Rank Key 4-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 L2 ORAL ABILITY
A TEST TAKER S
THE TOEFL IBT SPEAKING
TOEFL IBT SPEAKING SECTION
THE GROUP ORAL DISCUSSION
THE EXTENT TO WHICH
TOEFL IBT SPEAKING SCORES
THE ORAL PRESENTATION TASK
ON THE GROUP ORAL
PICTURE AND GRAPH DESCRIPTION
OF THE GROUP ORAL
AND L2 ORAL ABILITY
TO DETERMINE THE EXTENT
DETERMINE THE EXTENT TO
THE NORTHERN UNITED STATES
TEST TAKER S ABILITY
A MUTUAL CONTINGENCY PATTERN
COMMON IN ACADEMIC WRITING
ON THE TOEFL IBT
IN THE NORTHERN UNITED
THE PICTURE AND GRAPH
IN USE OVER THE
THAT THE GROUP ORAL
AT IOWA STATE UNIVERSITY
OF A TEST TAKER
OF YES NO QUESTIONS
THE GROUP ORAL IS
TIMES PER MILLION WORDS
SPOKEN AND WRITTEN REGISTERS
NOUNS AS NOMINAL PREMODIFIERS
SEE BIBER ET AL
THE PERSONAL CHARACTERISTICS OF
INTO AMERICAN ACADEMIC WRITING
A MEDIUM OF LEARNING
USES OF THIS THESE
TO WHICH TEST TAKERS
IBT SPEAKING SCORES AND
AMERICAN ACADEMIC WRITING DISCOURSE
FLUENCY AND VOCABULARY GRAMMAR
L2 ORAL ABILITY AND
SOCIALIZATION INTO AMERICAN ACADEMIC
OF LANGUAGE AND CONTENT
TEST TAKER S SCORE
PRONUNCIATION FLUENCY AND VOCABULARY
SPEAKING RIGHTS AND DUTIES
LESS CONGRUENT AND MORE
FOR THE ORAL PRESENTATION
THE VALIDITY OF THE
CONVERSATION AND ACADEMIC WRITING
WITH A MUTUAL CONTINGENCY
GRAMMATICAL FEATURES THAT ARE
THIS THESE AS DETERMINERS

Keyness Frequency
161
160
150
136
127
122
117
112
112
102
90
88
76
74
73
73
73
73
67
63
63
63
63
63
63
63
63
59
58
58
58
58
58
58
58
58
58
58
54
54
54
54
54
54
54
54
54
51
49
49
49
49

33
38
35
28
26
127
24
23
23
21
23
18
29
29
15
15
15
15
17
13
13
13
13
13
13
13
13
18
12
12
12
12
12
12
12
12
12
12
11
11
11
11
11
11
11
11
11
32
10
10
10
10

53
54
55
56
57
58
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62
63
64
65
66
67
68
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72
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75
76
77
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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

