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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:FRENCH AS A SECOND LANGUAGE INSTRUCTION (频次:13)
  • Brosseau-Lapre, F., Rvachew, S.,Clayards, M., & Dickson, D. (2013). Stimulus variability and perceptual learning of nonnative vowel categories. Applied Psycholinguistics, 34(3), 419-441.
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  • Mroz, Aurore. (2012). Negotiation and co-construction of meaning in French as a foreign language (FLE) during immersion in a virtual learning environment (VLE): What about the critical skills and technology of learners of a foreign language?. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(4), 359-392.
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  • Hamel, M. (2012). Testing aspects of the usability of an online learner dictionary prototype: A product- and process-oriented study. Computer Assisted Language Learning, 25(4), 339-365.
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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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  • Weinberg, A., Boukacem, D., & Burger, S. (2012). The teaching of a subject-specific vocabulary in two university immersion contexts: What approach to favor?. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(1), 1-27.
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  • Beaulieu, S. (2011). Educational standards and bilingual nurses in Francophone minority communities. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(4), 508-535.
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  • Van Compernolle, R. A., & Williams, L. (2012). Promoting sociolinguistic competence in the classroom zone of proximal development. Language Teaching Research, 16(1), 39-60.
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  • Graham, S., Santos, D., & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15(4), 435-456.
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  • Van Compernolle, R. A., & Williams, L. (2012). Reconceptualizing sociolinguistic competence as mediated action: Identity, meaning-making, agency. The Modern Language Journal, 96, 234-250.
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  • Drewelow, I. (2011). Learners' selective perceptions of information during instructed learning in French: Consequences. The Modern Language Journal, 95(Supplement), 27-41.
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  • Lyddon, P. A. (2011). The efficacy of corrective feedback and textual enhancement in promoting the acquisition of grammatical redundancies. The Modern Language Journal, 95(Supplement), 104-129.
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  • Lomicka, L., & Lord, G. (2012). A tale of tweets: Analyzing microblogging among language learners. System, 40(1), 48-63.
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  • van Compernolle, R. A., & Williams, L. (2012). Teaching, learning, and developing L2 French sociolinguistic competence: A sociocultural perspective. Applied Linguistics, 33, 184-205.
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