Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in Second‐Language Peer Interaction von Toth, Paul D., Gil‐Berrio, Yohana

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Why haven't we solved instructed SLA? A sociocognitive account von Toth, Paul D., Moranski, Kara

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"Co-Constructing" Explicit L2 Knowledge with High School Spanish Learners through Guided Induction von Toth, Paul D, Wagner, Elvis, Moranski, Kara

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Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction: Providing Procedural Assistance for L2 Morphosyntactic Development von Toth, Paul D.

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A Comparison of L2-L2 and L2-Heritage Learner Interactions in Spanish Language Classrooms von Bowles, Melissa A., Adams, Rebecca J., Toth, Paul D.

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The Sociocognitive Imperative of L2 Pedagogy von Toth, Paul D., Davin, Kristin J.

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Covalently Immobilizing Interferon‑γ Drives Filopodia Production through Specific Receptor–Ligand Interactions Independently of Canonical Downstream Signaling von Christie, Shaun M, Ham, Trevor R, Gilmore, Grant T, Toth, Paul D, Leipzig, Nic D, Smith, Adam W

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A Comparison of L2-L2 and L2-Heritage Learner Interactions in Spanish Language Classrooms von Bowles, Melissa A, Adams, Rebecca J, Toth, Paul D

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Development of Novel Bacterial Topoisomerase Inhibitors Assisted by Computational Screening von Powell, Joshua W., Mann, Chelsea A., Toth, Paul D., Nolan, Sheri, Steinert, Anja, Ove, Clarissa, Seffernick, Justin T., Wozniak, Daniel J., Kebriaei, Razieh, Lindert, Steffen, Osheroff, Neil, Yalowich, Jack C., Mitton-Fry, Mark J.

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The impact of instruction on second-language implicit knowledge: Evidence against encapsulation von TOTH, PAUL D., GUIJARRO-FUENTES, PEDRO

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Teaching and Testing L2 Spanish Listening Using Scripted vs. Unscripted Texts von Wagner, Elvis, Toth, Paul D.

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Social and Cognitive Factors in Making Teacher-Led Classroom Discourse Relevant for Second Language Development von TOTH, PAUL D.

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Processing Instruction and a Role for Output in Second Language Acquisition von Toth, Paul D.

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Introduction: Investigating Explicit L2 Grammar Instruction Through Multiple Theoretical and Methodological Lenses von Toth, Paul D.

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Teacher- and Learner-Led Discourse in Task-Based Grammar Instruction: Providing Procedural Assistance for Morphosyntactic Development von Toth, Paul D.

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The relationship of organizational politics and support to work behaviors, attitudes, and stress von CROPANZANO, RUSSELL, HOWES, JOHN C., GRANDEY, ALICIA A., TOTH, PAUL

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Increased residual cardiovascular risk in U.S. veterans with moderately-elevated baseline triglycerides and well-controlled LDL-C levels on statins von Leatherman, Sarah, Ferguson, Ryan, Hau, Cynthia, Harrington, Kelly, Granowitz, Craig, Philip, Sephy, Toth, Peter Paul, Bhatt, Deepak, Boden, William

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When Grammar Instruction Undermines Cohesion in L2 Spanish Classroom Discourse von Toth, Paul D.

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Functional Oligomerization of the EphA2 Receptor Tyrosine Kinase von Shi, Xiaojun, Lingrak, Ryan, Cuizon, Carmelle, Toth, Paul, Zheng, Ji, Smith, Adam, Wang, Bingcheng

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Time-resolved live-cell spectroscopy reveals EphA2 multimeric assembly von Shi, Xiaojun, Lingerak, Ryan, Herting, Cameron J, Ge, Yifan, Kim, Soyeon, Toth, Paul, Wang, Wei, Brown, Benjamin P, Meiler, Jens, Sossey-Alaoui, Khalid, Buck, Matthias, Himanen, Juha, Hambardzumyan, Dolores, Nikolov, Dimitar B, Smith, Adam W, Wang, Bingcheng

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