Incidental vocabulary acquisition from an authentic novel: Do things fall apart? A Pellicer-Sánchez, N Schmitt University of Hawaii National Foreign Language Resource Center, 2010 | 580 | 2010 |
INCIDENTAL L2 VOCABULARY ACQUISITION FROM AND WHILE READING: An Eye-Tracking Study A Pellicer-Sánchez Studies in Second Language Acquisition 38 (1), 97-130, 2016 | 333 | 2016 |
Eye-tracking: A guide for applied linguistics research K Conklin, A Pellicer-Sánchez, G Carrol Cambridge University Press, 2018 | 246 | 2018 |
Learning L2 collocations incidentally from reading A Pellicer-Sánchez Language Teaching Research 21 (3), 381-402, 2017 | 206 | 2017 |
Using eye-tracking in applied linguistics and second language research K Conklin, A Pellicer-Sánchez Second Language Research 32 (3), 453-467, 2016 | 181 | 2016 |
Scoring Yes–No vocabulary tests: Reaction time vs. nonword approaches A Pellicer-Sánchez, N Schmitt Language Testing 29 (4), 489-509, 2012 | 121 | 2012 |
Understanding formulaic language: A second language acquisition perspective A Siyanova-Chanturia, A Pellicer-Sanchez Routledge, 2018 | 105 | 2018 |
What eye-tracking tells us about reading-only and reading-while-listening in a first and second language K Conklin, S Alotaibi, A Pellicer-Sánchez, L Vilkaitė-Lozdienė Second Language Research 36 (3), 257-276, 2020 | 66 | 2020 |
Pedagogical approaches to the teaching and learning of formulaic language A Pellicer-Sánchez, F Boers Understanding formulaic language, 153-173, 2018 | 54 | 2018 |
YOUNG LEARNERS’PROCESSING OF MULTIMODAL INPUT AND ITS IMPACT ON READING COMPREHENSION: AN EYE-TRACKING STUDY A Pellicer-Sánchez, E Tragant, K Conklin, M Rodgers, R Serrano, ... Studies in Second Language Acquisition 42 (3), 577-598, 2020 | 53 | 2020 |
Formulaic language: Setting the scene A Siyanova-Chanturia, A Pellicer-Sánchez Understanding Formulaic Language, 1-15, 2018 | 42 | 2018 |
Young EFL learners' processing of multimodal input: Examining learners’ eye movements ET Mestres, A Pellicer-Sánchez System 80, 212-223, 2019 | 39 | 2019 |
The effect of pre‐reading instruction on vocabulary learning: An investigation of L1 and L2 readers’ eye movements A Pellicer‐Sánchez, K Conklin, L Vilkaitė‐Lozdienė Language Learning 71 (1), 162-203, 2021 | 35 | 2021 |
Developing automaticity and speed of lexical access: The effects of incidental and explicit teaching approaches A Pellicer-Sánchez Journal of Spanish Language Teaching 2 (2), 126-139, 2015 | 35 | 2015 |
Eye movements in vocabulary research A Pellicer-Sánchez, A Siyanova-Chanturia ITL-International Journal of Applied Linguistics 169 (1), 5-29, 2018 | 34 | 2018 |
Teaching formulaic sequences in an English-language class: The effects of explicit instruction versus coursebook instruction D Le-Thi, MPH Rodgers, A Pellicer-Sánchez TESL Canada Journal 34 (3), 111-139, 2017 | 33 | 2017 |
Incidental vocabulary learning from bilingual subtitled viewing: An eye‐tracking study A Wang, A Pellicer‐Sánchez Language Learning 72 (3), 765-805, 2022 | 32 | 2022 |
Increasing the effectiveness of teaching L2 formulaic sequences through motivational strategies and mental imagery: A classroom experiment D Le-Thi, Z Dörnyei, A Pellicer-Sánchez Language Teaching Research 26 (6), 1202-1230, 2022 | 27 | 2022 |
Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements R Serrano, A Pellicer-Sánchez Applied Linguistics Review 13 (1), 49-70, 2022 | 26 | 2022 |
L2 reading and reading-while-listening in multimodal learning conditions: An eye-tracking study A Pellicer-Sánchez, E Tragant, K Conklin, M Rodgers, A Llanes, ... ELT Research Papers 18 (01), 1-28, 2018 | 24 | 2018 |