Rank Key 5-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

OF INCIDENTAL FOCUS ON FORM

GRAMMAR INSTRUCTION AND ERROR CORRECTION
THE GENDER OF THE NOUN
WINKE ET AL IN PRESS
NOUNS THAN AT ARTICLES APPEARING
THAN AT ARTICLES APPEARING WITH
A MAIN EFFECT FOR GROUP
THE ROLE OF EXPLICIT INFORMATION
INCIDENTAL FOCUS ON FORM IN
DU SIE OR ER FORM
CHARACTERISTICS OF INCIDENTAL FOCUS ON
THE CONTROL GROUP DID NOT
THE ROLE OF GRAMMATICAL SENSITIVITY
INTERESTED IN TAKING A HYBRID
THE DU SIE OR ER
WILLINGNESS TO TAKE A HYBRID
THE FIRST NOUN OR PRONOUN
THE ORIGINAL VANPATTEN AND CADIERNO
THE NO OVERT SUBJECT STAGE
ENGLISH AS A LINGUA FRANCA
SENSITIVITY AS MEASURED BY THE
A HYBRID FOREIGN LANGUAGE CLASS
GRAMMATICAL SENSITIVITY AS MEASURED BY
EFFECT FOR GROUP F 1
IN THE EXPLICIT INFORMATION GROUP
INTERACTION BETWEEN GROUP AND GRAMMATICALITY
THE AMOUNT OF ATTENTION PAID
WINKE AND GOERTLER 2008A B
FOR THE EI GROUP WAS
IN TAKING A HYBRID CLASS
EFFECTIVENESS OF INCIDENTAL FOCUS ON
WULF DUDIS BAYLEY AND LUCAS
DUDIS BAYLEY AND LUCAS 2002
ABOUT GRAMMAR INSTRUCTION AND ERROR
WHEN THE TEACHER WAS NOT
THAT INCIDENTAL FOCUS ON FORM
VANPATTEN AND CADIERNO 1993 STUDY
BETWEEN THE TWO EXPERIMENTAL GROUPS
THE GLOBAL USE OF ENGLISH
EXPLICIT INFORMATION PRIOR TO TREATMENT
IT IS NOT CLEAR THAT
THE RESULTS WERE AS FOLLOWS
CORRELATION BETWEEN GRAMMATICAL SENSITIVITY AND
BELIEFS ABOUT GRAMMAR INSTRUCTION AND
TREE OR ACTIVE BODY PART
MEAN SCORE FOR THE EI
PROCESS THE FIRST NOUN OR
SCORE FOR THE EI GROUP
AMOUNT OF ATTENTION PAID TO
WHEN THE TEACHER WAS PRESENT
TO TAKE A HYBRID COURSE
TO TAKE A HYBRID CLASS

Keynesss Freq
217
90
79
79
75
75
71
64
60
60
56
56
56
52
52
52
49
49
49
48
45
45
45
45
45
45
45
45
45
45
45
41
41
41
41
41
41
41
41
37
37
37
37
37
37
37
37
37
37
37
37
37

58
24
21
21
20
20
19
17
16
16
15
15
15
14
14
14
13
13
13
22
12
12
12
12
12
12
12
12
12
12
12
11
11
11
11
11
11
11
11
10
10
10
10
10
10
10
10
10
10
10
10
10

