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Paul D. Toth

Affiliations: 
Spanish Temple University, Philadelphia, PA, United States 
Area:
Linguistics Language
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Christine E. Poteau grad student 2011 Temple University
Samia Abdul Bagi grad student 2012 Temple University
Chesla A. Bohinski grad student 2012 Temple University
Kara Moranski grad student 2012 Temple University
Lissette Perez grad student 2014 Temple University

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Publications

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Toth PD, Moranski K. (2018) Why haven't we solved instructed SLA? A sociocognitive account Foreign Language Annals. 51: 73-89
Toth PD, Davin KJ. (2016) The Sociocognitive Imperative of L2 Pedagogy Modern Language Journal. 100: 148-168
Bowles MA, Adams RJ, Toth PD. (2014) A Comparison of L2–L2 and L2–Heritage Learner Interactions in Spanish Language Classrooms The Modern Language Journal. 98: 497-517
Bowles MA, Adams RJ, Toth PD. (2014) A comparison of L2-L2 and L2-heritage learner interactions in spanish language classrooms Modern Language Journal. 98: 497-517
Wagner E, Toth PD. (2014) Teaching and Testing L2 Spanish Listening Using Scripted vs. Unscripted Texts Foreign Language Annals. 47: 404-422
Toth PD, Wagner E, Moranski K. (2013) 'Co-constructing' explicit L2 knowledge with high school spanish learners through guided induction Applied Linguistics. 34: 279-303
Toth PD, Guijarro-Fuentes P. (2013) The impact of instruction on second-language implicit knowledge: Evidence against encapsulation Applied Psycholinguistics. 34: 1163-1193
Toth PD. (2011) Social and Cognitive Factors in Making Teacher-Led Classroom Discourse Relevant for Second Language Development Modern Language Journal. 95: 1-25
Toth PD. (2011) Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction: Providing Procedural Assistance for Morphosyntactic Development: Teacher- and Learner-Led Discourse Language Learning. 61: 141-188
Toth PD. (2008) Teacher- and learner-led discourse in task-based grammar instruction: Providing procedural assistance for L2 morphosyntactic development Language Learning. 58: 237-283
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