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(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:ENGLISH AS A SECOND LANGUAGE TEACHING METHODS (频次:53)
  • Zhao, H. (2014). Investigating teacher-supported peer assessment for EFL writing. ELT Journal, 68(2), 155-168.
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  • Chappell, P. (2014). Engaging learners: Conversation- or dialogic-driven pedagogy?. ELT Journal, 68(1), 1-11.
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  • Siegel, J. (2014). Exploring L2 listening instruction: Examinations of practice. ELT Journal, 68(1), 22-30.
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  • Fordyce, K. (2014). The differential effects of explicit and implicit instruction on EFL learners' use of epistemic stance. Applied Linguistics, 35, 6-28.
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  • Kallkvist, M. (2013). Languaging in translation tasks used in a university setting: Particular potential for student agency. The Modern Language Journal, 97, 217-238.
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  • Oberg, A. (2013). Analysis of the effect a student-centred mobile learning instructional method has on language acquisition. Computer Assisted Language Learning, 26(2), 177-196.
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  • Kim, You-Jin. (2012). Task complexity, learning opportunities, and Korean EFL learners' question development. Studies in Second Language Acquisition, 34, 627-658.
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  • Sato, Masatoshi, & Lyster, Roy. (2012). Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition, 34, 591-626.
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  • Saito, K., & Lyster, R. (2012). Investigating the pedagogical potential of recasts for L2 vowel acquisition. TESOL Quarterly, 46(2), 387-397.
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  • Short, D. J., Fidelman, C. G., & Louguit, M. (2012). Developing academic language in English language learners through sheltered instruction. TESOL Quarterly, 46(2), 334-361.
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  • Lwo, L., & Lin, M. C. (2012). The effects of captions in teenagers' multimedia L2 learning. Recall, 24(2), 188-208.
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  • Munro, M. J., & Derwing, T. M. (2011). The foundations of accent and intelligibility in pronunciation research. Language Teaching, 44(3), 316-327.
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  • Saito, K., & Lyster, R. (2012). Effects of form-focused instruction and corrective feedback on L2 pronunciation development of /(turned r)/ by Japanese learners of English. Language Learning, 62, 595-633.
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  • Cross, J. (2011). Social-cultural-historical contradictions in an L2 listening lesson: A joint activity system analysis. Language Learning, 61, 820-867.
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  • Gilmore, A. (2011). "I prefer not text": Developing Japanese learners' communicative competence with authentic materials. Language Learning, 61, 786-819.
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  • Simard, D., & Jean, G. (2011). An exploration of L2 teachers' use of pedagogical interventions devised to draw L2 learners' attention to form. Language Learning, 61, 759-785.
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  • Marsden, E., & Chen, H. Y. (2011). The roles of structured input activities in processing instruction and the kinds of knowledge they promote. Language Learning, 61, 1058-1098.
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  • Cargill, M., O'Connor, P., & Li, Y. Y. (2012). Educating Chinese scientists to write for international journals: Addressing the divide between science and technology education and English language teaching. English for Specific Purposes, 31, 60-69.
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  • Chen, Y. S., & Su, S. W. (2012). A genre-based approach to teaching EFL summary writing. ELT Journal, 66(2), 184-192.
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  • Dos Reis, J., & Hazan, V. (2012). Speechant: A vowel notation system to teach English pronunciation. ELT Journal, 66(2), 156-165.
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