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

THE MODERN LANGUAGE APTITUDE TEST

THE MEAN SCORE FOR THE
SAMPLES OF SPONTANEOUS PRODUCTION DATA
LIKELY TO RESULT IN CORRECT
SUBJECT ANALYSIS F1 1 41
THE SUBJECT ANALYSIS F1 1
SHORT SAMPLES OF SPONTANEOUS PRODUCTION
LENGTH OF RESIDENCE IN CHINA
THAN IN THE FAMILIAR CONDITION
IN THE SENTENCE VERIFICATION TASK
OBJECT PRONOUNS AND WORD ORDER
IN THIS STUDY WE EXAMINE
IN THE SUBJECT ANALYSIS F1
IN APPLIED LINGUISTICS AND SLA
THE EFFECTIVENESS OF INCIDENTAL FOCUS
OF VANPATTEN AND CADIERNO 1993
THE READER WILL RECALL THAT
FORM IN THE CONTEXT OF
DID NOT LOOK LONGER AT
WH- QUESTIONS AND FRONTED OBJECTS
E I E CHANGING VERBS
CONDITION THAN IN THE FAMILIAR
TO PUSH LEARNERS AWAY FROM
TYPE OF FOCUS ON FORM
2011 WINKE ET AL IN
A MAIN EFFECT FOR GRAMMATICALITY
MORE LIKELY TO RESULT IN
MAIN EFFECT FOR GROUP F
IN THE FIELD OF SLA
OF SUBJECT PRONOUN USE IN
ON THE GRAMMATICAL SENSITIVITY TEST
OR PRONOUN AS THE SUBJECT
TASK DESIGNED TO BIAS FOR
THE FOLLOWING CONTRASTS POSTTEST 1
BEGIN TO BE USED AT
SUCH AS TREE OR ACTIVE
NOT USE THE ROMAN ALPHABET
TO USE DE MORE THAN
BY WINKE AND GOERTLER 2008A
BOUNDARY S DUNNET S T
YIELDED A MAIN EFFECT FOR
TAKE A HYBRID FOREIGN LANGUAGE
NOUN OR PRONOUN AS THE
ORIGINAL VANPATTEN AND CADIERNO 1993
AMONG THE CLASSES X2 11
SANDERS 2005 STRAMBI BOUVET 2003
S DUNNET S T 2
WILLING TO TAKE A HYBRID
SIGNIFICANT DIFFERENCES AMONG THE CLASSES
THAT DO NOT USE THE
SCHOOL IN AUCKLAND NEW ZEALAND
A RESULT OF PERCEPTUAL TRAINING
THE COURSE OF A SCHOOL

37
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
31
31
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30

10
13
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
12
12
16
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8

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

THE CLASSES X2 11 N
AT A PRIVATE LANGUAGE SCHOOL
AS TREE OR ACTIVE BODY
THAT LEARNERS LOOKED LONGER AT
RTS STANDARD DEVIATIONS AND CVS
AS A RESULT OF PERCEPTUAL
PUSH LEARNERS AWAY FROM THE
HAVE RIGHT OR WRONG ANSWERS
IN VANPATTEN AND CADIERNO 1993
DO NOT USE THE ROMAN
DIFFERENCES AMONG THE CLASSES X2
CV AS A MEASURE OF
DESIGNED TO BIAS FOR THE
INCIDENTAL FOCUS ON FORM IS
DUNNET S T 2 99
IN THAT LEARNERS LOOKED LONGER
EFFECTS OF MODALITY F 1
THOSE OF VANPATTEN AND CADIERNO
EFFECT FOR GROUP F 2
ELLIS ET AL 2001A 2001B
HYBRID OR FULLY ONLINE COURSES
IDENTIFICATION OF WORDS BEGINNING WITH
LEARNERS BELIEFS ABOUT GRAMMAR INSTRUCTION
LEARNERS ARE SENSITIVE TO MORPHOPHONOLOGICAL
LANGUAGE SCHOOL IN AUCKLAND NEW
LEFT EDGE OF THE CLAUSE
CHINESE AS A SECOND LANGUAGE
THE TEACHER WAS NOT PRESENT
FOLLOWED BY U E G
COURSE OF A SCHOOL YEAR
FIRST NOUN OR PRONOUN AS
THERE WILL BE NO DIFFERENCE
ITEMS OF THE TREATMENT IN
THEY WERE NOT ALLOWED TO
AS A LINGUA FRANCA ELF
A PRIVATE LANGUAGE SCHOOL IN
IN SECOND LANGUAGE ACQUISITION SLA
OVER THE COURSE OF A
WRITE AND MAKE PRESENTATIONS IN
THE VARIABILITY ATTRIBUTABLE TO GRAMMATICAL
THE TEACHER AND THE STUDENTS
THERE WERE NO EFFECTS FOR
TEND TO USE DE MORE
VARIABILITY ATTRIBUTABLE TO GRAMMATICAL SENSITIVITY
THE ITEM ANALYSIS F2 1
WE PREDICTED THAT LEARNERS WOULD
WAS NOT A SIGNIFICANT FACTOR
THE LEFT EDGE OF THE
THE MEANINGS AND FUNCTIONS OF
THE L2 ACQUISITION OF GENDER
TO RESULT IN SUCCESSFUL UPTAKE
WERE NO EFFECTS FOR GRAMMATICALITY
THAT THE EFFECTS OF PI

