Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated

By Jaemyung Goo, Gisela Granena, Yucel Yilmaz, Miguel Novella. 2015

86 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/5918fa9990b0fc77e8ae4090297e53533f619747

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

1. Luke Plonsky
2. Kazuya Saito
3. Dan Brown
4. F. Oswald
5. Ali H. Al-Hoorie
6. E. Marsden
7. Joseph P. Vitta
8. K. Morgan‐Short

In Language and Linguistics

1. Luke Plonsky
2. Kazuya Saito
3. Dan Brown
4. F. Oswald
5. Ali H. Al-Hoorie
6. T. Cobb
7. Alex Boulton
8. Joseph P. Vitta

In Literature and Literary Theory

1. Luke Plonsky
2. Kazuya Saito
3. Dan Brown
4. Xian Zhang
5. Masatoshi Sato
6. Jean–Marc Dewaele
7. S. Loewen
8. Lawrence Jun Zhang

Citations in the corpus

• Effects of Second Language Pronunciation Teaching Revisited: A Proposed Measurement Framework and Meta‐Analysis (2019, result): “We also note that the dataset (N = 77 primary studies between 1982 and 2017) is substantially greater than most other syntheses and meta-analyses in instructed SLA research (e.g., Goo et al., 2015), allowing for fairly robust conclusions.”
• In Defense of Tasks and TBLT: Nonissues and Real Issues (2016, unknown): “Many of the 80-plus studies included in two aforementioned statistical meta-analyses (Goo et al., 2015; Norris & Ortega, 2000), for example, involved new language for the learners concerned.”