VALIDITY OF THE ASSESSMENT

TAXONOMY OF PHYSICAL PROPERTIES
GROUP ORAL DISCUSSION TASK
EFFECT OF GRAMMAR CLINIC
EVALUATIONS OF PROJECT-BASED INSTRUCTION
OF ADVANCED ACADEMIC WRITING
THE UNIVERSITY ORAL TASKS
COMPONENTS OF ORAL ABILITY
FOR THE GROUP ORAL
OF THE VALIDITY ARGUMENT
SCORES ON THE TOEFL
GROUP ORAL DISCUSSION AND
IN ACADEMIC WRITING ARE
OF THE ASSESSMENT PROCESS
OF THE TEST TAKERS
PRONUNCIATION FLUENCY GRAMMAR VOCABULARY
A FOCUS ON FORM
PAPERS 1 AND 4
TAKER S ABILITY TO
THE TOEFL VALIDITY ARGUMENT
SUBTITLES AND THE TRANSCRIPT
BIBER AND GRAY 2013
THE USE OF HELP
DISCOURSE WITH A MUTUAL
KOREAN L2 GRADUATE STUDENTS
PREPOSITIONAL PHRASES AS NOMINAL
ORAL DISCUSSION AND THE
THE STUDENT PARTICIPANTS IN
TO DISCUSS A TOPIC
IN THE INTERPRETIVE ARGUMENT
USE OF DEPENDENT CLAUSES
IN 2 C T
BASED ON ANALYSIS OF
GROUP ORAL DISCUSSION TEST
USE OF TECHNOLOGY IN
THE USE OF TECHNOLOGY
GROUPS OF TEST TAKERS
THAT ARE COMMON IN
THE TEST TAKERS WERE
OF THE HUMAN BRAIN
DEPENDENT CLAUSES PER T-UNIT
OF THE FIRST QUARTER
INTERACTIONAL COMPETENCE DESCRIPTIVE SKILL
INSTANCES OF THIS THESE
FOR EXAMPLE CONSIDER THE
INVESTORS TREATMENT OF LOCAL
INTONATION OF YES NO
HOW DOES THE TEACHER
GRAMMATICAL SCAFFOLDING OF CAUSAL
FRAMES IN ACADEMIC WRITING
IN WHICH THE TEST
FOREIGN INVESTORS TREATMENT OF
OF CAUSAL DISCOURSE FEATURES

49
49
49
49
49
49
49
49
49
49
49
49
49
49
46
46
45
44
44
44
44
44
44
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44
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44
44
44
44
44
44
44
44
43
42
40
40
40
39
39
39
39
39
39
39
39
39
39
39
39
39
39

10
10
10
10
10
10
10
10
10
10
10
10
10
10
18
13
20
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
14
16
11
11
11
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

OF ADVANCED LANGUAGE DEVELOPMENT

DISCUSSION AND THE PICTURE
OF THE AMERICAN TAS
DEVELOPING A VALIDITY ARGUMENT
EXTENT TO WHICH TEST
IS DESIGNED TO ASSESS
EXPLANATORY VARIABLE OF L2
NON-ASSERTIVE TEST TAKERS AND
MORE COMMON IN CONVERSATION
AND THE PICTURE AND
AUTHORS OF THE PRESENT
THE TEACHING OF INTONATION
THE REGISTER OF SCIENCE
STYLE OF ACADEMIC WRITING
SCAFFOLDING OF CAUSAL EXPLANATIONS
AUTOMATED WRITING EVALUATION AWE
BETWEEN TOEFL IBT SPEAKING
AND GRAPH DESCRIPTION TASKS
USE OUR BODIES AND
TREATMENT OF LOCAL WORKERS
WE CAN IMPROVE OUR
VERB BASED FRAMES IN
TIME SPENT ON HELP
THE THEME OF FOREIGN
A TASK-BASED NEEDS ANALYSIS
TO COMMUNICATE ORALLY IN
REQUIRE TEST TAKERS TO
COMPETENCE AND AFFECT ARE
CAUSAL DISCOURSE FEATURES IN
COMMON IN CONVERSATION THAN
POSITIVE DIMENSION 1 FEATURES
OF SPOKEN AND WRITTEN
THE FOUR LANGUAGE SKILLS
PATTERNS OF LINGUISTIC VARIATION
IN THE TWENTIETH CENTURY
COMPUTER-ASSISTED LANGUAGE LEARNING CALL
THE TEST TAKER S
ENGLISH AS A SECOND
THE USE OF AWE
THE NUMBER OF DISTINCT
THE PERFORMANCE OF CYWRITE
POSITIVES AND FALSE NEGATIVES
OF THIS THESE AS
ON A TEST TAKER
THE PAST TWO CENTURIES
THREATS TO THE VALIDITY
PERFORMANCE ON GRAMMAR CLINIC
VARIABLE OF L2 ORAL
HISPANIC AND NATIVE AMERICAN
WRITTEN ENGLISH BIBER ET
WORKBOOKS AND CD ROMS
WITH THE AWE TOOL
ORALLY IN AN ACADEMIC

