Rank Key 3-grams

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52

FOCUS ON FORM
INCIDENTAL FOCUS ON
VANPATTEN AND CADIERNO
THE EI GROUP
OF INCIDENTAL FOCUS
SUBJECT PRONOUN USE
ELLIS ET AL
THE EXPLICIT INFORMATION
BLENDED AND ONLINE
GENDER 1 2
OF SUCCESSFUL UPTAKE
HULSTIJN ET AL
OF GRAMMATICAL SENSITIVITY
A HYBRID COURSE
STRUCTURED INPUT ACTIVITIES
ET AL 2001A
WINKE AND GOERTLER
JIA AND BAYLEY
WRITTEN ERROR CORRECTION
AND CADIERNO 1993
OF EXPLICIT INFORMATION
THE PI GROUP
IN THE INPUT
THE FIRST-NOUN PRINCIPLE
GOERTLER WINKE 2008
HYBRID OR ONLINE
PRIOR TO TREATMENT
GRAMMATICAL SENSITIVITY AND
ATTENTION AND AWARENESS
VUE LANG S
CUES TO GENDER
READING WITH REGRESSION
ONLINE AND BLENDED
LYSTER AND RANTA
IN THIS STUDY
AV AND A-ONLY
F1 1 41
AND BAYLEY 2002
THE NOVEL WORD
NOUNS AND ARTICLES
OF L2 APTITUDE
CLITIC OBJECT PRONOUNS
OR FULLY ONLINE
OF FOCUS ON
TRIALS TO CRITERION
EFFECTS OF PI
TAKE A HYBRID
OF THE FFES
NOUNS THAN AT
OF ABSTRACT NOUNS
CLASS 1 2
AND ONLINE LEARNING

Keyness Frequency
878
490
395
266
217
198
194
172
172
168
157
150
150
150
147
146
142
142
142
140
138
138
136
135
131
127
127
127
127
127
124
123
123
122
122
120
120
116
116
116
116
116
116
116
112
112
112
112
112
108
108
108

385
131
118
71
58
53
90
46
46
45
42
40
40
40
51
39
38
38
38
43
37
55
94
36
35
34
34
34
34
34
40
33
33
51
359
32
32
31
31
31
31
31
31
54
30
30
30
30
30
29
29
29

53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105

FIRST FIXATION DURATION

A HYBRID CLASS
OF DE USE
FOR THE AV
AND ONLINE COURSES
IN THE EI
HYBRID FOREIGN LANGUAGE
THE TARGETED LINGUISTIC
IN A HYBRID
PREEMPTIVE FOCUS ON
OF VANPATTEN AND
SENTENCE CONSTRUCTION TASK
NOUNS M DIFFERENCE
TAKING A HYBRID
AND FRONTED OBJECTS
IN VANPATTEN AND
EFFECT FOR GROUP
SINGULAR AND PLURAL
THE TEACHER S
PAST TENSE ED
OF OVERT SUBJECTS
THE NOUN PREFIX
THE PROCESSING PROBLEM
WRITTEN CORRECTIVE FEEDBACK
FOR THE PI
COMPUTER ACCESS AND
IN THE TL
TEACHER S PRESENCE
WINKE ET AL
ARTICLES APPEARING WITH
SENTENCE VERIFICATION TASK
THE STRUCTURED INPUT
THE HYBRID COURSE
SCHOLAR SOCIAL IMAGINARY
THE CIVICS TEST
THAT OVERT SUBJECTS
INSTRUCTION AND ERROR
THE MCGURK EFFECT
OF CORRECTIVE FEEDBACK
IN TAKING A
BETWEEN GRAMMATICAL SENSITIVITY
AT ARTICLES APPEARING
DU SIE OR
SPONTANEOUS PRODUCTION DATA
SIE OR ER
GRAMMATICAL SENSITIVITY AS
FOR THE EI
ET AL 2009
READING TIMES FOR
LEARNERS USE OF
ROLE OF EXPLICIT
MICHIGAN STATE UNIVERSITY
AUDITORY AND VISUAL

