| # | Title | Journal | Year | Citations |
|---|
| 1 | How Large a Vocabulary is Needed For Reading and Listening? | Canadian Modern Language Review | 2006 | 834 |
| 2 | Using the First Language in the Classroom | Canadian Modern Language Review | 2001 | 738 |
| 3 | Assessing Second Language Vocabulary Knowledge: Depth Versus Breadth | Canadian Modern Language Review | 1996 | 396 |
| 4 | What Can We Learn from the Good Language Learner? | Canadian Modern Language Review | 1975 | 371 |
| 5 | The Output Hypothesis: Just Speaking and Writing Aren't Enough | Canadian Modern Language Review | 1993 | 357 |
| 6 | Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom | Canadian Modern Language Review | 1998 | 345 |
| 7 | Assessing the Roles of Depth and Breadth of Vocabulary Knowledge in Reading Comprehension | Canadian Modern Language Review | 1999 | 310 |
| 8 | Vocabulary Acquisition in a Second Language: Do Learners Really Acquire Most Vocabulary by Reading? Some Empirical Evidence | Canadian Modern Language Review | 2003 | 235 |
| 9 | L2 Learner Production and Processing of Collocation: A Multi-study Perspective | Canadian Modern Language Review | 2008 | 210 |
| 10 | Talking in Order to Learn: Willingness to Communicate and Intensive Language Programs | Canadian Modern Language Review | 2003 | 204 |
| 11 | There is a Role for the L1 in Second and Foreign Language Teaching, But… | Canadian Modern Language Review | 2001 | 189 |
| 12 | Intrinsic, Extrinsic, and Integrative Orientations of French Canadian Learners of English | Canadian Modern Language Review | 2001 | 184 |
| 13 | Learning L2 Vocabulary through Extensive Reading: A Measurement Study | Canadian Modern Language Review | 2005 | 177 |
| 14 | Acquiring Vocabulary through Reading: Effects of Frequency and Contextual Richness | Canadian Modern Language Review | 2001 | 174 |
| 15 | Intelligibility, Comprehensibility, and Accentedness of L2 Speech: The Role of Listener Experience and Semantic Context | Canadian Modern Language Review | 2008 | 159 |
| 16 | Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms | Canadian Modern Language Review | 2000 | 150 |
| 17 | What Do ESL Students Say About Their Accents? | Canadian Modern Language Review | 2003 | 150 |
| 18 | Comparing Focus on Form and Focus on FormS in Second-Language Vocabulary Learning | Canadian Modern Language Review | 2006 | 137 |
| 19 | Rethinking Communicative Language Teaching: A Focus on Access to Fluency | Canadian Modern Language Review | 2005 | 134 |
| 20 | Second-Language Learning: A Social Psychological Perspective | Canadian Modern Language Review | 1976 | 130 |
| 21 | What's Wrong with Oral Grammar Correction | Canadian Modern Language Review | 1999 | 129 |
| 22 | The Cross-linguistic Development of Address Form Use in Telecollaborative Language Learning: Two Case Studies | Canadian Modern Language Review | 2002 | 127 |
| 23 | Conversations in Slow Motion: Computer-mediated Communication in the Foreign Language Classroom | Canadian Modern Language Review | 1998 | 123 |
| 24 | Perceptions of L2 Fluency by Native and Non-native Speakers of English | Canadian Modern Language Review | 2009 | 117 |
| 25 | 'It Was Nice to See That Our Predictions Were Right': Developing Metacognition in L2 Listening Comprehension | Canadian Modern Language Review | 2002 | 114 |
| 26 | In Search of the Knowledge Base of Language Teaching: Explanations by Experienced Teachers | Canadian Modern Language Review | 2000 | 111 |
| 27 | From Prediction Through Reflection: Guiding Students: Through the Process of L2 Listening | Canadian Modern Language Review | 2003 | 109 |
| 28 | The Impact of Video on the Comprehension Skills of Core French Students | Canadian Modern Language Review | 1994 | 109 |
| 29 | Using Activity Theory to Explain Differences in Patterns of Dyadic Interactions in an ESL Class | Canadian Modern Language Review | 2004 | 107 |
| 30 | The Pragmatics of Making Requests in the L2 Workplace: A Case Study of Language Socialization | Canadian Modern Language Review | 2000 | 106 |
| 31 | Integrating Language and Content Teaching through Collaborative Tasks | Canadian Modern Language Review | 2001 | 106 |
| 32 | Enhancing Vocabulary Acquisition Through Reading: A Hierarchy of Text-Related Exercise Types | Canadian Modern Language Review | 1996 | 105 |
| 33 | Repetition in the Collaborative Discourse of L2 Learners: A Vygotskian Perspective | Canadian Modern Language Review | 1997 | 104 |
| 34 | Comprehension-Based Learning: The Limits of ‘Do It Yourself’ | Canadian Modern Language Review | 2002 | 102 |
| 35 | How Much Exposure to English Do International Graduate Students Really Get? Measuring Language Use in a Naturalistic Setting | Canadian Modern Language Review | 2013 | 102 |
| 36 | Language, Literacy, Content, and (Pop) Culture: Challenges for ESL Students in Mainstream Courses | Canadian Modern Language Review | 2001 | 97 |
| 37 | Variation in the Spoken French of Immersion Students: To ne or not to ne, That Is the Sociolinguistic Question | Canadian Modern Language Review | 1999 | 94 |
| 38 | Anticipating a Post-task Activity: The Effects on Accuracy, Complexity, and Fluency of Second Language Performance | Canadian Modern Language Review | 2013 | 93 |
| 39 | Differences in First- and Second-Language Reading: The Use of Syntactic, Semantic and Discourse Constraints | Canadian Modern Language Review | 1978 | 93 |
| 40 | Grade 3 Immersion Students' Performance in Literacy and Mathematics: Province-wide Results from Ontario (1998-99) | Canadian Modern Language Review | 2001 | 92 |
| 41 | Loss and Maintenance of First Language Skills: Case Studies of Hispanic Families in Vancouver | Canadian Modern Language Review | 2002 | 91 |
| 42 | Self-Determination, Motivation, and the Learning of Chinese as a Heritage Language | Canadian Modern Language Review | 2009 | 89 |
| 43 | Japanese Language Proficiency, Social Networking, and Language Use during Study Abroad: Learners’ Perspectives | Canadian Modern Language Review | 2012 | 88 |
| 44 | Language Learning Strategies and Language Proficiency: Investigating the Relationship in Hong Kong | Canadian Modern Language Review | 1999 | 87 |
| 45 | Peer–Peer Interaction between L2 Learners of Different Proficiency Levels: Their Interactions and Reflections | Canadian Modern Language Review | 2008 | 87 |
| 46 | The Relationship between Depth of Vocabulary Knowledge and L2 Learners' Lexical Inferencing Strategy Use and Success | Canadian Modern Language Review | 2004 | 86 |
| 47 | Linguistic, Academic, and Cognitive Benefits of French Immersion | Canadian Modern Language Review | 2007 | 82 |
| 48 | Never Quite a ‘Native Speaker’: Accent and Identity in the L2 - and the L1 | Canadian Modern Language Review | 2002 | 81 |
| 49 | AFL Research in the L2 Classroom and Evidence of Usefulness: Taking Formative Assessment to the Next Level | Canadian Modern Language Review | 2007 | 81 |
| 50 | Integrating Language and Content in Immersion Classrooms: Research Perspectives | Canadian Modern Language Review | 1996 | 80 |