39
39
39
39
39
39
39
39
39
39
39
39
39
39
39
39
39
39
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39
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39
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37
37
37
36
35
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34

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
16
11
11
12
15
13
36
7
7
7
7
7
7
7
7
7
7
7
7
7
7
7

159
160
161
162
163
164
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190
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192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211

IN THE ACADEMIC WRITING

TO CALL ATTENTION TO
POLE AND SOUTH POLE
PHILOSOPHY AND SOCIAL SCIENCES
PHRASES AS NOMINAL POSTMODIFIERS
IN CONVERSATION THAN IN
THE IMPACT OF ENGLISH
RELATIONSHIP BETWEEN ASSERTIVENESS AND
STUDIES OF REGISTER VARIATION
OF FORM AND MEANING
TAKERS ARE EXPECTED TO
PROVIDE AN INDICATION OF
SUBCONSTRUCTS OF L2 ORAL
SIGNIFICANT EXPLANATORY VARIABLE OF
OF SPEAKING AND LISTENING
S AND DOCTORAL STUDENTS
RISING AND FALLING INTONATION
SCORE ON THE GROUP
S SCORE ON THE
OF PAPERS 1 AND
TARGET TASKS IN MALL
THAT ACADEMIC WRITING IS
MASTER S AND DOCTORAL
MATERIALS AND CIVIL ENGINEERING
THE GRAMMATICAL FEATURES THAT
THE FORMS OF ENERGY
THE CONSTRUCTION OF MEANING
THAN IN ACADEMIC WRITING
NEW AND GIVEN INFORMATION
TEST TAKER S GROUP
NORTH POLE AND SOUTH
TEST TAKERS ARE EXPECTED
MODEL OF ACADEMIC SELF-CONCEPT
PRONOMINAL USES OF THIS
A GROUP ORAL DISCUSSION
CONSTRUCTION OF MEANING IN
FROM THE GROUP ORAL
FORMS OF THE IAF
CONVERSATION THAN ACADEMIC WRITING
FALSE POSITIVES AND FALSE
CHAPELLE AND DOUGLAS 2006
A SIGNIFICANT EXPLANATORY VARIABLE
AND WRITTEN ENGLISH BIBER
COMMUNICATE ORALLY IN AN
APPLIED LINGUISTICS AND ENGINEERING
GRAMMAR VOCABULARY AND COMMUNICATION
AND GRAPH DESCRIPTION TASK
DESIRED TARGET TASKS IN
ENGLISH BIBER ET AL
CALL PROFESSIONAL DEVELOPMENT PROGRAM
COURSE OF THE TWENTIETH
GIVEN AND NEW INFORMATION
ARE COMMON IN ACADEMIC

34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
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34
34
34
34
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34
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34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34
34

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

212
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245
246
247
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250
251
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255
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257
258
259
260
261
262
263
264

