Rank Key 4-grams

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SYNCHRONOUS ONLINE WRITING TOOL

THE SYNCHRONOUS ONLINE WRITING
FOR THE LOW-ABILITY GROUP
TASK 5 WORKING MEMORY
FOR THE HIGH-ABILITY GROUP
IN THE FOLLOWING SEGMENT
AS SEEN IN FIGURE
TASK 4 ELICITED IMITATION
STRATEGY USE AND SLTP
SIGNIFICANT TOTAL EFFECT ON
EXPLICIT AND IMPLICIT KNOWLEDGE
WITH THE HIGH-ABILITY GROUP
COGNITION AND LANGUAGE ASSESSMENT
SECOND LANGUAGE TEST PERFORMANCE
SOCIOLINGUISTIC SOCIOCULTURAL AND PSYCHOLOGICAL
THE HIGH- AND LOW-ABILITY
BETWEEN STRATEGY USE AND
THE FOLLOWING SEGMENT THE
GRAMMATICAL AND PRAGMATIC KNOWLEDGE
WITH THE LOW-ABILITY GROUP
BETWEEN EXPLICIT AND IMPLICIT
OF STRATEGY USE AND
HIGH- AND LOW-ABILITY GROUPS
SIGNIFICANT DIRECT EFFECT ON
OF THE PAST PROGRESSIVE
RELATIONSHIPS BETWEEN STRATEGY USE
TRANSFERRING FROM L1 TO
INTRODUCTION AND USE OF
STRATEGY USE AND SECOND
TASK 1 FREE RECALL
USE AND SECOND LANGUAGE
THE INTRODUCTION AND USE
OF THE TARGET FORM
APPROACH TO COGNITION AND
MINIMAL ACKNOWLEDGEMENT TH REDIRECTION
ABILITY TO BE ASSESSED
A TEST WILL INFLUENCE
THE RELATIONSHIPS BETWEEN STRATEGY
AS THE SEGMENT BEGINS
IN THE LANGUAGE CLASSROOM
COGNITIVE AND METACOGNITIVE STRATEGY
LINKING WITH PRIOR KNOWLEDGE
ONLINE WRITING TOOL FOR
THE UC QUESTION IS
IN THE NEXT SEGMENT
CONVEY A CRITICAL STANCE
EFFECT ON RDG ABILITY
FOLLOWING SEGMENT THE CLASS
BY THE SAME TOKEN
IN THE DETAILS OF

Keyness Frequency
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203
175
165
143
140
137
126
126
126
116
115
110
110
104
99
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93
92
88
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82
77
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71
68
66
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59
56

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37
32
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26
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23
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17
24
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13
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13
17
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12
12
12
12
23
11
11
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11
11
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11
22
13

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102

4 ELICITED IMITATION TONE

THE PRESENT LEARNING SITUATION
EFFECT ON L-G ABILITY
TO USE COMPUTER TECHNOLOGY
TO COGNITION AND LANGUAGE
NEEDS OF SIPA STUDENTS
STRATEGY USE AND PERFORMANCE
SOCIOCULTURAL AND PSYCHOLOGICAL MEANINGS
IN REVESZ'S 2012 STUDY
THE FCE ANCHOR TEST
KNOWLEDGE OF THE PAST
AND TASK 5 WORKING
IN OTHER WORDS THE
WITH REGARD TO THE
HAN AND PEVERLY 2007
AND SECOND LANGUAGE TEST
ORIENTED TO BY THE
THE ABILITY TO BE
APPROACH TO GRAMMAR ASSESSMENT
AS HOW ARE YOU
NO SIGNIFICANT DIRECT EFFECT
A COGNITIVE-PROCESSING APPROACH TO
OF COGNITIVE STRATEGY USE
OF YES-NO QUESTIONS IN
ADEQUATE MOTIVATION TO LEARN
SUCH AS HOW ARE
WITH THE CRITICAL STANCE
5 WORKING MEMORY STORAGE
WEB 2 0 TOOLS
THE TEACHER IN LINE
BENEFITS AND CHALLENGES OF
RESPONSE TO THE TEACHER'S
THE BENEFITS AND CHALLENGES
KNOWLEDGE AND PRAGMATIC KNOWLEDGE
5 WORKING MEMORY PROCESSING
THE TARGET LANGUAGE USE
MODELS OF STRATEGY USE
INCLUDE BUT ARE NOT
THE LOW-ABILITY GROUP MODEL
1 FREE RECALL AND
TOTAL EFFECT ON THE
TO USE THE PAST
LEOW ET AL 2003
HOW WAS YOUR WEEKEND
METACOGNITIVE STRATEGY USE AND
IN APPLIED LINGUISTICS RESEARCH
AND METACOGNITIVE STRATEGY USE
ONE REVIEWER POINTS OUT
AND PRAGMATIC KNOWLEDGE IN
COGNITIVE STRATEGY USE AND
BUT ARE NOT LIMITED
THE SELECTIVE FOSSILIZATION HYPOTHESIS

