R. Erlam

Language and Linguistics · 2003–2016

A researcher in the Science corpus: 6 papers; trusts 31 researchers and is trusted by 35 researchers here, as inferred from the citation graph.

Subfields

• Language and Linguistics — 78 citations into it; #132 of 3,093 by trust here, #110 by citations
• Developmental and Educational Psychology — 48 citations into it; #366 of 8,223 by trust here, #769 by citations
• Literature and Literary Theory — 45 citations into it; #245 of 2,496 by trust here, #147 by citations
• Experimental and Cognitive Psychology — 12 citations into it
• Cognitive Neuroscience — 8 citations into it; #2,449 of 10,852 by trust here, #7,860 by citations
• Cognitive Science & Psychology — 8 citations into it

Whom R. Erlam trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. R. Ellis
2. W. Littlewood
3. Lawrence Jun Zhang
4. Alan Baddeley
5. J. Norris
6. J. Klapper
7. Leila Ranta
8. L. Ortega
9. Nick C. Ellis
10. Natsuko Shintani

Who trusts R. Erlam overall

1. M. Akakura
2. Shaofeng Li
3. N. Spada
4. R. Ellis
5. R. Lyster
6. Susan D. Benson
7. R. Dekeyser
8. Yingli Yang
9. Karen E. Roehr
10. L. Phung

Papers from R. Erlam's perspective

Ordered by how strongly the researchers R. Erlam trusts endorse each paper. Same corpus, a different order for every researcher.

1. Task-based Language Learning and Teaching (Asian Journal of English Language Teaching)
2. Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools.
3. Patterns of Corrective Feedback and Uptake in an Adult ESL Classroom
4. A Study of the Impact of Recasts on Tense Consistency in L2 Output
5. Doing Task-Based Teaching
6. Corrective feedback and learner uptake in communicative classrooms across instructional settings
7. Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis
8. A comparative study of the effects of processing instruction and output-based instruction on the acquisition of the Italian future tense
9. DIFFERENTIAL EFFECTS OF PROMPTS AND RECASTS IN FORM-FOCUSED INSTRUCTION (Studies in Second Language Acquisition)
10. AT THE INTERFACE: DYNAMIC INTERACTIONS OF EXPLICIT AND IMPLICIT LANGUAGE KNOWLEDGE (Studies in Second Language Acquisition)

Their papers

• ‘I’m still not sure what a task is’: Teachers designing language tasks (2016) — 101 citations
• Implicit and Explicit Knowledge in Second Language Learning, Testing and Teaching (2009) — 425 citations
• IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK AND THE ACQUISITION OF L2 GRAMMAR (2006) — 1,002 citations
• Elicited Imitation as a Measure of L2 Implicit Knowledge: An Empirical Validation Study (2006) — 328 citations
• Language aptitude and its relationship to instructional effectiveness in second language acquisition (2005) — 183 citations
• The Effects of Deductive and Inductive Instruction on the Acquisition of Direct Object Pronouns in French as a Second Language (2003) — 150 citations