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The relationship between long-term memory ability and instructed second language learning: Evidence from research and implications for practice (2024)

First Author: Pili-Moss D

Attributed to: Understanding cognitive individual differences to enhance second language learning in schools, universities, and corporate environments. funded by ESRC

Abstract

No abstract provided

Bibliographic Information

Digital Object Identifier: http://dx.doi.org/10.1558/isla-2024-1220

Publication URI: http://dx.doi.org/10.1558/isla-2024-1220

Type: Journal Article/Review

Parent Publication: Instructed Second Language Acquisition

Issue: 2