首页 >  文献推荐 >  What's hot

What's Hot

(文献数据最近更新时间:2018-08-13;中文文献显示格式为《外语教学与研究》标准,英文文献显示格式为APA标准。)

关键词:CLASSROOM COMMUNICATION (频次:50)
  • Yeo, J-Y & Ting, S-H. (2014). Personal pronouns for student engagement in arts and science lecture introductions. English for Specific Purposes, 34(Apr), 26-37.
    [ 详情 摘要 关键词 收藏 ]
  • Cunningham, C. (2014). 'Keep talking': Using music during small group discussions in EAP. ELT Journal, 68(2), 179-191.
    [ 详情 摘要 关键词 收藏 ]
  • Li, S. (2014). Oral corrective feedback. ELT Journal, 68(2), 196-198.
    [ 详情 摘要 关键词 收藏 ]
  • Chappell, P. (2014). Engaging learners: Conversation- or dialogic-driven pedagogy?. ELT Journal, 68(1), 1-11.
    [ 详情 摘要 关键词 收藏 ]
  • Park, Y. (2014). The roles of third-turn repeats in two L2 classroom interactional contexts. Applied Linguistics, 35, 145-167.
    [ 详情 摘要 关键词 收藏 ]
  • Ko, S. (2014). The nature of multiple responses to teachers' questions. Applied Linguistics, 35, 48-62.
    [ 详情 摘要 关键词 收藏 ]
  • Moore, P. J. (2013). An emergent perspective on the use of the first language in the English-as-a-foreign-language classroom. The Modern Language Journal, 97, 239-253.
    [ 详情 摘要 关键词 收藏 ]
  • Kim, You-Jin. (2012). Task complexity, learning opportunities, and Korean EFL learners' question development. Studies in Second Language Acquisition, 34, 627-658.
    [ 详情 摘要 关键词 收藏 ]
  • Mendelson, Adam. (2012). Chatting in paragraphs: Towards academic discourse in foreign language chat. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(4), 393-421.
    [ 详情 摘要 关键词 收藏 ]
  • Ma, Lai Ping Florence. (2012). Advantages and disadvantages of native- and nonnative-English-speaking teachers: Student perceptions in Hong Kong. TESOL Quarterly, 46(2), 280-305.
    [ 详情 摘要 关键词 收藏 ]
  • Zhu, Wei, & Mitchell, D. A. (2012). Participation in peer response as activity: An examination of peer response stances from an activity theory perspective. TESOL Quarterly, 46(2), 362-386.
    [ 详情 摘要 关键词 收藏 ]
  • Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers' experiences in a blended learning course. Recall, 23(3), 218-232.
    [ 详情 摘要 关键词 收藏 ]
  • Meskill, C., & Sadykova, G. (2011). Introducing EFL faculty to online instructional conversations. Recall, 23(3), 200-217.
    [ 详情 摘要 关键词 收藏 ]
  • O'Dowd, R. (2011). Online foreign language interaction: Moving from the periphery to the core of foreign language education?. Language Teaching, 44(3), 368-380.
    [ 详情 摘要 关键词 收藏 ]
  • Littlewood, W., & Yu, B. H. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64-77.
    [ 详情 摘要 关键词 收藏 ]
  • Zuengler, J. (2011). Many lessons from a school: What classroom discourse analysis reveals. Language Teaching, 44(1), 55-63.
    [ 详情 摘要 关键词 收藏 ]
  • Gurzynski-Weiss, L., & Revesz, A. (2012). Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. Language Learning, 62(S2), 851-879.
    [ 详情 摘要 关键词 收藏 ]
  • Cheng, Stephanie W. (2012). "That's it for today": Academic lecture closings and the impact of class size. English for Specific Purposes, 31, 234-248.
    [ 详情 摘要 关键词 收藏 ]
  • Deroey, K. L. B., & Taverniers, M. (2012). Just remember this: Lexicogrammatical relevance markers in lectures. English for Specific Purposes, 31, 221-233.
    [ 详情 摘要 关键词 收藏 ]
  • Querol-Julian, M., & Fortanet-Gomez, I. (2012). Multimodal evaluation in academic discussion sessions: How do presenters act and react. English for Specific Purposes, 31, 271-283.
    [ 详情 摘要 关键词 收藏 ]