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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:SECONDARY EDUCATION (频次:21)
  • Lam, P. W. Y., Cheng, W. & Kong, K. C. C. (2014). Learning English through workplace communication: An evaluation of existing resources in Hong Kong. English for Specific Purposes, 34(Apr), 68-78.
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  • Hiratsuka, T. (2014). A study into how high school students learn using narrative frames. ELT Journal, 68(2), 169-178.
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  • Fatemi Jahromi, S. A. (2013). Exploring the human element of computer-assisted language learning: an Iranian context. Computer Assisted Language Learning, 26(2), 158-176.
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  • Lee, Cynthia, Cheung, William Kwok Wai, Wong, Kelvin Chi Kuen, & Lee, Fion Sau Ling. (2013). Immediate web-based essay critiquing system feedback and teacher follow-up feedback on young second language learners' writings: An experimental study in a Hong Kong secondary school. Computer Assisted Language Learning, 26(1), 39-60.
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  • Baecher, L. (2012). Feedback from the field: What Novice PreK-12 ESL teachers want to tell TESOL teacher educators. TESOL Quarterly, 46(3), 578-588.
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  • 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.
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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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  • Filipi, A. (2012). Do questions written in the target language make foreign language listening comprehension tests more difficult?. Language Testing, 29(4), 511-532.
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  • Macaro, E., Handley, Z., & Walter, C. (2012). A systematic review of CALL in English as a second language: Focus on primary and secondary education. Language Teaching, 45(1), 1-43.
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  • Zuengler, J. (2011). Many lessons from a school: What classroom discourse analysis reveals. Language Teaching, 44(1), 55-63.
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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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  • Mok, J. (2011). A case study of students' perceptions of peer assessment in Hong Kong. ELT Journal, 65(3), 230-239.
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  • Reber, E. (2011). Interjections in the EFL classroom: Teaching sounds and sequences. ELT Journal, 65(4), 365-375.
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  • Rivard, L. P., & Levesque, A. (2011). Three francophone teachers' use of language-based activities in science classrooms. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 67(3), 323-350.
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  • Quinto-Pozos, D. (2011). Teaching American sign language to hearing adult learners. Annual Review of Applied Linguistics, 31(0), 137-158.
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  • Schleppegrell, M. J., & O'Hallaron, C. L. (2011). Teaching academic language in L2 secondary settings. Annual Review of Applied Linguistics, 31(0), 3-18.
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  • Whittaker, R., Llinares, A. & McCabe, A. (2011). Written discourse development in CLIL at secondary school. Language Teaching Research, 15(3), 343-362.
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  • Nishino, T. (2012). Modeling teacher beliefs and practices in context: A multimethods approach. The Modern Language Journal, 96, 380-399.
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  • Moeller, A. J., Theiler, J. M., & Wu, C. R. (2012). Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96, 153-169.
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  • Miller, E. R., & Zuengler, J. (2011). Negotiating access to learning through resistance to classroom. The Modern Language Journal, 95(Supplement), 130-147.
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