THROUGH THE USE OF

TO THE VALIDITY OF
A SECOND LANGUAGE ESL
FLUENCY GRAMMAR VOCABULARY AND
GROUP OF TEST TAKERS
IN THE USE OF
OF MEANING IN DISCOURSE
SPEAKING SCORES AND THE
SYSTEMIC FUNCTIONAL LINGUISTIC SFL
SKILLS OF SPEAKING AND
BIBER GRAY 2010 2011
SPECIFIC PREDICTIONS CONCERNING THE
OF PREPOSITIONAL PHRASES AS
STRATEGIES USED WHILE LISTENING
STUDENT EVALUATIONS OF PROJECT-BASED
DEVELOPMENT WHICH ARE CRUCIAL
OF SENTENCE-INITIAL THIS THESE
SPOKEN AND WRITTEN TASK
DUE TO THE AGING
TEST TAKERS REPORTED USING
DRAFTS OF PAPERS 1
TEST TAKERS ASSIGNED TO
OF CAUSAL KNOWLEDGE STRUCTURES
TEST TAKERS SCORES ARE
THE CAUSAL DISCOURSE FEATURES
THE CLASSROOM-BASED LISTENING STRATEGIES
THAT TEST TAKERS HAVE
ASSESS THE ABILITY TO
OF A LANGUAGE TEST
TAKER S SCORE ON
OF GRAMMATICAL METAPHOR IN
TAKER S GROUP MEMBERS
DISTINCTIVE THEORETICAL PERSPECTIVE AND
TAKE THE TEST WITH
BETWEEN FORM AND MEANING
BEING MENTALLY AND PHYSICALLY
TEST TAKERS ABILITIES TO
TEST IS INTENDED TO
OF GRAMMAR CLINIC ON
TEACHER AND STUDENT EVALUATIONS
CHARACTERIZATION OF CBLL AND
ONLY ASSERTIVE TEST TAKERS
PROFESSIONAL AND SOCIAL RESOURCES
PREDICTIONS CONCERNING THE EXPECTED
CONGRUENT WAY OF SAYING
ON GRAMMATICAL COMPLEXITY IN
QUALITATIVE AND QUANTITATIVE RESEARCH
ON STANDARDIZED LANGUAGE EXAMS
ONE OF THE RATERS
PROVIDES A MEANS OF
PERFORMANCE OF THE CDA
PHRASAL RATHER THAN CLAUSAL
CONCERNING THE EXPECTED PATTERNS

34
33
32
31
31
31
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29

30
11
21
9
9
48
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6

265
266
267
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276
277
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283
284
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287
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293
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295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317

COMPLEMENT CLAUSES CONTROLLED BY

PERSPECTIVE AND CHARACTERIZATION OF
COMPETENCE AND AFFECT COMPONENTS
COMPACT AND LESS CONGRUENT
CONGRUENT AND MORE COMPACT
COMPETENCE AND AFFECT FACTORS
PART OF THE LISTENING
CONVERSATION THAN IN ACADEMIC
BY BEING MENTALLY AND
OF THE INTERPRETIVE ARGUMENT
SECOND LANGUAGE IS A
OF THE SAME LEXICAL
OF THE LISTENING CONSTRUCT
OF THE CAUSAL DISCOURSE
OF THE AWE TOOL
SELF-CONSCIOUSNESS AND L2 ORAL
CRUCIAL WHEN THE SECOND
DELAYED FOCUS GROUP INTERVIEWS
CAN DO X BY
SCORES ARE AFFECTED BY
CAN IMPROVE OUR BRAIN
CAN USE OUR BODIES
RESEARCH ON GRAMMATICAL COMPLEXITY
COVERED IN THE COURSE
OF THE SCIENCE REGISTER
OF THE TESTING PROCESS
SCORES ON THE GROUP
OF THE TOEFL IBT
ASSERTIVE TEST TAKERS ASSIGNED
FROM A LINGUISTIC PERSPECTIVE
ABILITY TO COMMUNICATE ORALLY
TO ASSESS THE ABILITY
THEORETICAL PERSPECTIVE AND CHARACTERIZATION
ADVANCED LANGUAGE DEVELOPMENT WHICH
IN AN ESP CONTEXT
A SYSTEMIC FUNCTIONAL LINGUISTIC
A TAXONOMY OF ENERGY
TO SUSTAIN A DISCUSSION
FROM AN INTERVIEW WITH
FOR THE VALIDITY ARGUMENT
THE USE OF DEMONSTRATIVES
ANALYSIS OF COVARIANCE STRUCTURES
AND ABILITY FOR USE
INDICATE THAT TEST TAKERS
THEIR DESIRED TARGET TASKS
IN THE TOEFL IBT
THE USE OF PREPOSITIONAL
THE USE OF DEPENDENT
IN THE TWO DISCIPLINES
A DENSE USE OF
WE CAN USE OUR
WE CAN DO X
VARIABLE OR HIGHLY VARIABLE

