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| 84 |
Entretien de Louise Liotard et de Jeane Mallet 2 (annotations)
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| 85 |
Corpus d'apprentissage (LETEC) SLIC ; LETEC (Learning and Teaching Corpus) SLIC
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| 86 |
Distinguished Pedagogical LEarning and TEaching Corpora: Textchat in multimodal contexts.
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Wigham, C.R.; Chanier T.. - : Mulce.org, 2013. : Universite Blaise Pascal, 2013. : France, 2013. : http://mulce.org, 2013. : http://repository.mulce.org, 2013
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| 87 |
Distinguished corpus: Interplay between textchat and audio modalities during the Second Life Reflective Sessions
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Wigham, C.R.; Chanier T.. - : Mulce.org, 2013. : Universite Blaise Pascal, 2013. : France, 2013. : http://mulce.org, 2013. : http://repository.mulce.org, 2013
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| 88 |
Distinguished Pedagogical LEarning and TEaching Corpora: Reflective Teaching Journals.
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Wigham, C.R.; Chanier T.. - : Mulce.org, 2013. : Universite Blaise Pascal, 2013. : France, 2013. : http://mulce.org, 2013. : http://repository.mulce.org, 2013
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| 89 |
Using Learner Corpora for L2 Lexicography: Information on Collocational Errors for EFL learners
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In: Lexikos; Vol. 6 (1996) ; 2224-0039 (2013)
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| 93 |
An examination and validation of linguistic constructs for studying high-stakes deception
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In: Research outputs 2013 (2013)
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| 94 |
Claiming legitimacy, constructing difference: exploring the identity negotiation of “heritage” learners in Japanese language classes
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Koshiba, Kenta. - : Monash University. Faculty of Arts. School of Languages, Cultures and Linguistics, 2013
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| 95 |
English Loan Words in Japanese: Exploring Comprehension and Register
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In: Dissertations and Theses (2013)
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| 96 |
Linguistic Minorities and the Right to Languages (Minorías lingüísticas y derecho a las lenguas)
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In: World Languages and Literatures Faculty Publications and Presentations (2013)
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| 97 |
The Role of Expectations on Nonnative English Speaking Students' Wrtiting
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In: Dissertations and Theses (2013)
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Abstract:
This study centered on the expectations of a non-native English-speaking undergraduate student and her teacher in a general education course at Portland State University during winter term 2012. This was a qualitative case study, where I collected data throughout the duration of the course by means of interviews, classroom observations, and written assignment sheet data. I triangulated verbal data from interview transcripts from the two participants, along with data from the observation notes and the assignment sheets in order to gain a better understanding of the expectations each participant had about writing assignments. Data from four sources were collected and analyzed: interview transcripts, assignment sheets, the course syllabus, and classroom observation notes. Interview transcripts were the primary source of data, and were triangulated with the other abovementioned data sources. The themes that emerged from verbal interview data were categorized and then subcategorized according to theme. The first category that emerged was Assignment Expectations. This was subcategorized into: Summarize, Examples, Reflect, Critical Thinking, and Theory Application. The second category was Evaluation, which was comprised of the themes Grading and Rubric. The third category that emerged was Student Interaction With Assignment, in which six subcategories emerged: Process, Experience, Time, Reading, Preparation, Understanding, and ESL. Lastly, the category background emerged, which contained the subcategories History and Background. The findings of this study showed that due to the student's extensive background with various academic writing assignments prior to entering the course, she had similar expectations of specific assignment sheet attributes as the teacher. However, there were more salient differences in expectations between the teacher and the student in terms of how the student interacted with the assignment at the individual level. Likewise, expectations of assessment illustrated the murky nature of evaluation, even in a situation where the student had had extensive experience with academic writing assessment in the past.
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Keyword:
and Multicultural Education; Applied Linguistics; Bilingual; English language -- Composition and exercises -- Study and teaching (Higher) -- Foreign speakers -- Evaluation; English language -- Study and teaching (Higher) -- Foreign speakers -- Evaluation; First and Second Language Acquisition; Multilingual; Second language acquisition -- Research
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URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=2109&context=open_access_etds
https://pdxscholar.library.pdx.edu/open_access_etds/1110
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| 98 |
Language Learning, Ecological Validity, and Innovation under Conditions of Superdiversity
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In: World Languages and Literatures Faculty Publications and Presentations (2013)
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| 99 |
Simultaneous Word-Morpheme Alignment for Statistical Machine Translation ...
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Simultaneous Word-Morpheme Alignment for Statistical Machine Translation ...
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