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Getting Students to Talk: A Practice-Based Study on the Design and Implementation of Problem-Solving Tasks in the EFL Classroom
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In: Languages; Volume 7; Issue 2; Pages: 75 (2022)
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L2 discourse markers and the development of interactional competence during study abroad
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Apprendre à interagir en classe de FLE : la situation d'invitation ; : Learning to interact in the French language classroom: the invitation situation
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In: ISSN: 1023-2044 ; Bulletin suisse de Linguistique appliquée ; https://hal.archives-ouvertes.fr/hal-03349826 ; Bulletin suisse de Linguistique appliquée, Neuchâtel : Institut de linguistique de l'Université, 2021, Cahier VALS-ASLA, Numéro spécial 2020, pp.107-128 ; https://www.vals-asla.ch/fr/revue/ (2021)
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Can you see what I mean? A multimodal approach to interactional competence in English-Medium Instruction
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Don't turn a deaf ear: a case for assessing interactive listening
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Development of interactional competence in Spanish-language service learning ...
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Interactional competence in the workplace: challenges and opportunities
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Development of empirically driven checklists for learners’ interactional competence
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Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups?
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Interactional competence: conceptualisations, operationalisations, and outstanding questions
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How do trained English-medium instruction (EMI) lecturers combine multimodal ensembles to engage their students?
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The Social Lives of Adolescent Study Abroad Learners and Their L2 Development
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Abstract:
© National Federation of Modern Language Teachers Associations This article reports a longitudinal case study of two German high-school exchange students’ 5.5-month study abroad (SA) in New Zealand, examining their social lives and oral second language (L2) development. Six informal interviews, weekly diary entries, and monthly summaries were used to elicit data about their overseas experiences and reflections associated with them. The qualitative analysis investigated the nature of the students’ social lives at school, in their homestay, in their hobbies, and during their free time. The results demonstrated that opportunities for L2 engagement varied considerably with context—some affording and others restricting interaction. Especially the presence of co-nationals impeded L2 interaction and required the students to seek out opportunities themselves—an effort that the students were not always willing to make. For the quantitative analysis, the interview data were coded using multiple measures of complexity, accuracy, lexis, and fluency (CALF). Compared to previous studies, the results showed that all CALF dimensions improved during SA, but just for one student and not in a linear fashion. The two learners’ L2 profiles varied considerably, demonstrating that development is dynamic and unique and that interpretations of it need to take account of the learners’ social contexts and what they make of these.
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Keyword:
ACCURACY; adolescents; CAF; CALF; communities of practice; COMPLEXITY; Education & Educational Research; FLUENCY; high school; IDENTITY; INDIVIDUAL-DIFFERENCES; INTERACTIONAL COMPETENCE; LANGUAGE; Linguistics; ORAL PROFICIENCY; second language development; SLA; social identity; social lives; social networks; Social Sciences; study abroad
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URL: http://hdl.handle.net/20.500.11937/80007 https://doi.org/10.1111/modl.12589
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Learning interactions in the French classroom: issues and practices ; Apprendre les interactions en classe de français : enjeux et pratiques
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In: Didactiques des Langues & Plurilinguisme(s) - 30 ans de recherches ; https://hal.archives-ouvertes.fr/hal-02364316 ; Didactiques des Langues & Plurilinguisme(s) - 30 ans de recherches, LIDILEM (EA 609); ACEDLE, Nov 2019, Grenoble, France ; https://ddl-pluri30.sciencesconf.org/ (2019)
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Language coaching for speakers of Spanish as a heritage language : novice-expert interactions via videoconference ...
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Development of interactional competence in Spanish-language service learning
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Explicit or implicit? Facilitating interactional competence through mentoring discourse at work
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In: Langage et société, N 168, 3, 2019-09-18, pp.69-91 (2019)
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Classroom Interaction and Language Learning in CLIL contexts
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Assessing interactional competence in a multiparty roleplay task: A mixed-methods study
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Language coaching for speakers of Spanish as a heritage language : novice-expert interactions via videoconference
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