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L'expression d'opinions personnelles dans les interactions en classe:: (dis)continuités dans la gestion des positionnements épistémiques entre l'école obligatoire et postobligatoire
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| 2 |
Saudi students and IEP teachers: converging and diverging perspectives
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| 3 |
Pedagogical artifacts in teacher-initiated response pursuits: a conversation analytic study of interaction in the French foreign language classroom
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| 4 |
Voilà, an orientation shift marker in modern French discourse: a conversation analytic perspective
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| 5 |
Occurrence of plagiarism in the writing of international graduate business students and its detection by SafeAssign
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| 6 |
Scientific laws and causality in the philosophy of second language acquisition: A neo-Aristotelian approach
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| 7 |
Checking recognition: do you remember and do you know in talk-in-interaction
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| 8 |
Group planning among L2 learners of Italian: a conversation analytic perspective
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| 9 |
The role of metalinguistic terminology in second language teaching and learning
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| 11 |
Third position responses in French native and non native-speaker interaction
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| 12 |
A conversation analytic study on teaching moments observed in free conversations between Japanese and American friends
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| 13 |
Forms and functions of the French discourse particle hein in French mundane conversation: a conversation analysis perspective
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| 14 |
Word searches in L1 and L2 Italian conversation: re-establishing intersubjectivity
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| 15 |
Toward a Learning Behavior Tracking Methodology for CA-for-SLA
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| 16 |
Toward a Learning Behavior Tracking Methodology for CA-for-SLA
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| 17 |
An Evaluation of English Language Teaching Aid: Albania Case Study
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| 18 |
Teachers' Answers to Students' Questions: Problematizing the Issue of Making Meaning
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In: Markee, Numa P.(1995). Teachers' Answers to Students' Questions: Problematizing the Issue of Making Meaning. Issues in Applied Linguistics, 6(2). Retrieved from: http://www.escholarship.org/uc/item/1h82w4h8 (1995)
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