Rank Key 4-grams

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OF LEXICAL BUNDLES IN
IN THE SOURCE TEXT
THE ROLE OF TASK
THE INVOLVEMENT LOAD HYPOTHESIS
USE OF LEXICAL BUNDLES
ROLE OF TASK COMPLEXITY
OF TASK COMPLEXITY ON
THE OCCURRENCE OF LRES
IT IS ADV ADJ
L1 AND L2 WRITERS
THE RELATIONSHIP BETWEEN TASK
RELATIONSHIP BETWEEN TASK COMPLEXITY
NON-NATIVE SPEAKERS OF ENGLISH
VAC IN THE BNC
THE USE OF LEXICAL
BETWEEN TASK COMPLEXITY AND
OF TASK COMPLEXITY IN
THE NS INPUT AND
THE USE OF THESE
A FUNCTION OF TIME
CONVERSATION AND ACADEMIC PROSE
I WANT YOU TO
FREQUENCY IN THAT VAC
IN THE SEMANTIC NETWORK
LEXICAL BUNDLES IN ACADEMIC
OF THE LEXICAL BUNDLES
THE TASK REPETITION GROUP
THREE OR MORE WORDS
TO A HIGHER STAGE
BIBER ET AL 1999
IN A MILLION WORDS
LEXICAL BUNDLES IDENTIFIED IN
NS INPUT AND L2
THAT VAC IN THE
THE PRETASK MODELLING GROUP
THE PROCEDURAL REPETITION GROUP
TIMES IN A MILLION
COMPLEX PICTURE NARRATION TASK
IF YOU LOOK AT
IN THE NS INPUT
INPUT AND L2 OUTPUT
PRODUCED SIGNIFICANTLY MORE LRES
THE COMPLEX PICTURE NARRATION
THE IT IS ADV
THE PRACTICUM COURSE INSTRUCTOR
USE OF THESE EXPRESSIONS
BIBER ET AL 2004
NATIVE SPEAKERS OF ENGLISH
A LITTLE BIT ABOUT
CLASSROOM TEACHING AND TEXTBOOKS
F 2 68 1
LEVELS OF TASK COMPLEXITY

Keyness Frequency
203
191
143
139
134
107
103
99
95
92
91
87
84
83
83
80
80
80
76
76
76
76
72
72
72
72
72
72
72
68
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68
68
68
68
68
68
64
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64
64
64
64
64
64
64
63
62
60
60
60
60

62
62
36
35
39
27
26
25
24
28
23
22
41
21
31
20
20
20
37
19
19
19
18
18
18
18
18
18
18
36
17
17
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17
17
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17
16
16
16
16
16
16
16
16
16
20
59
15
15
15
15

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101
102
103
104
105

TEXTS IN THE CORPUS

THE HIGH GROUP LEARNERS
A LITTLE BIT OF
BUNDLES IDENTIFIED IN THE
BY BIBER ET AL
ESSAYS IN THIS CLUSTER
IN THE PHILIPPINES AND
OCCURRENCE OF LEARNING OPPORTUNITIES
OF THE NEW RATERS
TASK COMPLEXITY ON THE
THE OCCURRENCE OF LEARNING
TIME SPENT STUDYING ENGLISH
USED BY PUBLISHED AUTHORS
THE MICHIGAN CORPUS OF
EFFECTS OF TASK COMPLEXITY
OF THREE OR MORE
2 68 1 4
ATTITUDINAL MODALITY STANCE BUNDLES
BIBER ET AL 2004A
CALL CENTERS IN THE
COMMENTS MADE BY THE
DEGREES OF TASK COMPLEXITY
FREQUENCY IN THE VAC
IN HISTORY AND BIOLOGY
IN THAT VAC IN
IN THE TECHNOLOGY-ENHANCED GROUP
L1 GERMAN AND L1
LEXICAL BUNDLES IN THE
LINGUISTIC FEATURES IN THE
OF LEXIS AND GRAMMAR
OF UPPER-LEVEL STUDENT PAPERS
SCORES OF 3 OR
SIMPLE PICTURE NARRATION TASK
THE IMPACT OF TASK
THE PEER REVIEW SHEET
THE SIMPLE PICTURE NARRATION
ACADEMIC PROSE AND CONVERSATION
ACQUISITION OF L2 VOCABULARY
ADVANCED TO A HIGHER
AN NNS OF ENGLISH
AND 2ND PERSON PRONOUNS
APPLYING THE UNDERSTANDING LENS
DURING THE COMPLEX PICTURE
DURING THE SIMPLE PICTURE
FROM THE SOURCE TEXT
HAD A MEAN OF
HULSTIJN AND LAUFER S
INDICATORS OF WRITING ABILITY
LEXICAL BUNDLES IN A
OF HIGHLY RATED ESSAYS
OF THE COGNITION HYPOTHESIS
OF THE HIP-HOP GENERATION
SEE BIBER ET AL

