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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 Hits 1 – 20 of 70 1 Getting Students to Talk: A Practice-Based Study on the Design and Implementation of Problem-Solving Tasks in the EFL Classroom Silvia Kunitz; Jessica Berggren; Malin Haglind; Anna Löfquist In: Languages; Volume 7; Issue 2; Pages: 75 (2022) BASE Show details 2 L2 discourse markers and the development of interactional competence during study abroad Schirm, Ronald Samuel Karl. - : University of Waterloo, 2022 BASE Show details 3 Apprendre à interagir en classe de FLE : la situation d'invitation ; : Learning to interact in the French language classroom: the invitation situation Carmen, ALBERDI; Etienne, Carole 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) BASE Show details 4 Can you see what I mean? A multimodal approach to interactional competence in English-Medium Instruction Clua Serrano, Mónica. - : Universitat Internacional de Catalunya, 2021 In: TDX (Tesis Doctorals en Xarxa) (2021) BASE Show details 5 Don't turn a deaf ear: a case for assessing interactive listening Lam, Daniel M. K.. - : Oxford University Press, 2021 BASE Show details 6 Development of interactional competence in Spanish-language service learning ... Burt, Erika Linnea; 0000-0002-7253-2052. - : The University of Texas at Austin, 2020 BASE Show details 7 Interactional competence in the workplace: challenges and opportunities Galaczi, Evelina D.; Taylor, Lynda. - 2020 BASE Show details 8 Development of empirically driven checklists for learners’ interactional competence Nakatsuhara, Fumiyo; May, Lyn; Lam, Daniel M. K.. - 2020 BASE Show details 9 Interactional Competence measured in group oral tests: how do test-taker characteristics, task types and group sizes affect co-constructed discourse in groups? Nakatsuhara, Fumiyo. - 2020 BASE Show details 10 Interactional competence: conceptualisations, operationalisations, and outstanding questions Galaczi, Evelina D.; Taylor, Lynda. - : Routledge, 2020 BASE Show details 11 How do trained English-medium instruction (EMI) lecturers combine multimodal ensembles to engage their students? Morell, Teresa; Norte Fernández-Pacheco, Natalia; Beltran-Palanques, Vicent. - : Octaedro, 2020 BASE Show details 12 The Social Lives of Adolescent Study Abroad Learners and Their L2 Development Ellis, Rod; Sauer, L.. - : WILEY, 2019 BASE Show details 13 Learning interactions in the French classroom: issues and practices ; Apprendre les interactions en classe de français : enjeux et pratiques Ravazzolo, Elisa; Etienne, Carole; Ursi, Biagio 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) BASE Show details 14 Language coaching for speakers of Spanish as a heritage language : novice-expert interactions via videoconference ... Abing, Jesse Lee; 0000-0003-0936-5498. - : The University of Texas at Austin, 2019 BASE Show details 15 Development of interactional competence in Spanish-language service learning Burt, Erika Linnea. - 2019 Abstract: This study analyzes the development of Interactional Competence by two advanced-level undergraduate Spanish students in the service-learning context where they volunteered as Spanish-language instructors in either an adult basic education class or an ESL class. The data were primarily derived from five interactions between the students and native Spanish speakers recorded over the course of a semester at a local community center. Using a Conversation Analytic (CA) framework, the analysis examines the moment-by-moment unfolding interaction, focusing specifically on the interactional resources that learners use to accomplish L2 talk-in-interaction, namely alignment activity and negotiation of participant roles, and how those skills evolve over the semester. Service-learning was chosen as the context for this study given the dearth of interactional research in this area and the recent attention given to this semi-immersion context. While study abroad has traditionally been seen as the optimal location for language and cultural immersion, for some students, the cost and time commitment are out of reach. Additionally, research into the actual linguistic benefits of studying abroad has revealed contradictory findings. Overall, this study is meant to add to the research on the development of second-language Interactional Competence in the service-learning setting. While the learners’ advanced level in the L2 meant that they already exhibited the use of the interactional resources at the beginning of the semester, results of the study indicated that they still displayed development in these interactional resources, which was viewed as evidence of improvement in Interactional Competence. As a result, the students also revealed a move toward fuller participation in L2 interaction as time went on. More specifically, growth was seen nearly across the board for both participants in terms of the frequency, complexity, timing, appropriateness, and grammaticality of their contributions to L2 conversation. In addition, the analysis of co-constructed participation structures revealed a move away from the novice/expert paradigm in interaction. While their identities as language-learners were called upon more often in L2 interaction at the beginning of the semester, these became less relevant as they increasingly demonstrated their expertise as Spanish-language instructors over time. Their identities as experts in their roles as teachers was found to be one of the unique features of the service-learning context ; Foreign Language Education Keyword: Alignment; Interactional competence; Second language acquisition; Service learning; Spanish language learning URL: https://doi.org/10.26153/tsw/13406 https://hdl.handle.net/2152/86455 BASE Hide details 16 Explicit or implicit? Facilitating interactional competence through mentoring discourse at work Marra, Meredith; Holmes, Janet; Vine, Bernadette In: Langage et société, N 168, 3, 2019-09-18, pp.69-91 (2019) BASE Show details 17 The role of corpus linguistics in the ethnography of a closed community : survival communication Harrington, Kieran. - New York : Routledge, 2018 BLLDB UB Frankfurt Linguistik Show details 18 Classroom Interaction and Language Learning in CLIL contexts Evnitskaya, Natalia. - 2018 BASE Show details 19 Assessing interactional competence in a multiparty roleplay task: A mixed-methods study Patharakorn, Patharaorn. - 2018 BASE Show details 20 Language coaching for speakers of Spanish as a heritage language : novice-expert interactions via videoconference Abing, Jesse Lee. - 2018 BASE Show details Page: 1 2 3 4

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