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Zhōng Jiè Yǔ Yǔ Yán Xué Duō Wéi Yán Jiū [Multidimensional Studies in Interlanguage Linguistics]
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Exploring the Dynamics of Willingness to Communicate in Written Communication: A Case Study
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Immigrant/Learner, Affiliate, Author, Expert: The Intersections of L2 Writing, Identity, and Computer-Mediated Communication
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Introduction: Investigating Written Dyadic Interaction through a Complex Dynamic Systems Theory Perspective
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Assessing L2 Academic Speaking Ability: The Need for a Scenario-based Assessment Approach
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Interlanguage Pragmatic Development and L2 Request Behavior: A Critical Review of the Literature for emergent use of “Polite” Requests
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Exploring the Variability of the Preposition “In” in Written Communication
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Exploring the Dynamism between Propositional Complexity and Error Rate: A Case Study
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Trade-off or Connected Growers: Implications on Accuracy and Complexity in L2 Writing
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Complex Dynamic Systems and Interlanguage Variability: Investigating Topic, Syntactic Complexity, and Accuracy in NS-NNS Written Interaction
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Complex Dynamic Systems Research: Some Insights on Data Analysis
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Exploring the Possibilities of Scenario-based Assessment: An Introduction
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A Learning-oriented Assessment Perspective on Scenario-based Assessment
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Discourse Analysis: The Questions Discourse Analysts Ask and How They Answer Them
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Why an Indirect Measure of L2 Learner’s Willingness to Communicate in L2 Writing Requires Cautious Inferencing
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Practical Applications for Corpora: The Role of Research-based Linguistics in Literacy & Education for the Tibetan Language ...
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Language and communication patterns in Universities in Pakistan: creating some sort of differentiation and division among people ...
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Applying Theories in Language Programs ...
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Abstract:
Selected Topics in Applied Linguistics: How to Choose a Theory. I offer a critical exploration of some of the conditions involved in Instructed Second Language Acquisition (ISLA), as well as of the paradoxical approaches in the theoretical questions, methods, categories, and perspectives of ISLA. The discussion proceeds with a very short overview of prevalent theories of ISLA generally. Then I add a contrastive look in more depth at only two “theories” and their possible applications in language programs. I emphasize some of the discussions in our profession concerning processing instruction, e.g. (VanPatten "Processing Instruction") or VanPatten ("Why Explicit Knowledge Cannot Become Implicit Knowledge" ), and the multiliteracies framework, e.g. (Paesani, Allen and Dupuy). I conclude with an invitation to a set of questions we might pose to any theory, framework, or approach as we consider its efficacy and applications for our own specific contexts. ...
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Keyword:
Applied linguistics; Pedagogy
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URL: https://dx.doi.org/10.17613/m6nw4h https://hcommons.org/deposits/item/hc:10933/
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