| Exploring language pedagogy through second language acquisition research R Ellis, N Shintani Routledge, 2013 | 1401 | 2013 |
| Task-based language teaching: Theory and practice R Ellis, P Skehan, S Li, N Shintani, C Lambert Cambridge University Press, 2020 | 431 | 2020 |
| The comparative effect of direct written corrective feedback and metalinguistic explanation on learners’ explicit and implicit knowledge of the English indefinite article N Shintani, R Ellis Journal of second language writing 22 (3), 286-306, 2013 | 423 | 2013 |
| Effects of written feedback and revision on learners’ accuracy in using two English grammatical structures N Shintani, R Ellis, W Suzuki Language learning 64 (1), 103-131, 2014 | 402 | 2014 |
| Comprehension‐based versus production‐based grammar instruction: A meta‐analysis of comparative studies N Shintani, S Li, R Ellis Language learning 63 (2), 296-329, 2013 | 197 | 2013 |
| The effectiveness of synchronous and asynchronous written corrective feedback on grammatical accuracy in a computer‐mediated environment N Shintani, S Aubrey The Modern Language Journal 100 (1), 296-319, 2016 | 186 | 2016 |
| A comparative study of the effects of input-based and production-based instruction on vocabulary acquisition by young EFL learners N Shintani Language Teaching Research 15 (2), 137-158, 2011 | 164 | 2011 |
| The effects of computer-mediated synchronous and asynchronous direct corrective feedback on writing: a case study N Shintani Computer Assisted Language Learning 29 (3), 517-538, 2016 | 163 | 2016 |
| Input-based tasks in foreign language instruction for young learners N Shintani John Benjamins Publishing Company, 2016 | 142 | 2016 |
| The effect of focus on form and focus on forms instruction on the acquisition of productive knowledge of L2 vocabulary by young beginning‐level learners N Shintani TESOL quarterly 47 (1), 36-62, 2013 | 142 | 2013 |
| Does language analytical ability mediate the effect of written feedback on grammatical accuracy in second language writing? N Shintani, R Ellis System 49, 110-119, 2015 | 131 | 2015 |
| Input-based tasks and the acquisition of vocabulary and grammar: A process-product study N Shintani Language Teaching Research 16 (2), 253-279, 2012 | 124 | 2012 |
| The incidental grammar acquisition in focus on form and focus on forms instruction for young beginner learners N Shintani Tesol Quarterly 49 (1), 115-140, 2015 | 96 | 2015 |
| The Effectiveness of Processing Instruction and Production-based Instruction on L2 Grammar Acquisition: A Meta-Analysis N Shintani Applied Linguistics 36 (3), 306-325, 2015 | 95 | 2015 |
| The incidental acquisition of English plural–s by Japanese children in comprehension-based and production-based lessons: A process-product study N Shintani, R Ellis Studies in second language acquisition 32 (4), 607-637, 2010 | 88 | 2010 |
| Do native speakers of North American and Singapore English differentially perceive comprehensibility in second language speech? K Saito, N Shintani Tesol Quarterly 50 (2), 421-446, 2016 | 69 | 2016 |
| The effectiveness of post-reading word-focused activities and their associations with working memory Y Yang, N Shintani, S Li, Y Zhang System 70, 38-49, 2017 | 55 | 2017 |
| Repeating input-based tasks with young beginner learners N Shintani RELC Journal 43 (1), 39-51, 2012 | 53 | 2012 |
| Using tasks with young beginner learners: The role of the teacher N Shintani Innovation in Language Learning and Teaching 8 (3), 279-294, 2014 | 49 | 2014 |
| Tracking ‘learning behaviours’ in the incidental acquisition of two dimensional adjectives by Japanese beginner learners of L2 English N Shintani, R Ellis Language Teaching Research 18 (4), 521-542, 2014 | 36 | 2014 |
Rod EllisCurtin University在 auckland.ac.nz 的电子邮件经过验证