108
108
108
105
105
105
105
101
101
101
101
97
97
97
97
97
96
95
94
93
93
93
93
93
93
93
92
90
90
90
90
90
90
90
90
90
90
90
87
86
86
86
86
86
86
86
86
86
85
84
82
82
82

29
29
29
28
28
28
28
27
27
27
27
26
26
26
26
31
36
43
86
25
25
25
25
25
25
25
42
24
24
24
24
24
24
24
24
24
24
29
45
23
23
23
23
23
23
23
23
56
32
48
27
27
32

106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158

THAN AT ARTICLES
THE SENTENCE CONSTRUCTION
PI AND DG
GOERTLER 2008A B
CHENOWETH ET AL
OF THE ELPA
DE USE IN
OR DISTANCE LEARNING
THE FIRST-SEMESTER CLASS
ON FORM IN
THE LEARNER S
NUMBER OF ERRORS
WHITE ET AL
THE DG GROUP
PLANNED FOCUS ON
THE SENTENCE VERIFICATION
LOOKED LONGER AT
MOUGEON ET AL
OF THE MLAT
THE GRAMMATICAL SENSITIVITY
HYBRID AND ONLINE
F2 1 14
OVERT SUBJECTS IN
DONATO AND BROOKS
SECOND PERSON SINGULAR
A SIGNIFICANT FACTOR
THAT LEARNERS ARE
THE CURRENT STUDY
EIE
FOR THE KOREANS
THE SCHOLAR SOCIAL
REICHLE ET AL
SECOND PASS TIME
SUCCESSFUL AT MARKING
INFORMATION VALUE OF
F 2 34
AND BLENDED LEARNING
OVERT SUBJECTS ARE
AT MICHIGAN STATE
IN THE HYBRID
1 2 NOUNS
FEATURE REASSEMBLY APPROACH
AND SUCCESSFUL UPTAKE
LEARNERS ATTENTION TO
AND RANTA 1997
AL IN PRESS
THE ACQUISITION OF
FOR THE JAPANESE
LIVELY ET AL
ET AL IN
INTERESTED IN TAKING
AND GOERTLER 2008
VANPATTEN ET AL

82
82
82
82
82
82
82
82
82
82
81
79
79
79
79
79
79
79
79
79
79
79
79
79
78
78
76
76
75
75
75
75
75
75
75
75
75
75
75
75
75
75
75
74
74
73
73
72
72
71
71
71
71

22
22
22
22
22
22
22
22
22
40
87
44
21
21
21
21
21
21
21
21
21
21
21
21
27
36
45
162
20
20
20
20
20
20
20
20
20
20
20
20
20
20
20
38
34
35
144
29
24
37
19
19
19

159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211

NO OVERT SUBJECT
SENTENCE-LEVEL PRODUCTION TASK
HYBRID OR DISTANCE
THE AUDITORY CUE
THE INTERACTIONIST TRADITION
GROUP AND GRAMMATICALITY
IN THE FIRST-SEMESTER
LINGUISTICS AND SLA
TO USE OVERT
WHEN THE TEACHER
OF VISUAL CUES
GRAMMAR INSTRUCTION AND
ON THE INTERPRETATION
GASS AND VARONIS
COMPUTER LITERACY AND
AND ERROR CORRECTION
OF SUBJECT PRONOUN
GENDER AND NUMBER
FIELD OF SLA
ARTICLES M DIFFERENCE
IDENTIFICATION OF WORDS
FINISHED READING WITH
AND VISUAL CUES
POSTTEST F 2
THE SECOND-SEMESTER CLASS
HYBRID OR FULLY
OVERT SUBJECT STAGE
THE SENTENCE-LEVEL PRODUCTION
OVERT SUBJECTS AND
LONGER READING TIMES
NON-ROMAN ALPHABET LANGUAGES
ACCESS AND LITERACY
LANGUAGE ACQUISITION SLA
EFFECTIVENESS OF RECASTS
OF LINGUISTIC ACCURACY
THE FIRST TRIAL
THE CONTROL GROUP
NON-CONTINUOUS ACTION NOUNS
ACQUISITION OF GENDER
GODFROID ET AL
BEGAN TO BE
THE WE PARADIGM
IN INSTRUCTED SLA
R AND I
THEIR EYE MOVEMENTS
GENDER 3 4
EXPLICIT CORRECTIVE FEEDBACK
OF EYE MOVEMENTS
UPTAKE AND SUCCESSFUL
TO USE DE
AND REPORTING PRACTICES
EXPLICIT INFORMATION GROUP
AND GRAMMATICAL SENSITIVITY

