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Hits 1 – 19 of 19
1
Form-focused instruction and learner investment in L2 communication
Tomita, Yasuyo
;
Spada, Nina
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
97 (2013) 3, 591-610
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2
Language ideologies in English learner classrooms: critical reflections and the role of explicit awareness
Rumenapp, Joseph C.
;
Razfar, Aria
In:
Language awareness. - Abingdon : Routledge
21 (2012) 4, 347-368
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3
Raising language awareness in peer interaction: a cross-context, cross-methodology examination
Satō, Masatoshi
;
Ballinger, Susan
In:
Language awareness. - Abingdon : Routledge
21 (2012) 1-2, 157-179
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4
Metapragmatic discussion in interlanguage pragmatics
Takimoto, Masahiro
In:
Journal of pragmatics. - Amsterdam [u.a.] : Elsevier
44 (2012) 10, 1240-1253
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5
Reformulation: a verbal display of interlanguage awareness in instructional interactions
Chiang, Shiao-Yun
;
Mi, Han-Fu
In:
Language awareness. - Abingdon : Routledge
20 (2011) 2, 135-149
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6
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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7
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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8
Sociocultural perspectives on teacher language awareness in form-focused EFL classroom instruction
Wong, Ruth
;
Luk, Jasmine C. M.
In:
Linguistics and education. - Amsterdam [u.a.] : Elsevier
21 (2010) 1, 29-43
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9
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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10
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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11
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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12
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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13
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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14
Perception of learner proficiency: its Impact on the interaction between an ESL learner and her higher and lower proficiency partners
Watanabe, Yuko
;
Swain, Merrill
In:
Language awareness. - Abingdon : Routledge
17 (2008) 2, 115-130
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15
Metatalk in a pair work activity: level of engagement and implications for language development
Storch, Neomy
In:
Language awareness. - Abingdon : Routledge
17 (2008) 2, 95-114
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16
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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17
'Hospital': a five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom
Vine, Elaine W.
In:
Language and education. - Abingdon : Routledge, Taylor & Francis Group
20 (2006) 3, 232-254
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18
The feasibility of integrating form and meaning in the language classroom : a qualitative study of classroom discourse
Pawlak, Mirosław
In:
Glottodidactica. - Poznań : Uniw. im. Adama Mickiewicza
30-31 (2005), 283-294
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19
Teacher talk reflecting pragmatic awareness : a look at EFL and content-based classroom settings
Nikula, Tarja
In:
Pragmatics. - Amsterdam : John Benjamins Publishing Company
12 (2002) 4, 447-467
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