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Hits 61 – 80 of 135

61
Reading strategy awareness of Arabic-speaking medical students studying in English
In: System. - Amsterdam : Elsevier 37 (2009) 4, 640-651
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62
The effectiveness of implicit and explicit error correction on learners' performance
In: System. - Amsterdam : Elsevier 37 (2009) 1, 82-98
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63
Effects of consciousness raising of metacognitive strategies on EFL students' reading comprehension
In: ITL. - Amsterdam : Benjamins (2009) 157, 75-92
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64
Implicit and explicit knowledge in second language learning, testing and teaching
Reinders, Hayo; Ellis, Rod; Erlam, Rosemary. - Bristol [u.a.] : Multilingual Matters, 2009
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65
The interactive effects of pragmatic-eliciting tasks and pragmatic instruction
In: Foreign language annals. - New York, NY 41 (2008) 3, 478-500
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66
The teaching and acquisition of focus constructions: an integrated approach to language awareness across the curriculum
In: Language awareness. - Abingdon : Routledge 17 (2008) 3, 249-266
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67
Réflexions métasyntaxiques formulées par des élèves de 6e année apprenant l'anglais langue seconde
In: Language awareness. - Abingdon : Routledge 17 (2008) 2, 156-170
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68
Perception of learner proficiency: its Impact on the interaction between an ESL learner and her higher and lower proficiency partners
In: Language awareness. - Abingdon : Routledge 17 (2008) 2, 115-130
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69
Metatalk in a pair work activity: level of engagement and implications for language development
In: Language awareness. - Abingdon : Routledge 17 (2008) 2, 95-114
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70
Raising learner-initiated attention to the formal aspects of their oral production through transcription and stimulated reflection
In: International review of applied linguistics in language teaching. - Berlin : de Gruyter 46 (2008) 4, 375-392
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71
Using explicit positive assessment in the language classroom: IRF, feedback, and learning opportunities
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 92 (2008) 4, 577-594
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72
What does metalinguistic activity in learners' interaction during a collaborative L2 writing task look like?
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 92 (2008) 4, 519-537
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73
Metacognitive strategy use: accessing ESL learners' inner voices via stimulated recall
In: Innovation in language learning and teaching. - Abingdon : Routledge Journals, Taylor & Francis Group 2 (2008) 3, 207-223
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74
Awareness of orthographic form and morphophonemic learnng in EFL
In: Languages and cultures in contrast and comparison. - Amsterdam [u.a.] : Benjamins (2008), 299-326
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75
Intelligibility, acceptability, target-likeness: teacher vs. student perspectives on the teaching of pronunciation within an EIL framework
In: Philippine journal of linguistics. - Manila 39 (2008), 1-14
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76
Meaningful form: transitivity and intentionality
In: ELT journal. - Oxford : Oxford Univ. Press 62 (2008) 1, 164-172
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77
Phonological awareness and speech comprehensibility : an exploratory study
In: Language awareness. - Abingdon : Routledge 16 (2007) 4, 263-277
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78
Learner metalinguistic reflections following output-oriented and reflective activities
In: Language awareness. - Abingdon : Routledge 16 (2007) 2, 131-146
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79
Elicitation and reformulation and their relationship with learner repair in dyadic interaction
In: Language learning. - Hoboken, NJ : Wiley 57 (2007) 4, 511-548
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80
Elicited metalinguistic reflection and second language learning: is there a link?
In: System. - Amsterdam : Elsevier 35 (2007) 4, 509-522
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