71
71
71
71
71
71
71
71
71
70
70
70
69
69
68
68
68
68
68
67
67
67
67
67
67
67
67
67
67
67
67
67
66
65
65
65
64
64
64
64
64
64
64
64
64
64
64
64
64
64
64
64
64

19
19
19
19
19
19
19
19
19
36
32
29
28
27
23
26
26
34
37
18
18
18
18
18
18
18
18
18
18
18
18
18
49
22
22
23
79
17
17
17
17
17
17
17
17
17
17
17
17
17
17
17
17

212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264

CORRECT TEST SCORES

OBJECT PRONOUNS AND
GRAMMATICAL SENSITIVITY SCORES
ON FORM WAS
IDENTIFICATION ACCURACY OF
FOR GRAMMATICAL SENSITIVITY
MORPHOPHONOLOGICAL CUES TO
ABOUT GRAMMAR INSTRUCTION
IN EXPERIMENT 1
LEARNERS OF SPANISH
ATTENTION TO A
A MAIN EFFECT
THE ORIGINAL STUDY
ATTENTION TO FORM
SWITCH IN SUBJECT
THAT GRAMMATICAL SENSITIVITY
EYE MOVEMENTS TO
OF GRAMMAR INSTRUCTION
CONTROL GROUP DID
THE FEATURE REASSEMBLY
OF INPUT PROCESSING
THE AV GROUP
THE CHAT ROOM
THE C OF
THE INFORMATION VALUE
TIME LOOKING AT
THE THINK-ALOUD GROUP
THE INTERACTION APPROACH
LAZARATON ET AL
ONLINE OR HYBRID
LEARNERS EYE MOVEMENTS
LEARNERS LOOKED LONGER
OR ER FORM
NOUN OR PRONOUN
JAPANESE AND KOREAN
FOREIGN LANGUAGE LEARNERS
THE GENDER OF
FOUND THAT LEARNERS
WE RAN A
A LINGUISTIC ITEM
AMOUNT OF ATTENTION
THE VISUAL CUE
THE PI AND
TIMES FOR THE
FOR THE A-ONLY
THE INTERPRETATION TASK
WHETHER OR NOT
THE TEACHER WAS
THE TEST TAKERS
SECOND LANGUAGE ACQUISITION
CHARACTERISTICS OF INCIDENTAL
FULLY ONLINE COURSES
OF PERCEPTUAL TRAINING

64
64
64
64
64
64
64
64
63
62
62
62
61
61
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
60
59
59
59
58
58
58
58
58
58
58
58
58
58
56
56
56
56
56

17
17
17
17
17
17
17
17
72
32
28
45
21
46
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
16
25
44
41
37
22
22
26
20
20
20
21
21
104
37
50
109
15
15
15

