Applied linguistics.

Lưu vào:
Corporate Authors: American Association for Applied Linguistics., British Association for Applied Linguistics., International Association of Applied Linguistics.
Định dạng: Serial
Ngôn ngữ:English
Xuất bản : [London, Eng.] : Oxford University Press, (2001)-
Chủ đề:
Thẻ: Thêm từ khóa
Không có thẻ nào, Hãy là người đầu tiên đánh dấu biểu ghi này!
Mục lục:
  • 2001, Vol. 22, no. 4 (CA41/00051): Moving from school to workplace: Disciplinary innovation, border crossings, and the reshaping of a written genre
  • Revising the language of new south wales police procedures: applied linguistics in Action
  • Making sense of language teaching: Teachers’ principles and classroom practices
  • Four perspectives on L2 pragmatic development
  • Interpretations and correlations: A reply to Stubbs
  • Tove Skutnabb-Kangas: Linguistic genocide in education-or worldwide diversity and human ringts?
  • Kathleen Bardovi-Harlig. Tense and aspect in second language acquisition: Form, meaning, and use
  • Manfred pienemann: Language processing and second language development. Processability theory
  • John E. Ingulsrud and kete allen: Learning to read in China-Sociolinguistic perspectives on the acquisition of literacy
  • 2002, Vol. 23, no. 2 (CA41/00052): Cross-cultural pragmatics: Strategy use in Egyptian Arabic and American English refusals
  • Bidirectional transfer
  • Directives: Argument and engagement in academic writing
  • Defining the zone of proximal development in US foreign language education
  • The functions of invented sentences: A reply to guy cook
  • John Flowerdew and Matthew Peacock (eds.): Research perspectives on English for academic purposes
  • Multilingual glossary of language testing 6
  • Mary Goebel Noguchi and Sandra Fotos (eds.): Studies in Japanese Bilingualism; Masayo Yamamoto (ed.): Nihon no Bailingaru kyoiku (Bilingual education in Japan)
  • 2003, Vol. 24, no. 4 (CA41/00053): Lexical coverage of spoken discourse
  • Interphonology variability: Sociolinguistic factors affecting L2 simplification strategies
  • Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2
  • Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing
  • Who’s helping whom? Learner/Heritage-speakers’ networked discussions in Spanish
  • Miriam shlesinger and frank pöchhacker (eds): the interpreting studies reader
  • Eija Ventola, Celia Shalom, and Susan Thompson (eds): The language of conferencing
  • Zoltán Dörnyei. Questionnaires in second language research: Construction, administration and processing
  • Lynne Bowker and Jennifer pearson. Working with specialized language: A practical guide to using corpora
  • 2005, Vol. 26, no. 1/1 (CA41/00054): A comparative study of certainty and conventional indirectness: Evidence from British English and peninsular Spanish
  • Lexical frequency profiles: A Monte Carlo analysis
  • Intra-language discrimination and linguistic human rights: The case of singlish
  • Relationship among motivation orientations, metacognitive awareness and proficiency in L2 listening
  • Pragmalinguistic awareness: Is it related to motivation and proficiency
  • 2005, Vol. 26, no. 1/2 (CA41/00054): A response to Jordan’s (2004) ‘Explanatory adequacy and theories of second language acquisition’
  • Allyson Julé. Gender, participation and silence in the language classroom: Sh-Shushing the girls
  • Lindsay Amthor yotsukura. Negotiating moves: Problem presentation and resolution in Japanese Business Discourse
  • Rebecca rogers. A critical discourse analysis of family literacy practices: Power in and out of print
  • Catherine J. Doughty and Michael H. Long: The Handbook of second language acquisition
  • 2005, Vol. 26, no. 2 (CA41/00055): Peer tutoring in a graduate writing centre: Identity, Expertise and advice resisting
  • Language play, a collaborative resource in children’s L2 learning
  • Exploring L2 language play as an aid to SLL: A case study of humour in NS-NNS interaction
  • Stages or continua in second language acquisition: A MOGUL solution
  • From movement to metaphor with manner-of-movement verbs
  • English, ‘Terror’, and Islam
  • Tangled up in form: Critical comments on ‘Teachers’ stated beliefs about incidental focus on form and their classroom practices’ by basturkmen, loewen, and Ellis
  • Sigrid Norris. Analyzing multimodal interaction: A methodological framework, Routledge, 2004
  • Anya woods: Medium or message? Language and faith in ethnic churches. Multilingual matters, 2004
  • Kita sotaro (ed.): Pointing. Where language, culture and coginition meet. Lawrence Erlbaum, 2003
  • Nancy hornberger (ed.): Continua of Biliteracy. An ecological framework for educational policy, research, and practice in multilingual settings, Multilingual matters 2003
  • 2005, Vol. 26, no. 3 (CA41/00056): Coding ‘Corrective recasts’: The maintenance of meaning and more fundamental problems
  • The impact of assessment method on foreign language proficiency growth
  • ‘We do not seem to have a theory … The theory I present here attempts to fill this gap’: Inclusive and exclusive pronoun in academic writing
  • legislation by hypothesis: The case of task-based instruction
  • Negotiation for meaning and peer assistance in second language classroom
  • Disciplinary variation in the use of theme in undergraduate essays
  • A note on canonical word order
  • L. Cheng, Y. Watanabe, and A. Curtis (eds): Washback in language testing-Research contexts and methods
  • Pau Chilton. Analysing political discourse: Theory and practice; Paul Bayley (ed.): Cross-cultural perspectives on parliamentary discourse
  • Paula G. Rubel and Abraham rosman. Translating cultures; Michael Cronin: Translation and globalization
  • Norbert Schmitt (ed.): Formulaic sequences-Acquisition, processing and use