Abstracts: Language learning

07–533Anh Tuan, Truong & Storch Neomy (U Melbourne, Australia; neomys@unimelb.edu.au ), Investigating group planning in preparation for oral presentations in an EFL class in Vietnam. RELC Journal (Sage) 38.1 (2007), 104–124. 07–534Bada, Erdogan & Bilal Genc (U Çukurova, Turkey; erdoganbada@gmail.com ), An investigation into the tense/aspect preferences of Turkish speakers of English and native English speakers in their oral narration. The Reading Matrix ( Readingmatrix.com ) 7.1 (2007), 141–150. 07–535Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu ), Yuangshan Chuang & Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix ( Readingmatrix.com ) 6.3 (2006), 330–339. 07–536Campbell, Dermot, Ciaron Mcdonnell, Marti Meinardi & Bunny Richardson (Dublin Institute of Technology, Ireland; dermot.campbell@dit.ie ), The need for a speech corpus. ReCALL (Cambridge University Press) 19.1 (2007), 3–20. 07–537Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr ) & Stephen Bax, Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479. 07–538Chan, Alice (City U Hong Kong, China; enalice@cityu.edu.hk ), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355. 07–539Crabbe, David (Victoria U Wellington, New Zealand; david.crabbe@vuw.ac.nz ), Learning opportunities: Adding learning value to tasks. ELT Journal (Oxford University Press) 61.2 (2007), 117–125. 07–540Elia, Antonella (U Naples, Italy; aelia@unina.it ), Language learning in tandem via skype. The Reading Matrix ( Readingmatrix.com ) 6.3 (2006), 269–280. 07–541Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–277. 07–542Griffiths, Carol (AIS St Helens, Auckland, New Zealand; carolgriffiths5@gmail.com ), Language learning strategies: Students' and teachers' perceptions. ELT Journal (Oxford University Press) 61.2 (2007), 91–99. 07–543Hamid, Md. Obaidul (U Dhaka, Bangladesh; obaid_hamid@yahoo.com ), Identifying second language errors: How plausible are plausible reconstructions?ELT Journal (Oxford University Press) 61.2 (2007), 107–116. 07–544Hauck, Mirjam (The Open U, UK; m.hauck@open.ac.uk ), Critical success factors in a TRIDEM exchange. ReCALL (Cambridge University Press) 19.2 (2007), 202–223. 07–545Hellermann, John (Portland State U, Portland, Oregon, USA; jkh@pdx.edu ) & Andrea Vergun, Language which is not taught: The discourse marker use of beginning adult learners of English. Journal of Pragmatics (Elsevier) 39.1 (2007), 157–179. 07–546Hwu, Fenfang (U Cincinnati, USA; hwuf@ucmail.uc.edu ), Learners' strategies with a grammar application: The influence of language ability and personality preferences. ReCALL (Cambridge University Press) 19.1 (2007), 21–38. 07–547Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi ), Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65. 07–548Karlström, Petter (Stockholm U, Sweden; petter@dsv.su.se ), Teresa Cerratto-Pargman, Henrik Lindström & Ola Knutsson, Tool mediation in focus on form activities: Case studies in a grammar-exploring environment. ReCALL (Cambridge University Press) 19.1 (2007), 39–56. 07–549Kim, Yongho (Korea National U of Education) & David Kellogg, Rules out of roles: Differences in play language and their developmental significance. Applied Linguistics (Oxford University Press) 28.1 (2007), 25–45. 07–550Liaw, Meei-Ling (National Taichung U, China; meeilingliaw@gmail.com ), Constructing a ‘third space’ for EFL learners: Where language and cultures meet. ReCALL (Cambridge University Press) 19.2 (2007), 224–241. 07–551Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157. 07–552Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk ), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92. 07–553Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265. 07–554Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl ), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111. 07–555Stracke, Elke (U Canberra, Australia; Elke.Stracke@canberra.edu.au ), A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL (Cambridge University Press) 19.1 (2007), 57–78. 07–556Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za ) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (SAGE Publications) 37.3 (2006), 299–307. 07–557Taguchi, Naoko (Carnegie Mellon U, USA), Task difficulty in oral speech act production. Applied Linguistics (Oxford University Press) 28.1 (2007), 113–135. 07–558Webb, Stuart (Japan), The effects of repetition on vocabulary knowledge. Applied Linguistics (Oxford University Press) 28.1 (2007), 46–65. 07–559Yihong, Gao, Zhao Yuan, Cheng Ying & Zhou Yan, Relationship between English learning motivation types and self-identity changes among Chinese students. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 133–155. 07–560Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk ),

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.