265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317

LOGISTIC REGRESSION IS
INFORMATION REGARDING GENDER
C3 NON-CONTINUOUS ACTION
FUNCTIONS OF DE
C OF R
THE FFES WERE
THE INTERPRETATION TEST
AT MARKING GENDER
WILLIAMS AND MORRIS
OF CHINESE PRAGMATICS
DID NOT LOOK
IN THESE CLASSES
SUCCESSFUL UPTAKE WAS
PERSON SINGULAR FORM
USE OF SOCIOLINGUISTIC
PRONOUNS MORE THAN
OBJECT PRONOUNS IN
A HYBRID OR
OF SPONTANEOUS PRODUCTION
AN EFFECT FOR
THAT LEARNERS WOULD
A LINGUA FRANCA
R AND L
A LEARNER S
IS THAT LEARNERS
GERMAN AND SPANISH
LEARNERS OF CHINESE
STRAMBI BOUVET 2003
TIMED AND UNTIMED
FOR GROUP F
CAREY ET AL
TO BE SURE
WORDS BEGINNING WITH
ON FORM IS
IN EXPERIMENT 2
INFORMATION PRIOR TO
INFLUENCE OF VISUAL
A HYBRID FOREIGN
EFFECT FOR TIME
LOOK LONGER AT
P 001 2PARTIAL
SUCCESSFUL UPTAKE AND
TESTS OF GENERALIZATION
PREDICTED BY PT
TO HYBRID OR
STRUCTURED INPUT TREATMENT
IN OPTIONAL CONTEXTS
EI GROUP WAS
C2 CONTINUOUS ACTION
C OF S
THE ODDS RATIO
THE SECOND TRIAL
THE ORIGINAL VANPATTEN

56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
56
55
55
55
55
55
55
55
55
55
55
55
54
54
54
53
53
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
52

15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
22
22
34
25
43
27
21
21
19
19
20
28
28
33
23
45
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14
14

318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370

THE DU SIE
THE EYE-TRACKING GROUP
ATTITUDES TOWARD STATISTICS
THE IMMIGRANT STUDENTS
FOR GENDER 1
BRUHN DE GARAVITO
THE LINGUISTIC INFORMATION
REGRESSIONS TO NOUNS
TO CORRECTLY PROCESS
REACTIVE FOCUS ON
TO ASSIGN GENDER
NOUNS MEAN DIFFERENCE
THE TI GROUP
ATTENTION TO LINGUISTIC
TWO EXPERIMENTAL GROUPS
FOR R AND
NUMBER AND GENDER
GRAMMATICALITY JUDGMENT TEST
THE CORRECT FORM
AS A LINGUA
F 2 57
REGULAR PAST TENSE
IN THIS VOLUME
IDENTIFICATION ACCURACY FOR
PERCEPTION OF AUDITORY
IN IDENTIFICATION ACCURACY
FIRST NOUN OR
ORIGINAL VANPATTEN AND
OF THE EXAM
PANIPLINES OR BOUNDARIES
III AND IV
FAVOR OVERT PRONOUNS
HENRY ET AL
SUBJECT PRONOMINAL EXPRESSION
EYE FIXATION DURATIONS
FOR TIME F
EXPLICIT INFORMATION PRIOR
PROCESSING INSTRUCTION PI
STANCE ON COSMOPOLITANISM
IN THE SECOND-SEMESTER
FOLLOWED BY U
IN RESPONDING FFES
FOR TALKER A
PRONOUNS IN SPANISH
THE AV AND
OF INCIDENTAL LEARNING
TO DETERMINE GENDER
CHINESE NATIVE SPEAKERS
THE PASSIVE FORMS
VON DER MALSBURG
THE STUDY ABROAD
AND INITIAL CONSONANT
MARKING IN GERMAN

52
52
52
52
52
52
52
52
52
52
52
52
52
52
52
51
51
51
51
50
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49

14
14
14
14
14
14
14
14
14
14
14
14
14
26
24
18
18
23
38
30
21
25
25
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13

