- Told like it is! An evaluation of an integrated oral development pilot project
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...du texte (écoute a froid, sans aucun support)
1ere écoute des questions (idem)
Re-écoute du texte
2ème écoute des questions
Ecoute découpée du texte
Deuxième partie: Production orale
3ème écoute...
by David Barr, Jonathan Leakey, Alexandre Ranchoux
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- The pedagogical mediation of a developmental learner corpus for classroom-based language instruction
-
...dual modules of the da-compound
intervention as they could for the MPs, because of scheduling.
Nevertheless, all learners produced a total of 14 da-compounds between modules 1 and 2 (Table 7). The ...
by Julie A. Belz, Nina Vyatkina
in Volume 12 Number 3, October 2008
- "Reflective conversation" in the virtual language classroom
-
...dure, they must be sustained by individuals who have the ability to
motivate others to take part in the discussion. These individuals should have the competence to contribute
(and to get others to con...
by Marie-Noëlle Lamy, Robin Goodfellow
in Volume 02 Number 2, January 1999
- Review of Research methods for digital discourse analysis
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...due to space limitations. By pinpointing issues that are unique to digital discourse analysis,
this useful introduction sets the stage for the way the book tackles those issues.
Chapters 2 and 3 fo...
by Hanwool Choe
in Volume 27 Number 1, 2023
- The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023
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...due
to Chinese students’ cultural and educational contexts. Hu and Du (2022) noted that negative attitudes
toward new TELLEs due to personal factors and preferences were a barrier for some learners ...
by Huan Huang, Michael Li
in Volume 28 Number 1, 2024
- Review of The Oxford Dictionary of American English
-
...duce a competitive
product and is well positioned to contribute to this progress. The challenge for applied linguistics
researchers will be to keep pace.
NOTES
1. These included the dictionaries...
by Marlise Horst, Tom Cobb
in Volume 10 Number 1, January 2006
- Linguistic perspectives on the development of intercultural competence in telecollaboration
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...ducation. Harvard Educational Review, 65, 445-471.
Halliday, M. A. K. (1978). Language as social semiotic. London: Arnold.
Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). L...
by Julie A. Belz
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- "Missed" communication in online communication: Tensions in a german-american telecollaboration
-
...ducts of and producers of students' locally and culturally situated
perspectives. An intercultural stance online must be seen as a joint responsibility (Jacoby & Ochs, 1995),
in which individuals ag...
by Paige Ware
in Volume 09 Number 2, May 2005
- Measuring oral proficiency in distance, face-to-face, and blended classrooms
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...During the chat, the students share their results with each other in jigsaw fashion.
The hybrid courses (SP2V and SP3V) are the equivalent of the last two thirds of an introductory college-
level Sp...
by Robert Blake, Nicole L. Wilson, Maria Cetto, Cristina Pardo Ballester
in Volume 12 Number 3, October 2008
- A Funny Thing Happened on the Way to the Forum: Electronic Discussion and Foreign Language Learning
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...dure is virtually the same in each case: (a) subscribe, (b) send a message introducing yourself, (c)
communicate regularly.4 There is no sense that a conversation between two people is different from ...
by Barbara Hanna, Juliana de Nooy
in Volume 07 Number 1, January 2003
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