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Adquisición de rasgos gramaticales del español por hablantes adultos de ruso: identificando las áreas de dificultad dentro de una instrucción gramatical explícita : = Acquisition of Spanish grammatical features by adult speakers of Russian: identifying areas of difficulty within an explicit grammatical instruction
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In: Estudios de lingüística. - Alicante 32 (2018), 33-71
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BLLDB
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| 3 |
"Habt ihr schon mal davon gehört gehabt?" Empirische Evidenzen zur Akzeptanz des doppelten Perfekts und Plusquamperfekts in der deutschen Sprache [Online resource]
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In: Im Mittelpunkt Deutsch / ed. by André Meinunger 59 (2018), 97-126
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Linguistik-Repository
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The Development of Collocations as Constructions in L2 Writing
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In: Applied Linguistics and English as a Second Language Dissertations (2018)
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| 8 |
Transfer and Articulation: Tracing Metalinguistic Development in Year 8 Writers
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Morgan, Sharon. - : University of Exeter, 2018. : Graduate School of Education, 2018
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| 9 |
Teacher-student collaborative assessment (TSCA) in integrated language classrooms
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 369-379 (2018) (2018)
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Abstract:
Assessing students’ productive performance is challenging in China because large class sizes inevitably lead to heavy workloads for teachers. To address this problem, a new method of assessment, teacher-student collaborative assessment (TSCA)—was proposed in 2016 to organize and balance different modes of teacher assessment, self-assessment, peer assessment, and computer-mediated assessment. The present study took one intact class as a case, aiming to explore how TSCA could be carried out efficiently and systematically in the classroom and how students perceived TSCA. Qualitative data obtained include students’ writing drafts and revision, interview, and reflective journals of the students and the teacher. Interview data indicated that the students responded to this type of assessment positively and thought they benefited greatly from the teacher’s instruction and peer discussion. This was triangulated by the students’ reflections in which all the students spoke highly of TSCA and agreed that this method was a good way to pinpoint their weaknesses and help them learn how to revise their essay better. The students reported that they formed a new perception of self-assessment and self-revision and felt that a lot was gained.
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Keyword:
classroom-based research; l2 writing; Language. Linguistic theory. Comparative grammar; LC8-6691; P101-410; Special aspects of education; teacher-student collaborative assessment; writing assessment
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URL: https://doi.org/10.17509/ijal.v8i2.13301
https://doaj.org/article/babe265efe4042c29d8920c8c2ac0ca1
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Promoting speaking spontaneity in large classes: An action research study in an Indonesian EFLuniversity setting
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In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 388-401 (2018) (2018)
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CORRECTIVE FEEDBACK IN ENGLISH CLASS
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In: IJOTL-TL (Indonesian Journal of Language Teaching and Linguistics), Vol 3, Iss 3, Pp 111-122 (2018) (2018)
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