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42
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14
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SELINKER AND LAMENDELLA 1978

USE THE PAST PROGRESSIVE
THE RECAST GROUP AND
NO DIRECT EFFECT ON
STAGE WHERE INFORMATION IS
AS ONE REVIEWER POINTS
SCORE INTERPRETATION AND USE
THE POTENTIAL OF THE
ACROSS THE TWO GROUPS
IN THE INTERLANGUAGE OF
THE ABILITY TO USE
SCHACHTER AND RUTHERFORD 1979
IN THE NEXT LINE
FREE RECALL AND TASK
THE UNDERLYING TEST CONSTRUCT
GRAMMATICAL KNOWLEDGE AND PRAGMATIC
HAD LEARNED HOW TO
THE TEACHER HAS JUST
IN THE ACTIVITY-BOUNDARY CASES
THE HIGH-ABILITY TEST TAKERS
SELINKER AND HAN 2001
PRIOR TO THE SEGMENT
PARK AND HAN 2008
OF THIS STUDY CONTRIBUTE
ON THE PASSAGE COMPREHENSION
SECOND LANGUAGE TEACHER EDUCATION
RELATIONSHIP BETWEEN EXPLICIT AND
RECALL AND TASK 3
QUESTIONS AS PREFERRING NO-PROBLEM
SEE TEN HAVE 2007
SOCIOCULTURAL AND PSYCHOLOGICAL APPROPRIATENESS
THE FL NEEDS OF
THE CHAIN OF INFERENCES
INTERNAL CONSISTENCY RELIABILITY ESTIMATES
THE HIGH-ABILITY GROUP MODEL
INQUIRIES SUCH AS HOW
MODEL OF STRATEGY USE
SYSTEM DEVELOPED BY GAIL
METACOGNITIVE AND COGNITIVE STRATEGY
LEARNED HOW TO USE
MEMORY AND RETRIEVAL PROCESSES
AND TASK 3 NOTE-TAKING
BY THE TEACHER AS
TRANSITIONAL OVERLAP JEFFERSON 1983
FOR THE AE GROUP
COGNITIVE-PROCESSING APPROACH TO COGNITION
EFFECT OF MSU ON
DEVELOPED BY GAIL JEFFERSON
TOTAL EFFECT ON RDG
USE OF LANGUAGE ASSESSMENTS
DEFINE THE ABILITY TO
FOR A THOROUGH INTRODUCTION

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AND COGNITIVE STRATEGY USE

FOR THEIR PROFESSIONAL LIVES
FOR THE RECAST GROUP
CONTINUOUS EXPOSURE TO INPUT
TYPE OF YES-NO QUESTIONS
UC QUESTIONS AS PREFERRING
TO SUPPORT CLAIMS OF
FROM L1 TO L2
FINDINGS OF THIS STUDY
IN THE SLA LITERATURE
APPEARS TO BE A
ESL ENGLISH AS A
E G VARIATIONS IN
LACK OF UNIFORMITY IN
L1 THINKING FOR L2
KNOWLEDGE OF GRAMMATICAL FORM
THE FOREIGN LANGUAGE NEEDS
A SYNCHRONOUS ONLINE WRITING
EFFECTS OF STRATEGY USE
THE EFFICACY OF TE
USING A MODIFIED VERSION
ON THE SYNCHRONOUS ONLINE
INSPECTION OF SINGLE INSTANCES
ON COGNITIVE STRATEGY USE
IS DEFINED IN TERMS
SIGNIFICANT AT THE 0
THAT THE OZONE HOLE
STRATEGIC COMPETENCE APPROACH TO
OF PRAGMATIC KNOWLEDGE IN
MOTIVATION TO LEARN AND
CONCEPTUALIZATION OF LANGUAGE KNOWLEDGE
CONVEYING A CRITICAL STANCE
NO SIGNIFICANT TOTAL EFFECT
SUPPORT CLAIMS OF VALIDITY
CONTROL AND SOCIOLINGUISTIC SOCIOCULTURAL
NEGATIVE TOTAL EFFECT ON
OF PAST AND PRESENT
A SIGNIFICANT TOTAL EFFECT
TEST SCORE INTERPRETATION AND
LEEMAN ET AL 1995
LEARNED TO USE COMPUTER
OF THE UC QUESTION
TEST TAKERS PERFORMED ON
METICULOUS INSPECTION OF SINGLE
OF THE LEARNING PROBLEM
MEANINGS IN LANGUAGE USE
TEN HAVE 2007 FOR
TEACHER HAS JUST FINISHED
AND FOR THAT MATTER
FIVE YEARS OF RESIDENCE
SEGMENT THE CLASS IS
TO BE ASSESSED IN

