WHETHER
THE COURSE OF A
FOCUS ON FORM HAS
OF ATTENTION PAID TO
LEARNER S ATTENTION TO
OF THE LANGUAGE BEING
A LINGUA FRANCA ELF
LEARNERS ATTENTION TO THE
INTERACTION BETWEEN GROUP AND
AT THEIR OWN PACE
THERE WAS NO DIFFERENCE
IN THIS STUDY I
A PRIVATE LANGUAGE SCHOOL
WERE AS FOLLOWS FOR
THE ORDER OF EMERGENCE
WE PREDICTED THAT LEARNERS
WE RAN A SIMPLE
WRITE AND MAKE PRESENTATIONS

30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
29
29
29
28
28
28
28
28
28
28
28
28
27
27
27
27
27
26
26
26
26
26

8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
31
35
39
13
13
12
12
19
11
11
11
11
11
11
15
20
20
16
13
7
7
7
7
7

477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500

WORDS BEGINNING WITH

WITHOUT THE TEACHER PRESENT
YIP AND RIMMINGTON 2004
THE PI AND THE
THE PI AND DG
THE C OF S
WERE NO EFFECTS FOR
WERE MORE SUCCESSFUL AT
THE BROAD VALIDITY OF
WILLIAMS AND MORRIS 2004
THE PEAR STORY CHAFE
THEY COULD NOT HAVE
THERE WERE NO EFFECTS
THE ITEM ANALYSIS F2
THOSE OF THE ORIGINAL
THE MEANINGS AND FUNCTIONS
USED IN A COUNTABLE
THE LEVEL OF UNDERSTANDING
THE LINGUISTIC PRACTICES OF
THE FFES WERE IDENTIFIED
TO RESULT IN SUCCESSFUL
TO CAPTURE EYE MOVEMENTS
TO BE KNOWN AS
TO A NOVEL WORD

26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26

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