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48
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48
48
48

15
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14
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14
14
21
18
18
13
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12
12
12
12
12
12
12
12
12
12
12
12

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140
141
142
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155
156
157
158

THAT LEXICAL BUNDLES ARE

THE CORPUS INSTRUCTION GROUP
THE CORPUS OF PUBLISHED
THE ESLPE RATING SCALE
THE ESSAYS IN THE
THE NEGATIVE SIDE OF
THE PEER REVIEW PROCESS
THE SEMANTIC NETWORK OF
TO A PERSON OF
TWO GROUPS OF RATERS
VERB FREQUENCY IN THE
TIMES PER MILLION WORDS
THE EFFECTS OF TASK
ENGLISH FOR SPECIFIC PURPOSES
OR MORE WORDS THAT
AS A COOPERATING TEACHER
ATTENDED AND UNATTENDED THIS
BEEBE ET AL 1990
BENEFITS OF ABILITY GROUPING
BUNDLES IN ACADEMIC PROSE
E-RATER AND HUMAN SCORES
FIVE OR MORE TEXTS
GERMAN AND CZECH LEARNERS
HULSTIJN AND LAUFER 2001
IMPACT OF TASK COMPLEXITY
IN THE PRETASK MODELLING
IS ADV ADJ TO-INFINITIVE
LEVEL OF TASK-INDUCED INVOLVEMENT
OF ABILITY GROUPING IN
OF LINGUISTIC FEATURES IN
OF THESE SHELL NOUNS
OF UN ATTENDED THIS
PICTURE NARRATION TASK THAN
RATINGS OF ESSAY QUALITY
SPOKEN AND WRITTEN REGISTERS
TASK COMPLEXITY AND WM
THE LEXICAL BUNDLES IN
THE MATHEMATICS CLASSROOM REGISTER
THE NATIVE SPEAKER RESPONSES
THE POSITIVE SIDE OF
THE PUBLISHED WRITING CORPUS
THREE VERSIONS OF THE
USE OF TARGET BUNDLES
VERB FREQUENCY IN THAT
VERB TYPES GENERATED FOR
IN THE CURRENT STUDY
NATIVE AND NON-NATIVE SPEAKERS
AS THE TABLE SHOWS
CORPUS OF UPPER-LEVEL STUDENT
ON THE NEGATIVE SIDE
000 MOST FREQUENT WORDS
3 OR HIGHER ON
A SINGLE CONTENT AREA

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40
40

12
12
12
12
12
12
12
12
12
12
12
19
20
25
15
11
11
11
11
11
11
11
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11
11
11
11
11
11
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11
11
11
11
11
11
11
11
11
11
11
11
11
11
11
60
26
16
14
14
10
10
10

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206
207
208
209
210
211

ANALYSIS OF LEXICAL BUNDLES

CENTERS IN THE PHILIPPINES
COMPLEXITY ON THE OCCURRENCE
FROM THE SOURCE TEXTS
GERMAN CZECH AND SPANISH
IN A PARTICULAR REGISTER
IN CONVERSATION AND ACADEMIC
IN FIVE OR MORE
IN OUTSOURCED CALL CENTERS
IN TESOL IN THE
IN THE SMC CORPUS
INITIAL VOCABULARY LEARNING AND
IS ADV ADJ THAT-CLAUSE
LEARNERS NOTICING OF RECASTS
NARRATION TASK THAN THE
NATIVE SPEAKERS OF KOREAN
NEGATIVE SIDE OF THE
OF 3 OR HIGHER
OF HUMAN JUDGMENTS OF
ON THE PEER REVIEW
REPETITION OF THE SAME
RETENTION OF NEW VOCABULARY
TASK COMPLEXITY WM AND
THE CONSTRUCT OF TASK
THE PRACTICUM STUDENT S
THE SAME EXACT TASK
THE SPEAKER S NATIONALITY
THE TRADITIONAL INSTRUCTION GROUP
THE USE OF TARGET
THE WRITTEN PRODUCTION OF
VACS IN USAGE EXPERIENCE
AS SHOWN IN TABLE
OF SPOKEN AND WRITTEN
MICHIGAN CORPUS OF UPPER-LEVEL
OF THE CURRENT STUDY
AN NS OF ENGLISH
AND LAUFER S 2001
AND V WITH N
BLOGS AND OPINION COLUMNS
BUNDLES IN CLASSROOM TEACHING
ET AL 2004 AND
FIRST RESEARCH QUESTION ASKED
FOR THIS ANALYSIS WE
FREQUENCY OF VERB GENERATION
FUNCTIONS OF LEXICAL BUNDLES
HUMAN JUDGMENTS OF ESSAY
HUMAN JUDGMENTS OF SPEAKING
HUMAN JUDGMENTS OF WRITING
HUMAN RATINGS OF SPEAKING
HUNSTON AND FRANCIS 2000
IDENTIFICATION OF LEXICAL BUNDLES
IN THE INDIVIDUAL GROUP
IN THE NATIVE SPEAKER

