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Hits 141 – 160 of 212
141
Compliment response strategies of EFL learners
İstifçi, İlknur
In:
Rassegna italiana di linguistica applicata. - Roma : Bulzoni
40 (2008) 3, 159-181
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142
Rules out of roles: differences in play language and their developmental significance
Kim, Yongho
;
Kellogg, David
In:
Applied linguistics. - Oxford : Oxford Univ. Press
28 (2007) 1, 25-45
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OLC Linguistik
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143
Elicitation and reformulation and their relationship with learner repair in dyadic interaction
Nassaji, Hossein
In:
Language learning. - Hoboken, NJ : Wiley
57 (2007) 4, 511-548
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OLC Linguistik
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144
Comments from the classroom: a case study of a generation-1.5 student in a university IEP and beyond
Vásquez, Camilla
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
63 (2007) 3, 345-370
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OLC Linguistik
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145
Getting personal: native speaker and EFL pre-school children's use of the personal function
Llinares García, Ana
;
Romero Trillo, Jésus
In:
International journal of applied linguistics. - Oxford [u.a.] : Blackwell
17 (2007) 2, 198-213
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146
Developing a pragmatics test for Chinese EFL learners
Jianda, Liu
In:
Language testing. - London : Sage
24 (2007) 3, 391-415
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147
The development of practices for action in classroom dyadic interaction : focus on task openings
Hellermann, John
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
91 (2007) 1, 83-96
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148
Engaging narratives: using language biographies to facilitate student learning
Mendelowitz, Belinda
;
Ferreira, Ana
In:
Southern African linguistics and applied language studies. - Grahamstown : NISC [u.a.]
25 (2007) 4, 487-504
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149
Implementing colloquial language in the classroom: amplificatory elements, elliptical structures and reported speech
Valdeón, Roberto A.
In:
VIAL. - Vigo : Servicio de Publ. da Univ.
4 (2007), 95-116
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150
Second language acquisition
Scaringi, Carlo Papini
. - New Delhi : Anmol Publ., 2007
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UB Frankfurt Linguistik
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151
Social relationships in conversational interaction: comparison of learner-learner and learner-NS dyads
Satō, Masatoshi
In:
Zenkoku-Gogaku-Kyōiku-Gakkai. JALT journal. - Tokyo
29 (2007) 2, 183-208
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152
Feedback, noticing and instructed second language learning
Mackey, Alison
In:
Applied linguistics. - Oxford : Oxford Univ. Press
27 (2006) 3, 405-430
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153
Pragmatic awareness in ESL and EFL contexts : contrast and development
Schauer, Gila A.
In:
Language learning. - Hoboken, NJ : Wiley
56 (2006) 2, 269-318
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154
Breaking up is not so hard to do: individual differences is L2 memorization
Wray, Alison
;
Fitzpatrick, Tess
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
63 (2006) 1, 35-57
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155
Uses and functions of formulaic sequences in second-language speech: an exploration of the foundations of fluency
Wood, David
In:
Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association
63 (2006) 1, 13-33
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156
One size fits all? Recasts, prompts, and L2 learning
Ammar, Ahlem
;
Spada, Nina
In:
Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press
28 (2006) 4, 543-574
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157
Validation of a Web-based test of ESL pragmalinguistics
Röver, Carsten
In:
Language testing. - London : Sage
23 (2006) 2, 229-256
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158
Verbal evidence of task related strategies: child versus adult interactions
Pinter, Annamaria
In:
System. - Amsterdam : Elsevier
34 (2006) 4, 615-630
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159
The effects of explicit feedback and form-meaning processing on the development of pragmatic proficiency in consciousness-raising tasks
Takimoto, Masahiro
In:
System. - Amsterdam : Elsevier
34 (2006) 4, 601-614
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160
Suggestions: what should ESL students know?
Jiang, Xiangying
In:
System. - Amsterdam : Elsevier
34 (2006) 1, 36-54
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