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14
20
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23
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HAVE 2007 FOR A

PRACTICES OF PROMOTING SELF-DISCOVERY
FIGURES 4A AND 4B
VERBS OF CAUSATIVE ALTERNATION
IN FIGURES 4A AND
THE POST-EXPLANATION OR INSTRUCTION
THE PASSAGE COMPREHENSION 0
SEEN IN FIGURE 3
FRAMEWORK SEE TEN HAVE
FUNCTIONS OF YES-NO QUESTIONS
FOSSILIZATION SELINKER LAMENDELLA 1978
AT A COMMUNITY ENGLISH
AUDIO OR VIDEO RECORDINGS
2007 FOR A THOROUGH
BEGINS WITH THE METICULOUS
VOICES IN RESPONSE TO
BE ASSESSED IN TERMS
FOR THE JAPANESE GROUP
GRAMMATICAL CONTROL AND SOCIOLINGUISTIC
THE METACOGNITIVE STRATEGY USE
TO INPUT ADEQUATE MOTIVATION
THE L2 INITIAL STATE
OVER TIME OF INTERLANGUAGE
FACETS OF THE MEASUREMENT
ANALYSIS BEGINS WITH THE
OTHER RESEARCHERS E G
OVER THE YEARS THE
EXPOSURE TO INPUT ADEQUATE
THE INTENDED TEST CONSTRUCT
IN PARTIAL OVERLAP WITH
THE METICULOUS INSPECTION OF
WITH THE METICULOUS INSPECTION
IN THE TLU DOMAIN
BACHMAN AND PALMER 1996
DEFINED IN TERMS OF
OF COMMUNICATIVE LANGUAGE ABILITY
HAS BEEN DEVOTED TO
TARGET LANGUAGE USE SITUATION
SHARING OF TEACHER PERSPECTIVES
SELINKER LAMENDELLA 1978 ASKED
SCHWARTZ AND SPROUSE 1996
STUDENTS FOR THEIR PROFESSIONAL
STRONG STATISTICALLY SIGNIFICANT DIRECT
VAL WAS GOING TO
SEPARATE BASELINE MODELS OF
SEMANTIC AND DISCOURSE PRAGMATIC
A RANGE OF PRAGMATIC
SELF-RATED ELECTRONIC LITERACY SKILLS
SOCIAL INTERACTION BY CONDUCTING
USE TECHNOLOGY IN THEIR
USE OF YES-NO QUESTIONS
SMALL BUT SIGNIFICANT TOTAL