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36

10
10
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10
10
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10
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10
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10
10
10
10
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10
10
10
53
21
13
36
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9

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IN THE PUBLISHED CORPUS

IN THE TRADITIONAL GROUP
IN THE WRITTEN PRODUCTION
JUDGMENTS OF ESSAY QUALITY
JUDGMENTS OF SPEAKING PROFICIENCY
LAUFER AND HULSTIJN 2001
LEXICAL BUNDLES ARE DEFINED
LEXICAL BUNDLES IN KOREAN
LISTENING AND READING EXPERIENCES
LRES DURING THE COMPLEX
MODERATE NEED NO SEARCH
MORE LRES DURING THE
MORE WORDS THAT FREQUENTLY
MUCH MORE COMMON IN
N AND V WITH
NEED NO SEARCH AND
O DONNELL AND ELLIS
O DONNELL AND RMER
OF THESE BUNDLES IN
PIENEMANN AND JOHNSTON S
POSITIVE FEATURES OF DIMENSION
PREDICTIVE OF HUMAN JUDGMENTS
PRINCIPLE OF MUTUAL RESPONSIBILITY
PROTOTYPICALITY IN TERMS OF
RATINGS OF SPEAKING PROFICIENCY
RELATIONSHIP BETWEEN ATTITUDE AND
RMER O DONNELL AND
SEMANTIC NETWORK OF THE
STUDENT WRITING IN HISTORY
TARGET BUNDLES IN HISTORY
TASK COMPLEXITY IN THE
TASK COMPLEXITY ON L2
TASKS WITH DIFFERENT LEVELS
THAN THE OLD RATERS
THAT CAME TO MIND
THAT THE SPEAKER WAS
THE COMMENTS MADE BY
THE HUMAN RATINGS OF
THE IDENTIFICATION OF LEXICAL
THE LOW GROUP LEARNERS
THE NUMBER OF IDEA
THE OCCURRENCE OF LEXICAL
THE SUCCESS OF COMMUNICATION
THEIR MEAN IS 0
TO IDENTIFY LEXICAL BUNDLES
UPPER-LEVEL STUDENT PAPERS MICUSP
USE OF AUTOMATED SCORING
VAC FRAMES SUCH AS
WHILE CARRYING OUT THE
WRITTEN AT THE BEGINNING
AND NON-NATIVE SPEAKERS OF
AT DIFFERENT PROFICIENCY LEVELS
FINDINGS OF THE CURRENT

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34

9
9
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9
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9
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9
9
14
13
13

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317

IMMEDIATE AND DELAYED POSTTESTS

L1 AND L2 SPEAKERS
1ST AND 2ND PERSON
ATTENTION TO FORM DURING
LEARNING AND RETENTION OF
COMPLEXITY ACCURACY AND FLUENCY
IN THE TEACHING OF
1 AND POSTTEST 2
1998 YANO ET AL
2 000 MOST FREQUENT
ABOUT THE SPEAKER S
AN LRE IN WHICH
AND JOHNSTON S 1987
ARABIC AND AMERICAN ENGLISH
AS A LEXICAL BUNDLE
AS AN LRE IN
AS AN NS OF
BEEN ASSESSED AS HAVING
BEEN IN THE U
BELIEFS ABOUT THE SPEAKER
BETWEEN E-RATER AND HUMAN
BIBER AND BARBIERI 2007
BIBER AND CONRAD 1999
BODY OF THE LECTURE
CENTRALITY OF THE VERB
CHARACTERISTICS OF TASK REPETITION
COMPLEX VERSION OF THE
COMPREHENSION OF L2 SPEECH
CONSTRUCT OF TASK COMPLEXITY
CO-OCCURRENCE OF LINGUISTIC FEATURES
CORPORA AND CORPUS TOOLS
CORPUS OF PUBLISHED WRITING
CROSSLEY WESTON ET AL
DEFINED AS AN LRE
DIRECTORY OF PROFESSIONAL PREPARATION
DURING TASK PLANNING TIME
FEATURED IN THE COURSE
FILIPINO AND AMERICAN BLOGS
FREQUENTLY USED BY PUBLISHED
FUNCTION OF TIME SPENT
GENERATED FOR EACH VAC
GERMAN AND L1 SPANISH
GROUP HAD A MEAN
GROUP PRODUCED SIGNIFICANTLY MORE
HERSELF AS AN NS
HUMAN RATINGS OF ESSAY
IN PUBLISHED ACADEMIC WRITING
IN THE COMPLEX GROUP
IN THE SIMPLE GROUP
IN THE UNDERGROUND ECONOMY
INITIAL LEARNING AND RETENTION
INTEGRATED AND UNINTEGRATED WORDS
JUDGMENTS OF WRITING QUALITY

