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Investigating the teacher education needs of experienced ESP teachers in Spanish universities
In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 38, 2019, pags. 127-150 (2019)
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2
Teaching pragmatics
In: The Routledge handbook of pragmatics (Abingdon, 2017), p. 563-574
MPI für Psycholinguistik
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3
Teaching pragmatics
In: Routledge handbook of pragmatics (2017), S. 563-574
Leibniz-Zentrum Allgemeine Sprachwissenschaft
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4
The use of metadiscourse in argumentative essays at advanced levels ...
Basturkmen, Helen. - : Monash University, 2016
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The use of metadiscourse in argumentative essays at advanced levels ...
Basturkmen, Helen. - : Monash University, 2016
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6
LSP teacher education: Review of literature and suggestions for the research agenda
In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 30, 2015, pags. 17-34 (2015)
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7
LSP teacher education: Review of literature and suggestions for the research agenda
In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 28, 2014, pags. 17-34 (2014)
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8
Review of research into the correspondence between language teachers' stated beliefs and practices
In: System. - Amsterdam : Elsevier 40 (2012) 2, 282-295
OLC Linguistik
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9
Languages for specific purposes curriculum creation and implementation in Australasia and Europe
In: The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell 96 (2012), 59-70
BLLDB
OLC Linguistik
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10
Lexical bundles and discourse signalling in academic lectures
In: Lexical studies (Los Angeles, 2012), p. 287-306
MPI für Psycholinguistik
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11
Oral Corrective Feedback, Individual Differences, and L2 Acquisition of French Past Tenses
Mifka Profozic, Nadia. - : ResearchSpace@Auckland, 2012
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12
What constitutes effective feedback to postgraduate research students? The students’ perspective
In: Journal of University Teaching & Learning Practice (2012)
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13
Peer interaction in the foreign language classroom: what factors foster a focus on form?
In: Language awareness. - Abingdon : Routledge 19 (2010) 4, 261-279
BLLDB
OLC Linguistik
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14
Developing courses in English for specific purposes
Basturkmen, Helen. - Houndmills [u.a.] : Palgrave Macmillan, 2010
BLLDB
UB Frankfurt Linguistik
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15
The effectiveness of implicit and explicit error correction on learners' performance
In: System. - Amsterdam : Elsevier 37 (2009) 1, 82-98
BLLDB
OLC Linguistik
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16
Lexical bundles and discourse signalling in academic lectures
In: Lexical cohesion and corpus linguistics (Amsterdam, 2009), p. 23-44
MPI für Psycholinguistik
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17
The practie of SLP
In: The handbook of applied linguistics (Oxford, 2007), p. 672-694
MPI für Psycholinguistik
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18
Disentangling focus on form : a response to Sheen and O'Neill (2005)
In: Applied linguistics. - Oxford : Oxford Univ. Press 27 (2006) 1, 135-141
BLLDB
OLC Linguistik
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19
Lexical bundles and discourse signalling in academic lectures
In: International journal of corpus linguistics. - Amsterdam [u.a.] : Benjamins 11 (2006) 3, 147-168
BLLDB
OLC Linguistik
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20
Disentangling Focus on Form. A Response to Sheen and O'Neill (2005)
Ellis, Rod; Loewen, Shawn; Basturkmen, Helen. - : Oxford University Press, 2006
Abstract: This article is a response to Sheen and O'Neill's (2005) critique of our paper entitled ‘Teachers’ stated beliefs about incidental focus on form and their classroom practice’ (Basturkmen et al ., 2004). In addition, it seeks to clarify a number of common misunderstandings about focus on form (e.g. that ‘form’ refers exclusively to grammar and that it is entirely reactive/corrective in nature). We argue that the study of teachers’ beliefs about and practice of focus on form adds to our understanding of how the conditions for successful second language acquisition can be accomplished in the classroom.
Keyword: Forum
URL: http://applij.oxfordjournals.org/cgi/content/short/27/1/135
https://doi.org/10.1093/applin/ami049
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