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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 Page: 1 2 3 4 5...10 Hits 1 – 20 of 188 1 Bildungssprachliche Mittel. Eine Analyse von Schülertexten aus dem Sachunterricht der Primarstufe Fornol, Sarah L.. - : pedocs-Dokumentenserver/DIPF, 2020 In: 2020, 339 S. - (Empirische Forschung im Elementar- und Primarbereich; 6) - (Koblenz-Landau, Universität, Dissertation, 2019) (2020) BASE Show details 2 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy Stabler-Havener, Michelle L.. - 2018 BASE Show details 3 Defining, Conceptualizing, Problematizing, and Assessing Language Teacher Assessment Literacy ... Stabler-Havener, Michelle L.. - : Columbia University, 2018 BASE Show details 4 Humor and Play in Language Classroom Interaction: A Review of the Literature Elizabeth Reddington In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018) BASE Show details 5 Practical Applications for Corpora: The Role of Research-based Linguistics in Literacy & Education for the Tibetan Language ... schmidt, dirk. - : Humanities Commons, 2017 BASE Show details 6 Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching King, Allie Hope. - 2016 BASE Show details 7 Signaling Learner Stance through Multimodal Resources Tadic, Nadja. - 2016 BASE Show details 8 Navigating Collaboration: A Multimodal Analysis of Turn-Taking in Co-teaching ... King, Allie Hope. - : Columbia University, 2016 BASE Show details 9 Signaling Learner Stance through Multimodal Resources ... Tadic, Nadja. - : Columbia University, 2016 BASE Show details 10 Signaling Learner Stance through Multimodal Resources Nadja Tadic In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 44-50 (2016) (2016) BASE Show details 11 Co-teachers’ Coordinated Gestures as Resources for Giving Instructions in the EFL Classroom Gahye Song In: Working Papers in Applied Linguistics and TESOL, Vol 16, Iss 2, Pp 51-55 (2016) (2016) Abstract: Giving instructions for a classroom activity can be a tricky business in an English as a Foreign Language (EFL) classroom, especially when the students’ proficiency level is low and the instruction is composed of multiple steps. Teachers may depend on linguistic resources only so far as students can understand the words and grammar used, which limits the scope of verbal communication in giving instructions. When an instruction is composed of multiple steps, signaling when to carry out an individual component in the instruction may also require additional interactional work. Previous research on gesture in language classrooms has largely focused on gesture as a means to provide comprehensible input (e.g., Lazaraton, 2004; Taleghani-Nikazm, 2008) or its role in error correction (e.g., Muramoto, 1999). Gesture as a component of classroom management technique, e.g., regulating turn-taking traffic between a teacher’s instruction-giving and students’ response production, has rarely been discussed in the literature so far. This short analysis illustrates one way through which two co-teachers signal the completion of instruction-giving and elicit students’ response to the instruction (i.e., compliance). It will be shown that co-teachers’ simultaneous gesturing, with or without accompanying verbal instruction, adds clarity to the instruction as something to be responded to immediately. In other words, when co-teachers produce the same gesture simultaneously, students tend to take it as a signal to carry out the instructed action. Keyword: Applied linguistics; Coordinated Gestures; Education; EFL; English as a Foreign Language; English language; Gesture; Language acquisition; P118-118.7; PE1-3729; Students; Teaching URL: https://doaj.org/article/054be02ab31447b89033c48a406153ea https://doi.org/10.7916/D82C04TV BASE Hide details 12 Rethinking for Second Language Speaking Saez, Natalia Veronica. - 2015 BASE Show details 13 Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition Karas, Michael. - 2015 BASE Show details 14 Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction Liu, Ruey-Ying. - 2015 BASE Show details 15 Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition ... Karas, Michael. - : Columbia University, 2015 BASE Show details 16 Rethinking for Second Language Speaking ... Saez, Natalia Veronica. - : Columbia University, 2015 BASE Show details 17 Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction ... Liu, Ruey-Ying. - : Columbia University, 2015 BASE Show details 18 From motivation to emotion: a new chapter in applied linguistics research Ross, Andrew S In: Centre for Teaching and Learning (2015) BASE Show details 19 O ensino de língua inglesa nos primeiros anos do ensino fundamental: uma abordagem transdisciplinar Souza, Luciana Silva Oliveira. - : Universidade Estadual Paulista (UNESP), 2015 BASE Show details 20 The nature of language learners' beliefs: A half-told story Zhong, Qunyan (Maggie). - 2015 BASE Show details Page: 1 2 3 4 5...10

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