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Input for the Second Language Classroom: Some Innovations and Insights
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L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts
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Examining the Intersection between Task-Based Learning and Technology
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Applying L2 Vocabulary Research Findings to Classroom Teaching
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9 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
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11 |
Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
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Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective
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14 |
Rethinking for Second Language Speaking
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Abstract:
Slobin’s (1996) thinking for speaking hypothesis has been recently adopted by second language researchers as a valuable lens from which to examine the complexities of possible conceptual restructuring during interlanguage development. This paper reviews a sample of studies analyzing the linguistic and conceptual patterns observed in second language learners while using their respective target languages. Discussions focus on issues central to second language acquisition and the understanding of interlanguage from a meaning perspective.
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Keyword:
Applied linguistics; Education; Interlanguage (Language learning); Second language acquisition
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URL: https://doi.org/10.7916/D8D80PB8
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15 |
Introduction: Why Should Second/Foreign Language Teachers Tune In To Instructed SLA?
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Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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17 |
Approaching Grammar Instruction with a Form-Meaning-Function Perspective
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Rater Cognition in L2 Speaking Assessment: A Review of the Literature
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20 |
Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction
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