29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29

6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6

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

A DISTINCTIVE THEORETICAL PERSPECTIVE

YIELDED FROM THE GROUP
GRAMMATICAL DEVICES THAT ARE
GRAMMAR OF CAUSAL KNOWLEDGE
WHEN THE SECOND LANGUAGE
WHICH ARE CRUCIAL WHEN
UNIT 2 SUMMARY PODCAST
USE OF AWE IN
IN 2 B T
IN ACADEMIC RESEARCH WRITING
FUNCTIONAL GRAMMAR OF CAUSAL
USED WHILE LISTENING TO
VANDERGRIFT ET AL 2006
HISTORICAL CHANGE IN THE
USE OF MOBILE DEVICES
USE OVER THE COURSE
THE UNIT 2 SUMMARY
ARE COMMON IN CONVERSATION
LOGICAL SEQUENCES OF REASONING
ARE CRUCIAL WHEN THE
ARE SHOWN IN BOLDFACE
THE GROUP ORAL FORMAT
THE INTONATION OF YES
LANGUAGE IS A MEDIUM
LESS CONGRUENT WAY OF
THE INTEGRATED SKILLS OF
THE INTERACTIONIST APPROACH TO
EQUAL SPEAKING RIGHTS AND
ASSERTIVE AND NON-ASSERTIVE TEST
THE EXPECTED PATTERNS OF
THE DENSE USE OF
THE EFFECT OF GRAMMAR
MENTALLY AND PHYSICALLY ACTIVE
AS PRONOUNS AND DETERMINERS
EXCERPT FROM AN INTERVIEW
NEGATIVE DIMENSION 1 FEATURES
THE FOLLOWING EXCERPTS FROM
LANGUAGE DEVELOPMENT WHICH ARE
FOLLOWED BY A NOUN
FOR OUR PURPOSES HERE
THE RULE OF MAGNETISM
THE TOEFL INTERPRETIVE ARGUMENT
AND CHARACTERIZATION OF CBLL
INTEGRATED SKILLS OF SPEAKING
THE SAME LEXICAL CATEGORY
AND NON-ASSERTIVE TEST TAKERS
IS A MEDIUM OF
THE NUMBER OF TOPICS
AND WRITTEN TASK TYPES
FOR THE TOEFL IBT
ARE AFFECTED BY THE
IS IN UPPER CASE
THE PROCESS OF VALIDATION

29
29
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29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29
29

6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6
6

371
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385
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402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423

AND STUDENT EVALUATIONS OF

ISSUES OF ADVANCED LANGUAGE
THE FIT OF THE
IN APPLIED LINGUISTICS AND
INVESTIGATE THE EXTENT TO
BY EDUCATIONAL TESTING SERVICE
IN ENGLISH LANGUAGE TEACHING
BIBER ET AL 1999
THE GROUP ORAL TEST
TEST TAKERS IN THE
AS A GLOBAL LANGUAGE
EXTENT TO WHICH THE
DESIGNED TO ASSESS THE
TO TAKE THE TEST
THE LINGUISTIC CHARACTERISTICS OF
INFORM THE DESIGN AND
INTELLIGENT ACADEMIC DISCOURSE EVALUATOR
INDIAN AND CHINESE TAS
THE THEORY PRACTICE DYNAMIC
THE USE OF CRITERION
INTEGRATED INTO THE COURSE
AND AFTER THE ACTIVITY
THE TWO MODES OF
THE TWO HELP OPTIONS
THE UNIVERSE OF GENERALIZATION
INSTANCES OF INTERACTION AND
THE TWO THEMES IN
FORM AND MEANING IN
IN THE SEVEN TESL
THEORETICAL APPROACHES TO SLA
IN THE TOEFL INTERPRETIVE
THEORY IS RELATED TO
FOUND THAT TEST TAKERS
THEY HAVE THE OPPORTUNITY
THEORY OF PHYSICAL PROPERTIES
THE USE OF NOUNS
AMOUNT OF CANADIAN CONTENT
IN THE VARIABLE SLOT
IN THE TOEFL VALIDITY
THE WHITE AND HISPANIC
AERA APA NCME STANDARDS
AFTER TWO SEMESTERS OF
L2 ORAL ABILITY WAS
FINITE ADVERBIAL CLAUSES AND
LANGUAGE CONTENT AND SKILLS
LANGUAGE AND CONTENT IN
IS RELATED TO PRACTICE
AND SCORES ON THE
THE PATTERNS OF LINGUISTIC
KANE ET AL 1999
FIELD TENOR AND MODE
THE KNOWLEDGE STRUCTURE OF
THE INTEGRATION OF TECHNOLOGY