371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423

THE ROMAN ALPHABET

CONTINUOUS ACTION NOUNS
BY WINKE AND
USE OVERT PRONOUNS
THE LINGUISTIC ITEMS
A LEARNER-CENTRED APPROACH
UNFINISHED READING WITH
C1 STATE NOUNS
MOTIVATION AND STRATEGY
WINKE GOERTLER 2008
TO NOUNS AND
THE NO OVERT
OF GENDER MARKING
LEOW 1997 2000
WH- QUESTIONS AND
THE TEACHER PRESENT
DE USE IS
DISCOURSE MARKER USE
AN ONLINE COURSE
DESIGNER IMMIGRANT STUDENTS
LEVEL OF UPTAKE
AN ANALYTIC RUBRIC
A MEASURE OF
WORD ORDER AND
THAT STUDENTS IN
AND CADIERNO S
PRONOUN USE IN
WILLINGNESS TO TAKE
ROLE OF GRAMMATICAL
TEND TO USE
IMPLICIT AND EXPLICIT
SIGNIFICANT FACTOR IN
AS THE SUBJECT
OUR RESEARCH QUESTIONS
BETWEEN GROUP AND
POSTTEST 2 P
PROCESSING INSTRUCTION IS
AND STRATEGY USE
AND GOERTLER 2008A
LANGUAGE IDEOLOGIES ARE
THE GRAMMATICALITY JUDGMENT
THE SILENT CONTROLS
THE FRENCH CAUSATIVE
SENSITIVE TO MORPHOPHONOLOGICAL
SEGALOWITZ AND SEGALOWITZ
LANGUAGE APTITUDE TEST
GENDER 7 8
TREE OR ACTIVE
IN THE FAMILIAR
YOUNG-SCHOLTEN ET AL
GRAMMATICAL SENSITIVITY TEST
IN THE A-ALONE
ABOUT A LINGUISTIC

49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
49
48
48
48
48
48
48
47
47
47
47
46
46
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45

13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
13
72
22
22
18
17
17
17
29
51
21
23
20
22
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12

424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476

AND BLENDED COURSES

AND L
R AND 1
GENDER TO NOUNS
LEARNERS OF SWAHILI
RESULTS WERE AS
AMONG THE CLASSES
ON SINGULAR NOUNS
OF A SCHOOL
TO PROCESS OVS
ON THE RUBRIC
THE STEM-VOWEL CHANGE
READING TIMES ON
SENSITIVITY AS MEASURED
WITH NATURAL GENDER
THE CHINESE LANGUAGE
PARIBAKHT AND WESCHE
STUDENTS PREPAREDNESS FOR
OF ONLINE AND
IN GRINSTEAD 2004
SHORT SAMPLES OF
OF WORDS BEGINNING
A BLENDED COURSE
EXPLICIT INFORMATION AND
3 4 NOUNS
DEKEYSER AND SOKALSKI
TEACHER WAS PRESENT
DEMONSTRATED THAT LEARNERS
IN CHILD GERMAN
TAKING THE LANGUAGE
INTERNATIONALLY ACCEPTABLE ENGLISH
MODERN LANGUAGE APTITUDE
THAN PRETEST T
IN DAPHNE S
OF UPTAKE AND
EFFECTIVENESS OF INCIDENTAL
WULF DUDIS BAYLEY
MS SE 175
F 1 44
LONG IN PRESS
BEGIN TO PROCESS
OR ACTIVE BODY
BETTER THAN PRETEST
THE PROCESSING OF
MORE SUCCESSFUL AT
ON FORM CAN
TYPES OF CORRECTIVE
IN THIS CHAPTER
TO TAKE A
CASE MARKING IN
THE TWO EXPERIMENTAL
ON THE NOUN
BEGIN TO BE

45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
45
44
44
44
44
44
44
44
42
42

12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
56
16
16
16
25
39
22
22
18
18

477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500

MADE SIGNIFICANT GAINS

GROUP DID NOT
THE EFFECTIVENESS OF
MAIN EFFECT FOR
TIME F 1
ENGLISH-SPEAKING LEARNERS OF
THE TARGET STRUCTURE
A CONTROL GROUP
THIS STUDY WE
WHAT IS MORE
THAT L2 LEARNERS
GENERALIZATION TO NOVEL
N2 PARTIAL 0
LYSTER 1998A 1998B
GROUP F1 1
ORDER OF EMERGENCE
IN AUCKLAND NEW
I HYPOTHESIZED THAT
OR WRONG ANSWERS
OR ONLINE COURSES
A TEST S
TO GRAMMATICAL SENSITIVITY
TOTAL FIXATION TIME
LEVELS OF UPTAKE

42
42
42
42
42
42
42
42
42
42
41
41
41
41
41
41
41
41
41
41
41
41
41
41

18
26
85
42
20
20
40
40
50
23
39
11
11
11
11
11
11
11
11
11
11
11
11
11