THE EFFECTS OF INPUT ENHANCEMENT ON GRAMMAR LEARNING AND COMPREHENSION

By Paula M. Winke. Studies in Second Language Acquisition, 2013

97 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/c8447de5a0af79cc682d63100970eafd57c40488

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. Sungmook Choi
2. A. Pellicer‐Sánchez
3. Alex Housen
4. F. Boers
5. Aline Godfroid
6. N. Schmitt
7. N. Vyatkina
8. Sachi Yasuda

In Experimental and Cognitive Psychology

1. Alex Housen
2. A. Pellicer‐Sánchez
3. F. Boers
4. Aline Godfroid
5. Sungmook Choi
6. N. Schmitt
7. Sachi Yasuda
8. N. Vyatkina

In Language and Linguistics

1. Sungmook Choi
2. A. Pellicer‐Sánchez
3. Alex Housen
4. F. Boers
5. Aline Godfroid
6. N. Vyatkina
7. N. Schmitt
8. Sachi Yasuda

Citations in the corpus

• AN EYE FOR WORDS (2013, background): “At the time of acceptance, however, only two published studies had piloted eye-tracking procedures to investigate noticing (but see Godfroid & Uggen, 2013 ; Winke, 2013 ).”
• Processing and learning of enhanced English collocations: An eye movement study (2017, methodology): “an idea-unit-recall test) as in previous studies (e.g. Lee, 2007; Winke, 2013), the recall cloze format was used in the present study due to the usually low recall rate of the participants on free recall (Chaudron & Richards, 1986).”
• INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING (2015, background): “Winke ( 2013 ) investigated the effect of textual enhancement on grammar learning using eye-tracking and found that enhancement led to increased reading times but that it did not have any effect on learning.”