29
29
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28
27
27
25
25
25
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24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24
24

6
6
11
12
12
9
9
16
9
9
10
29
9
8
8
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
5
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LEXICAL AND GRAMMATICAL FEATURES

THE NOMINAL STYLE OF
LEARNER LANGUAGE PROBLEMS N
THE LANGUAGE TESTING RESEARCH
THE MEANING RELATIONSHIP BETWEEN
AND MEANING IN DISCOURSE
AND MATERIALS AND CIVIL
FOR TEST TAKERS TO
THE SUBTITLES AND THE
AND GRAPH DESCRIPTION AND
THE THEORY OF PHYSICAL
INTERACTION WITH HELP OPTIONS
THE TEST WITH CLASSMATES
THE RELATIONSHIP BETWEEN ASSERTIVENESS
FOCUS ON FORM APPROACH
FOCUS ON FORM ANALYSIS
AND PREPOSITIONAL PHRASES AS
THE SEVEN TESL COURSES
THE SIX-FACTOR MODEL OF
INTERACTIONIST APPROACH TO SLA
THE SCORES OF ELLS
THIS THESE AS PRONOUNS
HEAD NOUN E G
HALLIDAY MARTIN 1993 1996
HELP PAGE OPENINGS INSTANCES
A FEW HOLISTIC MEASURES
HAD A MEAN OF
GUIDANCE ON HOW TO
WANG AND MUNRO 2004
HALLIDAY AND MARTIN 1993
FUNCTIONING AS CONSTITUENTS IN
GETTING THE ITEM CORRECT
USE OF THE SOFTWARE
A MORE CONGRUENT FORM
A FUNCTIONAL VIEW OF
VALIDITY OF THE SCORES
HELP THEM WITH THEIR
VALIDITY ARGUMENT FOR THE
3 HOW DOES THE
1988 BIBER ET AL
WHITE AND NATIVE AMERICAN
A CORPUS OF ACADEMIC
WRITTEN REGISTERS E G
GRAMMATICAL AND LEXICAL FEATURES
WRITING THAN IN CONVERSATION
1 HOW WELL DOES
GROUP ORAL TEST TAKERS
GRAMMAR CLINIC ASSIGNMENTS ON
WE WILL SEE HOW
WHAT THEY ARE LEARNING
WHICH THE TEST TAKER
WHITE AND HISPANIC GROUPS
WHICH THE GROUP ORAL

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WHICH THE TEST IS

A VALIDITY ARGUMENT FOR
TO FIND AN EFFECT
ACCORDING TO THE FOUR
ACADEMIC WRITING AND CONVERSATION
TO THE AGING BRAIN
TO THE PRESENT TIME
TO L2 ORAL ABILITY
IN EDUCATION AND SOCIOLOGY
FREQUENT CONTINUOUS LEXICAL SEQUENCES
ADMINISTRATION OF THE GROUP
ADMINISTRATIONS OF THE TEST
THREE GROUPS OF TAS
TO ADDRESS RESEARCH QUESTION
IN THE BECKETT STUDY
ACROSS SPOKEN AND WRITTEN
TO ACHIEVE THIS PURPOSE
IMPACT OF REPETITION ON
IBT SPEAKING SCORES WERE
TWO THEMES IN THE
IMPROVE THEIR WRITING SKILLS
USE OF PREPOSITIONAL PHRASES
A RESOURCE FOR MEANING
USE OF FOCUS TO

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