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1.
Instructional practices to support preK English Language Learners
by Bryant, Patricia Carol, Ed.D.  College of Saint Elizabeth. 2012: 162 pages; 3506474.
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Learner motivations and preferences: Realities in the language classroom
by Weger-Guntharp, Heather D., Ph.D.  Georgetown University. 2008: 258 pages; 3339909.
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covert contrast: The acquisition of Mandarin tone 2 and tone 3 in L2 production and perception
by Mar, Li-Ya, Ph.D.  The University of Wisconsin - Milwaukee. 2016: 189 pages; 10123605.
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An interlanguage analysis of differential object marking in L2 Spanish
by Killam, Jason, Ph.D.  Indiana University. 2011: 317 pages; 3488206.
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Pragmatic development of L2 Spanish proposals in planning talk
by Rose, Marda C., Ph.D.  Indiana University. 2013: 306 pages; 3599236.
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Testing Processability Theory in L2 Spanish: Can readiness or markedness predict development?
by Bonilla, Carrie L., Ph.D.  University of Pittsburgh. 2012: 290 pages; 3529608.
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Examining the Generality of Self-Explanation
by Wylie, Ruth, Ph.D.  Carnegie Mellon University. 2011: 122 pages; 3515570.
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Similarity in L2 phonology
by Barrios, Shannon L., Ph.D.  University of Maryland, College Park. 2013: 163 pages; 3600018.
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Acquisition of three vowel contrasts by Russian speakers of American English
by Makarova, Aleksandra Olegovna, Ph.D.  Harvard University. 2010: 222 pages; 3415420.
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The effect of authentic songs on vocabulary acquisition in the English foreign language classroom
by Metaxa, Xenia Tsolaki, Ph.D.  Saint Louis University. 2013: 146 pages; 3587358.
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Vowel lengthening in L2: A strategy for some coda devoicers?
by Green, Rebekah JoAnne, M.A.  California State University, Long Beach. 2013: 78 pages; 1527375.
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