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LTR_17-0148_Appendices_Jan_24_2019 – Supplemental material for The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
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The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
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The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
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LTR_17-0148_Appendices_Jan_24_2019 – Supplemental material for The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students ...
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Teachers' perceptions of learner engagement in L2 classroom task-based interaction
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Development of English question formation in the EFL context of China: recasts or prompts?
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The role of recasts and negotiated prompts in an FL learning context in China with non-English major university students
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Review of Jan H. Hulstijn, Language Proficiency in Native and Non-native Speakers: Theory and Research. Amsterdam, Netherlands: John Benjamins, 2015. 195 pp. ISBN: 9789027213259
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Assessing writing ability in a foreign language at secondary school: variation in performance on a communicative writing task
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The IELTS roller coaster: stories of hope, stress, success and despair
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Features of discourse and lexical richness at different performance levels in the APTIS speaking test
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Dimensions of L2 performance and proficiency: complexity, accuracy and fluency in SLA
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Peer interaction and second language learning
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Abstract:
Peer Interaction and Second Language Learning synthesizes the existing body of research on the role of peer interaction in second language learning in one comprehensive volume. In spite of the many hours that language learners spend interacting with peers in the classroom, there is a tendency to evaluate the usefulness of this time by comparison to whole class interaction with the teacher. Yet teachers are teachers and peers are peers – as partners in interaction, they are likely to offer very different kinds of learning opportunities. This book encourages researchers and instructors alike to take a new look at the potential of peer interaction to foster second language development. Acknowledging the context of peer interaction as highly dynamic and complex, the book considers the strengths and limitations of peer work from a range of theoretical perspectives. In doing so, Peer Interaction and Second Language Learning clarifies features of effective peer interaction for second language learning across a range of educational contexts, age spans, proficiency levels, and classroom tasks and settings.
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Keyword:
1200 Arts and Humanities; 3300 Social Sciences
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URL: https://espace.library.uq.edu.au/view/UQ:322468
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