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USE OF PRESENT TENSE

VALIDITY OF THE INFERENCES
A THOROUGH INTRODUCTION CA
WITH TASK 5 WORKING
YES-NO QUESTIONS USED BY
VERSION OF THE SYSTEM
USE AND SLTP FOR
SHE ALSO FOUND THAT
TO GAIN FURTHER INSIGHT
WITHIN A CONVERSATION ANALYTIC
TO LEARN AND SUFFICIENT
0 TOOLS SUCH AS
THE NEXT SEGMENT THE
THE MIND'S COGNITIVE ARCHITECTURE
THE LACK OF UNIFORMITY
TO THE TEACHER'S QUESTION
A CFI OF 0
TO THE UC QUESTIONS
TO MEASURE GRAMMATICAL KNOWLEDGE
THE HIGH-ABILITY GROUP AND
TO THE NEXT LESSON
THE TOTAL EFFECTS OF
THINKING FOR L2 SPEAKING
THE SYSTEM DEVELOPED BY
THEIR OWN TEACHING AND
THE YES-NO QUESTION IS
THE WORSE THEY PERFORMED
4 ELICITED IMITATION AND
THE RESULTS FOR HOW
TO CHARACTERIZING COGNITION AND
THE PROGRESSIVITY OF THE
TIME AT THE END
THE SEGMENT BEGINS WITH
TO 4 VERY GOOD
TASKS IN THE TLU
TASKS 1 AND 3
TRANSITIONING TO THE NEXT
TECHNOLOGY IN THEIR TEACHING
TEACHING ACCORDING TO TEACHERS
2 0 TOOLS SUCH
A COMMUNITY ENGLISH PROGRAM
TAKERS PERFORMED ON THE
1 FREE RECALL TASK
STUDY CONTRIBUTE TO THE
TASK 2 COMPREHENSION TASK
WORKING MEMORY TASK 5
A CRITICAL STANCE TOWARD
THE CLASS HAS BEEN
TO USE THIS KNOWLEDGE
THE ANALYSIS IS CONDUCTED
WITHIN THE ACCEPTABLE RANGE
THE EXISTING WORK ON

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THE COGNITIVE STRATEGY USE

TOOL DESIGNED TO UNCOVER
THAT DISPLAY QUESTIONS ARE
TEST-TAKER ABILITY RATER SEVERITY
TRANSCRIBED FROM AUDIO OR
TOTAL EFFECT ON ALL
THAT THE TEACHER IS
THAT METACOGNITIVE STRATEGY USE
FOREIGN LANGUAGE NEEDS OF
FORM AND SEMANTIC MEANING
FOR MORE INFORMATION ON
AND DISCOURSE PRAGMATIC CONSTRAINTS
FOSSILISATION AS A PROCESS
GAIN FURTHER INSIGHT INTO
GAPS AND RESUMPTIVE PRONOUNS
FROM AUDIO OR VIDEO
GAIL JEFFERSON SEE APPENDIX
FAILURE IN L2 LEARNING
FEATURE OF THE TARGET
EVIDENCE OF CONSTRUCT VALIDITY
AND LOW-ABILITY TEST TAKERS
FEATURES OF L2 PRODUCTION
FOR HOW STUDENT TEACHERS
FOR LANGUAGE AND INTERCULTURAL
FIRST COME FIRST SERVED
FOR A GIVEN LEARNER
GOAL IS TO UNCOVER
IN A VALIDITY ARGUMENT
IN ALL DISCOURSE DOMAINS
HOW TO USE COMPUTERS
IN A GRADUATE TESOL
IN LANGUAGE TEACHER EDUCATION
ANALYSIS IS CONDUCTED WITHIN
IN THE POST-EXPLANATION OR
IN SUM PRIOR WORK
ANALYSIS OF NATURALLY OCCURRING
HAD A LARGE SIGNIFICANT
HAD A SIGNIFICANT TOTAL
AND CHALLENGES OF USING
GROUP AND THE NONRECAST
HAD KNOWN EACH OTHER
HIGH- AND LOW-ABILITY TEST
HOW EACH TURN IS
HAD NO DIRECT EFFECT
ANALYTICAL TOOL DESIGNED TO
EMPIRICAL STUDIES TO DATE
BY CONDUCTING DETAILED ANALYSIS
BY GAIL JEFFERSON SEE
BREEN LITTLEJOHN 2000 22-23
BUT SIGNIFICANT TOTAL EFFECT
CA AS A METHODOLOGY
COMPETENCE IN AN L2

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5
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414

