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Hits 41 – 60 of 80
41
Emotions in SLA: new insights from collaborative learning for an EFL classroom
Imai, Yasuhiro
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
94 (2010) 2, 278-292
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42
The provision and uptake of different types of recasts in child and adult ESL learners : what is the role of age and context?
Oliver, Rhonda
;
Grote, Ellen
In:
Australian review of applied linguistics. - Wollongong, NSW
33 (2010) 3, 26.1-26.22
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43
Locusts, snowflakes and recasts: complexity theory and spoken interaction
Seedhouse, Paul
In:
Classroom discourse. - London [u.a.] : Routledge, Taylor & Francis Group
1 (2010) 1, 4-24
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44
Yes/no questions as conversational expanders: their effects on discourse and identity-in-interaction
Nakamura, Ian
In:
The language teacher. - Tokyo
34 (2010) 3, 9-13
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45
Identity in interculturality: using (lack of) cultural knowledge to disalign with an identity category
Greer, Tim
In:
The language teacher. - Tokyo
34 (2010) 3, 3-7
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46
O diálogo colaborativo como ação potencial paraa aprendizagem de línguas
Lima, Marília dos Santos
;
Costa, Patrícia da Silva Campelo
In:
Trabalhos em lingüística aplicada. - Campinas
49 (2010) 1, 167-184
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47
Interactional feedback in learner-learner interactions in a task-based EFL classroom
Fujii, Akiko
;
Mackey, Alison
In:
International review of applied linguistics in language teaching. - Berlin : de Gruyter
47 (2009) 3-4, 267-301
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48
Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance
Barón, Júlia
;
Gilabert, Roger
;
Llanes, Àngels
In:
International review of applied linguistics in language teaching. - Berlin : de Gruyter
47 (2009) 3-4, 367-395
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49
Practices for dispreferred responses using "no" by a learner of English
Hellermann, John
In:
International review of applied linguistics in language teaching. - Berlin : de Gruyter
47 (2009) 1, 95-126
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50
Focus on form, learner uptake and subsequent lexical gains in learners' oral production
Alcón Soler, Eva
In:
International review of applied linguistics in language teaching. - Berlin : de Gruyter
47 (2009) 3-4, 347-365
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51
Constructing another language - usage-based linguistics in second language acquisition
Eskildsen, Søren W.
In:
Applied linguistics. - Oxford : Oxford Univ. Press
30 (2009) 3, 335-357
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52
Practices for social interaction in the language-learning classroom: disengagements from dyadic task interaction
Hellermann, John
;
Cole, Elizabeth
In:
Applied linguistics. - Oxford : Oxford Univ. Press
30 (2009) 2, 186-215
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53
Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness
Nassaji, Hossein
In:
Language learning. - Hoboken, NJ : Wiley
59 (2009) 2, 411-452
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54
The effects of task complexity on learner-learner interaction
Kim, Youjin
In:
System. - Amsterdam : Elsevier
37 (2009) 2, 254-268
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55
A educação infantil descobrindo a língua inglesa: interação professor/aluno
Carvalho, Raquel Cristina Mendes de
In:
Trabalhos em lingüística aplicada. - Campinas
48 (2009) 2, 317-332
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56
Receipt through repetition
Andrade, Vivian Bussinguer S.
;
Mischinger, Agnes
;
Greer, Tim
...
In:
Zenkoku-Gogaku-Kyōiku-Gakkai. JALT journal. - Tokyo
31 (2009) 1, 5-34
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57
Peer-peer interaction in a speaking test: the case of the First Certificate in English examination
Galaczi, Evelina D.
In:
Language assessment quarterly. - New York, NY [u.a.] : Routledge, Taylor and Francis Group
5 (2008) 2, 89-119
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58
Learning an additional language through dialogic inquiry
Haneda, Mari
;
Wells, Gordon
In:
Language and education. - Abingdon : Routledge, Taylor & Francis Group
22 (2008) 2, 114-136
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59
What does metalinguistic activity in learners' interaction during a collaborative L2 writing task look like?
Gutiérrez, Xavier
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
92 (2008) 4, 519-537
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60
Conversation analysis and orientation to learning
Gardner, Rod
In:
Journal of applied linguistics. - Biggleswade : Equinox
5 (2008) 3, 229-244
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