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1
Mediating between scientific and spontaneous concepts through languaging
In: Language awareness. - Abingdon : Routledge 19 (2010) 2, 89-110
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OLC Linguistik
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2
Effects of form-focused practice and feedback on Chinese EFL learners' acquisition of regular and irregular past tense forms
In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 32 (2010) 2, 235-263
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3
The effectiveness of corrective feedback in SLA: a meta-analysis
In: Language learning. - Hoboken, NJ : Wiley 60 (2010) 2, 309-365
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OLC Linguistik
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4
Interactions between type of instruction and type of language feature: a meta-analysis
In: Language learning. - Hoboken, NJ : Wiley 60 (2010) 2, 263-308
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5
Planning, recasts, and learning of L2 morphology
In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 66 (2010) 6, 843-875
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6
Collaborative syntactic priming activities and EFL learners' production of wh-questions
In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 66 (2010) 6, 817-841
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OLC Linguistik
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7
Grammar and the English National Curriculum
In: Language and education. - Abingdon : Routledge, Taylor & Francis Group 24 (2010) 6, 473-484
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8
Implicit and explicit recasts in L2 oral French interaction
In: Canadian modern language review. - Toronto : Ontario Modern Language Teachers Association 66 (2010) 6, 887-905
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9
Self-scaffolding mediated by languaging: microgenetic analysis of high and low performers
In: International journal of applied linguistics. - Oxford [u.a.] : Blackwell 20 (2010) 1, 23-49
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10
Beyond the grammar wars : a resource for teachers and students on developing language knowledge in the English/literacy classroom
Locke, Terry (Hrsg.). - New York [u.a.] : Routledge, 2010
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UB Frankfurt Linguistik
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