COMPETING VOICES IN RESPONSE

CA IS AN ANALYTICAL
COMPETENCE APPROACH TO COGNITION
APPROACH TO INPUT PROCESSING
ARE USED TO PROVIDE
APPROACH TO CHARACTERIZING COGNITION
AND USE OF ASSESSMENTS
AND THE NONRECAST GROUP
BELOW SHOWS THE RESULTS
AND SOCIOLINGUISTIC SOCIOCULTURAL AND
ASSUMED INTERPRETATION OF SCORE
BASELINE MODELS OF STRATEGY
COMPONENT DIFFICULTY AND SCALE
DIRECT EFFECT ON READING
DIRECT EFFECT ON THE
DIRECT EFFECT ON L-G
DIRECT EFFECT ON RDG
EACH TURN IS PRODUCED
EFFECT ON READING ABILITY
EMAIL AND CHAT TRANSCRIPTS
EARLY BILINGUAL HERITAGE SPEAKERS
AND METACOGNITIVE STRATEGY QUESTIONNAIRE
CONCERNS RELATED TO THE
CONDUCTED WITHIN A CONVERSATION
COMPREHENDING MEMORY AND RETRIEVAL
CONCEPTUALIZATION OF L2 PROFICIENCY
CONDUCTING DETAILED ANALYSIS OF
DETAILED ANALYSIS OF NATURALLY
DIFFICULTY AND SCALE FUNCTIONALITY
DATA TRANSCRIBED FROM AUDIO
DECISION TO BE MADE
OF SOCIAL INTERACTION BY
ADULT ESL ENGLISH AS
OF METACOGNITIVE STRATEGY USE
OF NATURALLY OCCURRING DATA
OF STRATEGY USE ON
OF THE SYNCHRONOUS ONLINE
OF THE SYSTEM DEVELOPED
OF THE GIESSEN GROUP
OF THE RETRIEVAL PROCESSES
NO LONGER A MONOLITHIC
NOTE THAT THE TEACHER'S
NATIONAL RESEARCH COUNCIL 2001
NATURALLY OCCURRING DATA TRANSCRIBED
OCCURRING DATA TRANSCRIBED FROM
OF LANGUAGE ASSESSMENTS IS
OF L-G ABILITY ON
OF FOSSILIZATION SELINKER LAMENDELLA
OF L2 PROFICIENCY WAS
PRODUCED AND TREATED AS
QUESTIONS IN THE LANGUAGE
POTENTIAL OF THE TOOL

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451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466

PRAGMATIC KNOWLEDGE IN THE

RANGE OF PRAGMATIC MEANINGS
RESULTS FOR HOW STUDENT
ROUTINE INQUIRIES SUCH AS
RECAST GROUP AND THE
ABILITY FOR THE HIGH-ABILITY
ON SECOND LANGUAGE TEST
ONE'S OWN PRIOR TALK
OF USING THESE SCORES
ON RDG ABILITY 0
ABILITY TO USE THIS
OVER THE YEARS RESEARCHERS
PARTIAL OVERLAP WITH THE
OPPORTUNITY TO USE THE
ORIENT TO THE PRINCIPLE
INVITATION TO REPLY AND
IS AN ANALYTICAL TOOL
AN ANALYTICAL TOOL DESIGNED
INVESTIGATE THE RELATIONSHIPS BETWEEN
IS TO UNCOVER THE
KNOWLEDGE ABILITIES AND SKILLS
KNOWLEDGE OF THE TL
IT IS NOT THAT
JOURDENAIS ET AL 1995
IN THE SYNCHRONOUS ONLINE
IN TRANSITIONAL OVERLAP JEFFERSON
IN THE PRIOR SEGMENT
IN THE RECAST GROUP
INNOVATIVE USES OF TECHNOLOGY
INTERPRETATION OF SCORE USE
INTERPRETATION OF TEST SCORES
INPUT ADEQUATE MOTIVATION TO
INTERACTION BY CONDUCTING DETAILED
L-G ABILITY FOR THE
LEARNER PREFERENCE FOR NO-PROBLEM
LEARN AND SUFFICIENT OPPORTUNITY
MODEL OF LANGUAGE ABILITY
MEANING IS DEFINED IN
LONGER A MONOLITHIC CONCEPT
ALDERSON AND WALL 1993
LANGUAGE USE SITUATION ANALYSIS
LANGUAGE AND LITERATURE DEPARTMENTS
LANGUAGE NEEDS OF SIPA
AFTER A BRIEF GAP
LACK OF ROBUST INPUT
LANGUAGE AND INTERCULTURAL LEARNING
YIP AND MATTHEWS 1995
THE SAME TOKEN THE
AS SEEN IN TABLE
IN THEIR OWN TEACHING
NEXT SECTION I WILL
A SMALL BUT SIGNIFICANT

27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27
27

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
5
5
5
5
5
5
5
5
5
5
5
5
10
8
12
7
7
7

467
468
469
470
471
472
473
474

MODIFIED VERSION OF THE

INPUT IN THE FORM
THIS STUDY CONTRIBUTE TO
IN OTHER WORDS WHAT
ON A FOUR-POINT LIKERT
A MODIFIED VERSION OF
A FOUR-POINT LIKERT SCALE
ARE NOT LIMITED TO

27
27
27
26
24
24
24
24

7
7
7
9
7
7
7
9