| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Explicit instruction, input flood or study abroad: Which helps Japanese learners of English acquire adjective ordering?
|
Marsden, Heather
|
|
2019
|
23 |
2 |
p. 158-178
|
artikel
|
| 2 |
Grammatical meaning and the second language classroom: Introduction
|
Marsden, Heather
|
|
2019
|
23 |
2 |
p. 147-157
|
artikel
|
| 3 |
L1–L2 differences in the L2 classroom: Anticipating Anglophone learners’ difficulties with French pronoun interpretation
|
Marsden, Heather
|
|
2019
|
23 |
2 |
p. 259-277
|
artikel
|
| 4 |
Notes on Contributors
|
Marsden, Heather
|
|
2019
|
23 |
2 |
p. 145-146
|
artikel
|
| 5 |
Teaching the English article system: Definiteness and specificity in linguistically-informed instruction
|
Marsden, Heather
|
|
2019
|
23 |
2 |
p. 200-217
|
artikel
|
| 6 |
The long-term effect of explicit instruction on learners’ knowledge on English articles
|
Marsden, Heather
|
|
2019
|
23 |
2 |
p. 179-199
|
artikel
|
| 7 |
The meaning of negation in the second language classroom: Evidence from ‘any’
|
Marsden, Heather
|
|
2019
|
23 |
2 |
p. 218-236
|
artikel
|
| 8 |
The relationship between L2 instruction, exposure, and the L2 acquisition of a syntax–discourse property in L2 Spanish
|
Marsden, Heather
|
|
2019
|
23 |
2 |
p. 237-258
|
artikel
|
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