- Mapping Languaging in Digital Spaces: Literacy Practices at Borderlands
-
...OH:
Multilingual Matters.
Bagga-Gupta, S. (2012b). Scaffolding social developmental trajectories in an Asian megacity: NGO’s as
sites for sustainable change. Paper presented at the Conference on An...
by Giulia Messina Dahlberg, Sangeeta Bagga-Gupta
in Volume 20 Number 3, October 2016
- Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges
-
...oh ok
In Excerpt 7, the Anglophone student made two errors: (a) ton (the gender of the possessive adjective in
reference to livre) and (b) preferer (the form of the adjective). The Francophone stude...
by Christine Giguère, Susan Parks
in Volume 22 Number 3, October 2018
- Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource
-
...ohns (1991), whose metaphor of the “learner-as-researcher” has proved very influential.
Johns describes the learner armed with a corpus as a linguistic researcher who formulates and tests
hypotheses...
by Claire Kennedy, Tiziana Miceli
in Volume 14 Number 1, February 2010
- Effects of short-term memory and content representation type on mobile language learning
-
...ohen,
1981; Taylor & Taylor, 1990) and keyword annotations (Courtney, 1998; Pressley, Levin & Miller, 1982)
have been shown to require deeper processing of word meanings and to enhance retention of ...
by Nian-Shing Chen, Sheng-Wen Hsieh, Kinshuk Kinshuk
in Volume 12 Number 3, October 2008
- Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos
-
...oh signal that a speaker “has undergone some kind of
change of state in his or her locally current state of knowledge, information, orientation or awareness”
(p.188). For Heritage, this change-of-st...
by Phil Benson
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
- Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners
-
...oh that’s a lot
The teacher confirmed the information “yes, you take photos of anything, right?” and upon hearing the
learner’s response, maintained interaction with an elaboration request “do you h...
by Pham Kim Chi, Nguyen Van Loi
in Volume 24 Number 3, October 2020
- Geosemiotics as a multiperspectivist lens: Theorizing L2 use of semiotic resources in negotiation of meaning with mobiles from outside the classroom
-
...ohen, 2016; Guichon & Wigham, 2016; Hampel, 2019;
Hampel & Stickler, 2012; Knight et al., 2018; Satar, 2020). Studies have also demonstrated that learners
exploit visual and embodied cues within neg...
by Helen Lee, Regine Hampel
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Noticing and text-based chat
-
...Oh, he agree with me.
Researcher: Ok. Did you notice that he actually
corrected your mistake
D: Ah, I don’t, I don’t do ah notice. So
Researcher: because he said
D: yes, yes, for now, but
Re...
by Chun Lai, Yong Zhao
in Volume 10 Number 3, September 2006
- Using synchronous online peer response groups in EFL writing: Revision-related discourse
-
...ohnson, 1994), encourage collaborative
reading and writing (Tsui & Ng, 2000), and promote writing revisions (Berg, 1999; Mendonca & Johnson,
1994; Min, 2006, 2008; Stanley, 1992). These interactive ...
by Mei-Ya Liang
in Volume 14 Number 1, February 2010
- Textual, genre and social features of spoken grammar: A corpus-based approach
-
...ohn Benjamins.
Biber, D., Conrad, S., & Cortes, V. (2004). If you look at: Lexical bundles in university teaching and
textbooks. Applied Linguistics, 25(3), 371-405.
Biber, D., Johansson, S., Leec...
by Carmen Pérez-Llantada
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
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