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Hits 1 – 20 of 29
1
Strategies and struggles in the ELT classroom: language policy, learner autonomy, and innovative practice
Rivers, Damian J.
In:
Language awareness. - Abingdon : Routledge
20 (2011) 1, 31-43
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2
From metalinguistic instruction to metalinguistic knowledge, and from metalinguistic knowledge to performance in error correction and oral production tasks
Serrano, Raquel
In:
Language awareness. - Abingdon : Routledge
20 (2011) 1, 1-16
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3
Verbalisation as a mediational tool for understanding tense-aspect marking in English: an application of concept-based instruction
Harun, Haliza
;
Gánem Gutiérrez, Gabriela Adela
In:
Language awareness. - Abingdon : Routledge
20 (2011) 2, 99-119
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4
Perceived benefits and drawbacks of synchronous voice-based computer-mediated communication in the foreign language classroom
Bueno Alastuey, M. C.
In:
Computer assisted language learning. - Colchester [u.a.] : Taylor & Francis
24 (2011) 5, 419-432
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5
Content-and-language integrated learning: from practice to principles?
Dalton-Puffer, Christiane
In:
Annual review of applied linguistics. - Cambridge, Mass. [u.a.] : Univ. Press
31 (2011), 182-204
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6
Effects and student perceptions of collaborative writing in L2
Shehadeh, Ali
In:
Journal of second language writing. - Amsterdam [u.a] : Elsevier
20 (2011) 4, 286-305
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7
Genre-based tasks in foreign language writing: developing writers' genre awareness, linguistic knowledge, and writing competence
Yasuda, Sachiko
In:
Journal of second language writing. - Amsterdam [u.a] : Elsevier
20 (2011) 2, 111-133
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8
Conceptualizing and measuring the impact of contextual factors in instructed SLA - the role of language prominence
Ushioda, Ema
(Komm.);
Pierrard, Michel
;
Janssens, Sonja
...
In:
International review of applied linguistics in language teaching. - Berlin : de Gruyter
49 (2011) 2, 83-112, 187-189 (commentary)
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9
On complexity in bilingual research: the causes, effects, and breadth of content and language integrated learning - a reply to Bruton (2011)
Casal, Sonia
;
Moore, Pat
;
Lorenzo, Francisco
In:
Applied linguistics. - Oxford : Oxford Univ. Press
32 (2011) 4, 450-455
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10
Are the differences between CLIL and non-CLIL groups in Andalusia due to CLIL? A reply to Lorenzo, Casal and Moore (2010)
Bruton, Anthony
In:
Applied linguistics. - Oxford : Oxford Univ. Press
32 (2011) 2, 236-241
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11
Does foreign language writing benefit from increased lexical fluency? Evidence from a classroom experiment
Schooten, Erik van
;
Oostdam, Ron
;
Gelderen, Amos van
In:
Language learning. - Hoboken, NJ : Wiley
61 (2011) 1, 281-321
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12
The time factor in EFL classroom practice
Serrano, Raquel
In:
Language learning. - Hoboken, NJ : Wiley
61 (2011) 1, 117-145
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13
"I Prefer Not Text": developing Japanese learners' communicative competence with authentic materials
Gilmore, Alex
In:
Language learning. - Hoboken, NJ : Wiley
61 (2011) 3, 786-819
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14
Fluency training in the ESL classroom: an experimental study of fluency development and proceduralization
Perfetti, Charles
;
Jong, Nel de
In:
Language learning. - Hoboken, NJ : Wiley
61 (2011) 2, 533-568
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15
Transfer of training and processing instruction: from input to output
VanPatten, Bill
;
Uludag, Onur
In:
System. - Amsterdam : Elsevier
39 (2011) 1, 44-53
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16
Metalinguistic knowledge, metalanguage, and their relationship in L2 learners
Hu, Guangwei
In:
System. - Amsterdam : Elsevier
39 (2011) 1, 63-77
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17
Effects of distributed practice on the acquisition of second language English syntax
Bird, Steven
In:
Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press
32 (2011) 2, 435-452
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18
Possibility of crosslingual transfer: a comparative study of Chinese (L1) and English (L2) lessons
He, An E
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
95 (2011), 64-80
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19
Pragmatic development as a dynamic, complex process: general patterns and case histories
Taguchi, Naoko
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
95 (2011) 4, 605-627
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20
Adjective or adverb? Teaching grammar with the PACE model
Groeneveld, Annika
In:
Levende talen tijdschrift. - Amsterdam : Bureau Levende Talen
12 (2011) 3, 24-32
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