Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers
By T. Hernandez. 2011
90 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/20aa33ac19abbc23e57cc1a5daf6c3223b5f2c2c
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- The relative effects of explicit and implicit form-focused instruction on the development of L2 pragmatic competence (2012, background): “In many studies, implicit instruction is simply defined as mere exposure to pragmatic input (e.g. Hernandez, 2011; Pearson, 1998; Tateyama, 2001; Takahashi, 2001) or the withholding of meta-pragmatic information (e.g. House, 1996).”