30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
30
28
28
28
27
27
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26

8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
12
11
11
16
17
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7

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

THE AUDITORY AND VISUAL CUES

THAT LEARNERS ARE SENSITIVE TO
TIMES MORE LIKELY TO RESULT
THE CLASSROOM AND THE LABORATORY
THE PEAR STORY CHAFE 1980
THE C OF R IS
THE PI AND DG GROUPS
EFFECT FOR TIME F 1
EFFECT FOR GROUP ON THE
ELLIS ET AL 2001A FOUND
EFFECT OF GROUP F1 1
CLITIC OBJECT PRONOUNS IN SPANISH
CHARACTERISTICS OF FOCUS ON FORM
CORRELATIONS BETWEEN GRAMMATICAL SENSITIVITY AND
COMPONENTS OF A SPEECH EVENT
HAGNER 2001 DONALDSON HAGGSTROM 2006
GROUP AND GRAMMATICALITY IN THE
IMPLICIT AND EXPLICIT CORRECTIVE FEEDBACK
HIGH LOW AND ROUNDED VOWELS
GEMINATE S FOLLOWED BY U
FOCUS ON FORM IN THE
GODFROID ET AL IN PRESS
GENERALIZATION TO NOVEL STIMULI AND
CALCULATED THE VARIABILITY ATTRIBUTABLE TO
AND MAKE PRESENTATIONS IN INTERNATIONALLY
AND GRAMMATICALITY IN THE SUBJECT
ARE MORE LIKELY TO REALIZE
AND PEASE-ALVAREZ 1996 1997 CAMERON
A MAIN EFFECT OF GROUP
1 SAME AS POSTTEST 2
A SIGNIFICANT INTERACTION BETWEEN GROUP
A SIGNIFICANT FACTOR IN THAT
BETTER THAN CONTROL P 0001
BAYLEY AND PEASE-ALVAREZ 1996 1997
BOTH AV AND A-ONLY PRESENTATIONS
BETWEEN GROUP AND GRAMMATICALITY IN
AT THE LEVEL OF UNDERSTANDING
AS MEASURED BY THE MLAT
BARONE HAGNER 2001 DONALDSON HAGGSTROM
AWARENESS AT THE LEVEL OF
IN BOTH AV AND A-ONLY
PRESENTATIONS IN INTERNATIONALLY ACCEPTABLE ENGLISH
POSTTEST 1 SAME AS POSTTEST
REHNER 2001 MOUGEON ET AL
PRIVATE LANGUAGE SCHOOL IN AUCKLAND
PEASE-ALVAREZ 1996 1997 CAMERON 1992
PARTICIPANTS IN THE EI GROUP
POLAR QUESTIONS AND EMBEDDED CLAUSES
PER CENT OF THE TIME
SPEAK WRITE AND MAKE PRESENTATIONS
SIGNIFICANT INTERACTIONS BETWEEN GROUP AND
SUBJECTS BEGIN TO BE USED
STUDENTS COMPUTER ACCESS AND LITERACY

26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26

7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7

212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233

REVEALED THE FOLLOWING CONTRASTS POSTTEST

RESULTS WERE AS FOLLOWS FOR
SIGNIFICANT FACTOR IN THAT LEARNERS
SAME AS POSTTEST 2 T
MAIN EFFECTS OF MODALITY F
MAIN EFFECT OF GROUP F1
MORE LIKELY TO REALIZE SUBJECT
MAKE PRESENTATIONS IN INTERNATIONALLY ACCEPTABLE
INCIDENTAL FOCUS ON FORM AND
IN THE ITEM ANALYSIS F2
LEARNERS LOOKED LONGER AT NOUNS
INTERACTIONS BETWEEN GROUP AND GRAMMATICALITY
OTHER TYPES OF CORRECTIVE FEEDBACK
ON THE SENTENCE-LEVEL PRODUCTION TASK
P 0001 AND VOWEL F
OVERT SUBJECTS BEGIN TO BE
OF THE SCHOLAR SOCIAL IMAGINARY
OF GRAMMAR INSTRUCTION AND ERROR
MOUGEON REHNER 2001 MOUGEON ET
OF GROUP F1 1 41
AS A SECOND LANGUAGE ESL
SIGNIFICANT INTERACTION BETWEEN GROUP AND

26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
26
25
24

7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7
27
10