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The role of input flood and input enhancement in EFL learners’ acquisition of collocations
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Teaching spoken discourse markers explicitly: A comparison of III and PPP
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Abstract:
This article reports on mixed methods classroom research carried out at a British university. The study investigates the effectiveness of two different explicit teaching frameworks, Illustration – Interaction – Induction (III) and Present – Practice – Produce (PPP) used to teach the same spoken discourse markers (DMs) to two different groups of Chinese learners and compared to a control group. Univariate analysis of the pre- and post- tests indicated statistically significant differences between the PPP group and III/control groups in terms of a higher mean usage of the target DMs in the immediate post-test. Qualitative results demonstrated that the PPP group generally found this method to be more useful, which tallied with their better performances in the tests. Both groups also articulated a desire for a different kind of practice to be used in class, based on rehearsal forreal world tasks. This suggests a need to re-conceptualise practice within III, PPP or other teaching frameworks.
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URL: http://livrepository.liverpool.ac.uk/3001472/ http://livrepository.liverpool.ac.uk/3001472/1/III%20PPP%20DMs.pdf
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6 |
Spoken corpus linguistics : from monomodal to multimodal
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MPI-SHH Linguistik
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Listening for needles in haystacks: how lecturers introduce key terms
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Formality in digital discourse: a study of hedging in CANELC
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15 |
Discourse of 'transformational leadership' in infection control
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In: Health ; 12 ; 4 ; 479-499 (2012)
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19 |
Capturing context for heterogeneous corpus analysis: some first steps
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