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Critical designing with communities: the case of a housing rights campaign in Leith, Edinburgh
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Accounting comparability and managers’ discretionary disclosures over conference calls
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CATCH-EyoU. Representations of the EU and Youth Active Citizenship in Educational Contexts. Focus Groups with Italian Students. EXTRACT. Perceived School Characteristics Fostering Civic Engagement
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CATCH-EyoU. Processes in Youth’s Construction of Active EU Citizenship. WP9_Italy_mixedmethod evaluation
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¿Las clases léxicas y gramaticales de los hablantes tardíos podrían predecir a los futuros niños con TEL?
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Auza Benavides, Alejandra; Murata, Chiharu. - : Universidad de Castilla-La Mancha: Colegio Oficial de Logopedas de Castilla-La Mancha, 2021. : Universidad Complutense de Madrid: Facultad de Psicología, 2021
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Regard complexe sur la traduction comme réécriture de textes infinis
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Coping with Complexity: Characterizing High and Low Learning During On-Line Acquisition of a Seminatural Micro Language
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Usos de porque en el habla infantil: Implicaciones del desarrollo de la complejidad sintáctica ; Uses of porque in child language: implications of the development of syntactic complexity
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Identity and linguistic acculturation expectations. The attitudes of Western Catalan high-school students towards Moroccans and Romanians
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Une approche computationnelle de la complexité linguistique par le traitement automatique du langage naturel et l'oculométrie
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Multiple Wh-Movement is not Special: The Subregular Complexity of Persistent Features in Minimalist Grammars
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In: Proceedings of the Society for Computation in Linguistics (2021)
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Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 132-150 (2021) (2021)
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The effect of using the native language as a pedagogic intervention on iranian EFL learners’ complexity of english oral productions
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, pags. 83-99 (2021)
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Behavioural economics, what have we missed? Exploring "classical" behavioural economics roots in AI, cognitive psychology, and complexity theory
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Peer Interaction in the L2 Classroom: A Study among Malaysian ESL Learners
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In: Issues in Language Studies, Vol 10, Iss 1 (2021) (2021)
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Abstract:
Adopting a cognitive-interactionist perspective, this study focused on peer interaction in the L2 classroom. It explored types of peer interaction in terms of Negotiation of Meaning (NoM), Language-related Episodes (LRE) and Uptake of Recast that tend to prevail during task discussions in the L2 classroom. This study also assessed whether task complexity and task condition influenced L2 peer interaction. Thirty-six (N=36) Malaysian university students learning English as a second language participated in this study. The tasks were designed at two levels of cognitive complexity, namely, simple tasks with two causal reasoning demands and complex tasks with six causal reasoning demands. Each participant was involved in peer discussion sessions of simple and complex tasks in dyadic and triadic groupings. The findings revealed that clarification requests during the NoM were the most prominent feature of the peer interaction. A paired sample t-test showed that statistically significant difference was detected between the dyadic and triadic settings for the comprehension check feature (NoM), the incorrectly resolved episodes (LRE) and the unmodified uptake of recast. The article concludes with a discussion of theoretical and pedagogical implications from these findings.
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Keyword:
Cognition Hypothesis; Language and Literature; language-related episodes; negotiation of meaning; P; task complexity; task condition; uptake of recast
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URL: https://doi.org/10.33736/ils.2592.2021 https://doaj.org/article/e652a49ff0064ce4ba2a193bf3ad749e
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From the degree of difficulty to a continuum of complexity: textual analysis of items of the Enem ; Do grau de dificuldade para um contínuo de complexidade: análise textual de itens do Enem
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In: Revista Horizontes de Linguistica Aplicada; Vol. 20 No. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; AG4 ; Revista Horizontes de Linguistica Aplicada; v. 20 n. 1 (2021): Dossiê "Ensino de línguas em tempos de crise" e Fluxo contínuo; AG4 ; 2237-0951 ; 1677-9770 ; 10.26512/rhla.v20i1 (2021)
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