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32

13
13
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12
12
15
26
8
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8

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L2 SPEECH I C
LEKI ET AL 2008
LEXICAL BUNDLES FOUND IN
LEXICAL BUNDLES IN PUBLISHED
LINGUISTIC FEATURES RELATED TO
LRES DURING COLLABORATIVE TASKS
LRES DURING THE SIMPLE
MANNER OF MOTION VERBS
MORE LRES THAN THE
NEGATIVE ATTITUDES TOWARD KOREANS
NESI AND BASTURKMEN 2006
NS INPUT AND THE
OCCURRENCE OF LRES DURING
OF A TEXT OR
OF ATTENDED AND UNATTENDED
OF EQUAL STATUS AND
OF INTEGRATED SPEAKING PROFICIENCY
OF LRES INVOLVING QUESTIONS
OF OUTSOURCED CALL CENTERS
OF PROFESSIONAL PREPARATION PROGRAMS
OF THAT VERB IN
OF THE PP MODEL
OF THE SEARCH WORD
OF THE TARGET BUNDLES
OF THE VAC IN
OF VERB TYPES GENERATED
ON THE GRAPH ESSAYS
PARTICULAR VACS IN USAGE
PERCENTAGE OF REVISION-ORIENTED COMMENTS
POSTTEST 1 AND POSTTEST
PREPARATION PROGRAMS IN TESOL
PROFESSIONAL PREPARATION PROGRAMS IN
PROGRAMS IN TESOL IN
PROSE AND CONVERSATION IN
RANGE OF SPOKEN AND
SAME AMOUNT OF INVOLVEMENT
SIGNIFICANTLY MORE LRES DURING
SPEAKERS ATTITUDES TOWARD L2
STUDIES WOULD BENEFIT FROM
TASK THAN THE COMPLEX
TASKS WITH THE SAME
TESOL IN THE UNITED
THE BENEFITS OF ABILITY
THE BUNDLES IDENTIFIED IN
THE CENTRALITY OF THE
THE COMPLEX VERSION OF
THE INTRODUCTORY IT PATTERN
THE NATURE OF COMMENTS
THE PICTURE DIFFERENCE TASK
THE POSITIVE FEATURES OF
THE TARGET BUNDLES IN
THE TECHNOLOGY-ENHANCED GROUP MADE
THE USE OF AUTOMATED

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32

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

371
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416
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418
419
420
421
422
423

THE V ABOUT N
TO PARTICULAR VACS IN
TOTAL NUMBER OF LRES
TWEISSI 1998 YANO ET
TYPES GENERATED FOR EACH
USAGE IN THE BNC
USE OF THESE BUNDLES
VARIETY OF LINGUISTIC FEATURES
WORDS AT THE BEGINNING
IN THE USE OF
OF ENGLISH LANGUAGE TEACHING
ON THE OCCURRENCE OF
ON THE POSITIVE SIDE
ARE FOUND IN TABLE
BY THE TWO GROUPS
NUMBER OF TEXTS IN
NUMBER OF WORD TYPES
A GREATER NUMBER OF
THE FREQUENCY OF WORDS
USED FOR THIS STUDY
IN THE CORPUS OF
ON THE IMMEDIATE POSTTEST
2001 TWEISSI 1998 YANO
4 AND 5 QUESTIONS
4 AND STAGE 5
A BIMODALITY CONCEPTION OF
ACADEMIC LISTENING AND READING
ACADEMIC PROSE THAN IN
ACROSS AND CROWD INTO
ADV ADJ TO-INFINITIVE PATTERN
AND PAST TENSE VERBS
ANSWERS TO THE SAQS
AS LRES IN WHICH
AT DIFFERENT UNIVERSITY LEVELS
AT GEORGIA STATE UNIVERSITY
ATTITUDES TOWARD L2 SPEECH
AUTOMATED SCORING OF WRITING
BEGINNING LEVEL SIMPLIFIED TEXTS
BIBER CONRAD AND CORTES
BOTH ESL AND EFL
BOTH GROUPS OF WRITERS
BY BEEBE ET AL
BY PUBLISHED AUTHORS IN
BY THREE OR MORE
CAME TO MIND TO
COMPLEX PICTURE DIFFERENCE TASK
CORPUS OF STUDENT WRITING
CORRELATIONS AND THEIR SIGNIFICANCE
DEFINED AS LRES IN
DEPICTED IN TABLE 3
DIFFERENT LEVELS OF TASK
DIFFERENT PROFICIENCY LEVELS WHEN
DURING PLANNING TIME AND

