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What's Hot

(文献数据最近更新时间:2018-05-16;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:LEARNING ENVIRONMENT (频次:62)
  • Chern, C. & Dooley, K. (2014). Learning English by walking down the street. ELT Journal, 68(2), 113-123.
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  • Cunningham, C. (2014). 'Keep talking': Using music during small group discussions in EAP. ELT Journal, 68(2), 179-191.
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  • Chappell, P. (2014). Engaging learners: Conversation- or dialogic-driven pedagogy?. ELT Journal, 68(1), 1-11.
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  • Toetenel, L. (2014). Social networking: a collaborative open educational resource. Computer Assisted Language Learning, 27(2), 149-162.
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  • Qian, K. & McCormick, R. (2014). Building course cohesion: the use of online forums in distance Chinese language learning. Computer Assisted Language Learning, 27(1), 44-69.
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  • Park, Y. (2014). The roles of third-turn repeats in two L2 classroom interactional contexts. Applied Linguistics, 35, 145-167.
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  • Hwang, W. (2013). Users' familiar situational contexts facilitate the practice of EFL in elementary schools with mobile devices. Computer Assisted Language Learning, 26(2), 101-125.
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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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  • Liou, H. (2012). The roles of Second Life in a college computer-assisted language learning (CALL) course in Taiwan, ROC. Computer Assisted Language Learning, 25(4), 365-382.
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  • Bowles, M. A. (2011). Measuring implicit and explicit linguistic knowledge: What can heritage language learners contribute?. Studies in Second Language Acquisition, 33, 247-271.
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  • Charkova, K. D., & Halliday, L. J. (2011). Second- and foreign-language variation in tense backshifting in indirect reported speech. Studies in Second Language Acquisition, 33, 1-32.
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  • Hampel, R., & Stickler, U. (2012). The use of videoconferencing to support multimodal interaction in an online language classroom. Recall, 24(2), 116-137.
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  • Brandl, K. (2012). Effects of required and optional exchange tasks in online language learning environments. Recall, 24(1), 85-107.
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  • Eneau, J., & Develotte, C. (2012). Working together online to enhance learner autonomy: Analysis of learners' perceptions of their online learning experience. Recall, 24(1), 3-19.
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  • Ko, C. (2012). A case study of language learners' social presence in synchronous CMC. Recall, 24(1), 66-84.
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  • Peterson, M. (2012). EFL learner collaborative interaction in Second Life. Recall, 24(1), 20-39.
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  • Bailey, A. L., & Huang, B. H. (2011). Do current English language development/proficiency standards reflect the English needed for success in school?. Language Testing, 28(3), 343-365.
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  • Anton, M. (2011). A review of recent research (2000-2008) on applied linguistics and language teaching with specific reference to L2 Spanish. Language Teaching, 44(1), 78-112.
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  • Dooly, M. (2011). Divergent perceptions of telecollaborative language learning tasks: Task-as-workplan vs. task-as-process. Language Learning&Technology, 15, 69-91.
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  • Hafner, C. A., & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning&Technology, 15, 68-86.
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