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Hits 21 – 40 of 106
21
Genre-based tasks in foreign language writing: developing writers' genre awareness, linguistic knowledge, and writing competence
Yasuda, Sachiko
In:
Journal of second language writing. - Amsterdam [u.a] : Elsevier
20 (2011) 2, 111-133
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OLC Linguistik
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22
Advanced EFL learners' beliefs about language learning and teaching: a comparison between grammar, pronunciation, and vocabulary
Simon, Ellen
;
Taverniers, Miriam
In:
English studies. - Abingdon : Routledge, Taylor & Francis Group
92 (2011) 8, 896-922
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OLC Linguistik
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23
An exploration of L2 teachers' use of pedagogical interventions devised to draw L2 learners' attention to form
Jean, Gladys
;
Simard, Daphnée
In:
Language learning. - Hoboken, NJ : Wiley
61 (2011) 3, 759-785
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OLC Linguistik
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24
Metalinguistic knowledge, metalanguage, and their relationship in L2 learners
Hu, Guangwei
In:
System. - Amsterdam : Elsevier
39 (2011) 1, 63-77
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OLC Linguistik
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25
Task effects on focus on form in synchronous computer-mediated communication
Yilmaz, Yucel
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
95 (2011) 1, 115-132
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OLC Linguistik
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26
An investigation of morphological awareness in Japanese learners of English
Murphy, Victoria
;
Hayashi, Yūko
In:
Language learning journal. - Abingdon, Oxfordshire : Routledge
39 (2011) 1, 105-120
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27
Aware of collocations : ein Unterrichtskonzept zum Erwerb von Kollokationskompetenz für fortgeschrittene Lerner des Englischen
Müller, Thomas
. - Frankfurt, M. [u.a.] : Lang, 2011
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UB Frankfurt Linguistik
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28
Form-focused instruction and the advanced language learner : on the importance of the semantics of grammar
Turula, Anna
. - Frankfurt, M. [u.a.] : Lang, 2011
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UB Frankfurt Linguistik
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29
Japanese EFL learners' pragmatic awareness through the looking glass of motivational profiles
Isoda, Takamichi
;
Tagashira, Kenji
;
Yamato, Kazuhito
In:
Zenkoku-Gogaku-Kyōiku-Gakkai. JALT journal. - Tokyo
33 (2011) 1, 5-26
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30
Awareness of L1/L2 differences: does it matter?
Ammar, Ahlem
;
Lightbown, Patsy
;
Spada, Nina
In:
Language awareness. - Abingdon : Routledge
19 (2010) 2, 129-146
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OLC Linguistik
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31
Raising L2 listeners' metacognitive awareness: a sociocultural theory perspective
Cross, Jeremy
In:
Language awareness. - Abingdon : Routledge
19 (2010) 4, 281-297
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OLC Linguistik
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32
Development of sensitivity to phonological context in learning to spell in English : evidence from Russian ESL speakers
Dich, Nadya
In:
Written language and literacy. - Amsterdam [u.a.] : Benjamins
13 (2010) 1, 99-117
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OLC Linguistik
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33
Effects of form-focused practice and feedback on Chinese EFL learners' acquisition of regular and irregular past tense forms
Yang, Yingli
;
Lyster, Roy
In:
Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press
32 (2010) 2, 235-263
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34
The effectiveness of corrective feedback in SLA: a meta-analysis
Li, Shaofeng
In:
Language learning. - Hoboken, NJ : Wiley
60 (2010) 2, 309-365
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OLC Linguistik
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35
Interactions between type of instruction and type of language feature: a meta-analysis
Spada, Nina
;
Tomita, Yasuyo
In:
Language learning. - Hoboken, NJ : Wiley
60 (2010) 2, 263-308
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OLC Linguistik
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36
La rétroaction corrective à l'écrit: pratiques et croyances, deux réalités parallèles?
Guénette, Danielle
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
66 (2010) 6, 935-966
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37
The occurrence and effectiveness of spontaneous focus on form in adult ESL classrooms
Nassaji, Hossein
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
66 (2010) 6, 907-933
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38
Corrective feedback and L2 vocabulary development: prompts and recasts in the adult ESL classroom
Dilans, Gatis
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
66 (2010) 6, 787-816
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39
Collaborative syntactic priming activities and EFL learners' production of wh-questions
Chaikitmongkol, Wanpen
;
McDonough, Kim
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
66 (2010) 6, 817-841
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40
The effects of input enhancement and written recall on noticing and acquisition
Cho, Min Young
In:
Innovation in language learning and teaching. - Abingdon : Routledge Journals, Taylor & Francis Group
4 (2010) 1, 71-87
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