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28
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28
28

8
8
8
8
8
8
8
8
8
69
14
14
12
11
11
11
11
26
12
12
13
13
7
7
7
7
7
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7
7
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7
7
7
7
7
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7
7
7
7
7
7
7
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7
7
7
7
7
7
7

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DURING TASK PERFORMANCE AND

ELLIS O DONNELL AND
ESSAYS WRITTEN AT THE
EXPERIENCED AND NEW RATERS
FREQUENCY OF WORDS IN
FREQUENT LEXICAL BUNDLES IN
FUNCTION OF LEXICAL BUNDLES
HOW TO CARRY OUT
IMPROVING L1 ENGLISH SPEAKERS
IN BEEBE ET AL
IN BOTH ESL AND
IN CLASSES WHERE THE
IN CLASSROOM TEACHING AND
IN PHILIPPINE CALL CENTRES
INDICES REPORTED BY COH-METRIX
INDUSTRY IN THE PHILIPPINES
JARVIS ET AL 2003
LEARNING OPPORTUNITIES FOR DEVELOPMENTALLY
LEVELS OF INVOLVEMENT ARE
LEXICAL BUNDLES IN CONVERSATION
LEXICAL BUNDLES IN UNIVERSITY
LEXICAL BUNDLES WERE IDENTIFIED
MIND TO FILL THE
N V BETWEEN N
NATURAL RESOURCES AND ENVIRONMENT
NEED SEARCH AND EVALUATION
NOTICING OF RECASTS TARGETING
NUMBER OF LRES INVOLVING
NUMBER OF VOCABULARY ITEMS
OF BARDEM S SPEECH
OF FILIPINO AND AMERICAN
OF INTELLIGIBILITY AND COMPREHENSIBILITY
OF INVOLVEMENT ARE ADMINISTERED
OF LEARNER ENGLISH ICLE
OF THE INVOLVEMENT LOAD
OH 2001 TWEISSI 1998
ON THE CHOICE ESSAYS
ON THE COMPUTER TOPIC
ON THE GRAPH PROMPT
ONE TO A PERSON
OPPORTUNITIES FOR DEVELOPMENTALLY ADVANCED
OUTSOURCED CALL CENTERS IN
PRACTICUM COURSE INSTRUCTORS AND
PROFILES OF HIGHLY RATED
PROFILES OF SUCCESSFUL WRITING
RANGE OF LINGUISTIC FEATURES
RATERS AS A GROUP
RATERS IN TERMS OF
RELATIONAL AND PROPOSITIONAL PROPERTIES
RESPONSE THAT WERE NOT
SIMPLE VERSION OF THE
SOURCE TEXT OF INTEGRATED
STAGE 4 AND STAGE

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477
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STRIDE ACROSS AND CROWD

THE AAVE SPEAKER WAS
THE BRE SPEAKER WAS
THE COMPLEX PICTURE DIFFERENCE
THE FREQUENCY VALUES OF
THE OTHER HAND AND
THE PICTURE DIFFERENCE TASKS
THE PRINCIPLE OF MUTUAL
THE ROLE OF CULTURE
THE SAME TASK PROCEDURE
THE SOURCE TEXT OF
THE SPEAKER WAS AMERICAN
THREE OR MORE PARTICIPANTS
TO MIND TO FILL
TOLD THAT THE SPEAKER
TWO DIFFERENT PROFICIENCY LEVELS
TWO GROUPS OF WRITERS
US AND EGYPTIAN GROUPS
V AGAINST N V
WANT YOU TO AND
WE ASKED CONTRIBUTORS TO
WHO HAD BEEN ASSESSED
WITH THE PRACTICUM STUDENT
WORDS IN THE SOURCE

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