- Applications of Text Analysis Tools for Spoken Response Grading
-
...learners. Communicative competence refers to the
ability of language learners to organize language appropriately using grammatical and textual skills as
well as develop pragmatic competence at the i...
by Scott Crossley, Danielle McNamara
in Volume 17 Number 2, June 2013
- Realizing constructivist objectives through collaborative technologies: Threaded discussions
-
...learner can create meaningful, coherent representations of knowledge.
3. Construction of knowledge. The successful learner can link new information with existing
knowledge in meaningful ways.
4. Strat...
by Donald Weasenforth, Sigrun Biesenbach-Lucas, Christine Meloni
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Second Language Socialization in a Bilingual Chat Room: Global and Local Considerations
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...learner interact with each other to influence how
the learner is socially positioned in any specific language learning context. Through the case study
presented in this article, I examine how the lang...
by Wan Shun Eva Lam
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Social dimensions of telecollaborative foreign language study
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...learners as well as that of the learning and teaching processes in which they are situated. SLA
and FLT researchers have subsequently begun to investigate language learners as agents in sociocultural...
by Julie A Belz
in Volume 06 Number 1, January 2002
- Communication topics and strategies in e-mail consultation: Comparison between american and international university students
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...learners of English.
Pragmatic Differences Between American and International Students in Academic Discourse
Environments
Research by Bardovi-Harlig and Hartford (1990, 1993a, b) has focused on co...
by Sigrun Bisenbach-Lucas
in Volume 09 Number 2, May 2005
- Negotiation of meaning to comprehend hypertexts through peer questioning
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...Learners] should be
encouraged to ask for information, seek clarification, express an opinion, agree and/or disagree with peers
and teachers” (pp. 12-13). The exchange of ideas and negotiation of me...
by Yu-Fen Yang, Pei-Yin Hsieh
in Volume 19 Number 2, June 2015
- Preservice english teachers acquiring literacy practices through technology tools
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...attitudes, and beliefs about the event.
For the final presentations of their multi-genre projects, the students shared the results of their work in
short 10-minute presentations in small groups. Stude...
by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Abdullah's Blogging: A generation 1.5 student enters the blogosphere
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...learner" to describe how these students can rely on
their oral skills to compensate for the lack of development of their written skills. Thus, the problem is not
that they have lower levels of writi...
by Joel Boch
in Volume 11 Number 2, June 2007
- Microblogging Activities: Language Play and Tool Transformation
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...learners opportunities to compare their
current interlanguage systems with new forms, ludic language play increases noticeability due to the
affective charge of the language, helps learners develop ...
by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- The emergence of texture: An analysis of the functions of the nominal demonstratives in an English interlanguage corpus
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...learners to impose on the
target language a certain structural clarity, transparency, or … explicitness. Such a
tendency can be adduced by the learner's preference for coordination over
subordination,...
by Terry Murphy
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
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