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(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:SPANISH AS A SECOND LANGUAGE INSTRUCTION (频次:15)
  • de la Fuente, M. J. (2014). Learners' attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261-276.
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  • Sagarra, N., & Abbuhl, R. (2013). Optimizing the noticing of recasts via computer-delivered feedback: Evidence that oral input enhancement and working memory help second language learning. The Modern Language Journal, 97, 196-216.
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  • Morgan-Shor, Kara. (2012). Allocation of attention to second language form and meaning: Issues of think-alouds and depth of processing. Studies in Second Language Acquisition, 34, 659-685.
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  • 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.
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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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  • Baralt, M., Pennestri, S., & Selvandin, M. (2011). Using wordles to teach foreign language writing. Language Learning&Technology, 15, 12-22.
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  • Comas-Quinn, A., de los Arcos, B., & Mardomingo, R. (2012). Virtual learning environments (VLEs) for distance language learning: Shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25(2), 129-143.
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  • De Andres Martinez, C. (2012). Developing metacognition at a distance: Sharing students' learning strategies on a reflective blog. Computer Assisted Language Learning, 25(2), 199-212.
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  • Zyzik, E. (2011). Second language idiom learning: The effects of lexical knowledge and pedagogical sequencing. Language Teaching Research, 15(4), 413-433.
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  • Hernandez, T. A. (2011). Re-examining the role of explicit instruction and input flood on the acquisition of Spanish discourse markers. Language Teaching Research, 15(2), 159-182.
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  • Lantolf, J. P., & Poehner, M. E. (2011). Dynamic assessment in the classroom: Vygotskian praxis for second language development. Language Teaching Research, 15(1), 11-33.
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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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  • Leeman, J., Rabin, L., & Roman-Mendoza, E. (2011). Identity and activism in heritage language education. The Modern Language Journal, 95, 481-495.
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  • Fraga-Canadas, C. P. (2011). Building communities of practice for foreign language teachers. The Modern Language Journal, 95, 296-300.
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  • Toth, P. D. (2011). Social and cognitive factors in making teacher-led classroom discourse relevant for second language development. The Modern Language Journal, 95, 1-25.
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