• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher
  • 
    Year:
    
    • 2013 (8)
  • 
    Medium:
    
    • Online (6)
    • Print (2)
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Book Reviews Lee, Heekyeong; Ellis, Rod R. In: Studies in second language acquisition. - New York, NY [u.a.] : Cambridge Univ. Press 35 (2013) 3, 562-564 OLC Linguistik Show details 2 Oral corrective feedback on L2 writing: Two approaches compared Erlam, Rosemary; Ellis, Rod; Batstone, Rob In: System. - Amsterdam : Elsevier 41 (2013) 2, 257-268 OLC Linguistik Show details 3 Recasts, Uptake, and Noticing Ellis, Rod; Mifka-Profozic, N.. - : National Foreign Language Resource Center University of Hawai‘i, 2013 BASE Show details 4 Exploring Language Pedagogy through Second Language Acquisition Research Ellis, Rod; Shintani, N.. - : Routledge, 2013 BASE Show details 5 The comparative effect of direct written corrective feedback and metalinguistic explanation on learners' explicit and implicit knowledge of the English indefinite article Shintani, N.; Ellis, Rod. - : Ablex Publishing Corp, 2013 BASE Show details 6 Corrective feedback in teacher guides and SLA Ellis, Rod. - 2013 BASE Show details 7 Oral corrective feedback on L2 writing: Two approaches compared Erlam, R.; Ellis, Rod; Batstone, R.. - 2013 Abstract: Corrective feedback (CF) research conducted within a cognitive-interactionist framework has examined the effectiveness of specific types of CF (e.g. Ellis etal., 2006). In contrast, CF research conducted within a sociocultural framework has sought to show how tailoring the feedback to the learners' zone of proximal development assists learning (e.g. Aljaafreh and Lantolf, 1994). The study reported in this article was designed to compare these two approaches to investigating CF by examining two types of feedback on students' errors in oral conferences following two pieces of writing. Some students received 'graduated feedback' in accordance with sociocultural theory and others explicit feedback in accordance with cognitive-interactionist theory. The detailed analysis of the feedback sessions showed that while the graduated feedback was effective in promoting self-correction, there was no evidence of any systematic reduction in the level of assistance provided over time. In contrast, the explicit feedback resulted in less self-correction but was accomplished much more quickly. © 2013 . URL: http://hdl.handle.net/20.500.11937/54377 https://doi.org/10.1016/j.system.2013.03.004 BASE Hide details 8 Investigating linguistic knowledge of a second language and its relationship to general language proficiency and individual learner differences in an EFL context Zhang, Runhan. - : ResearchSpace@Auckland, 2013 BASE Show details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 2 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 6 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0