Language learning

04–164Aronin, Larissa (U. of Haifa, Israel; Email: Larisa@research.haifa.ac.il ) and Ó Laorie, Muiris. Multilingual students' awareness of their language teacher's other languages. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 204–19. 04–165Beatty, Ken (City U., Hong Kong; Email: Isken@cityu.edu.hk ) and Nunan, David. Computer-mediated collaborative learning. System (Oxford, UK), 32, 2 (2004), 165–83. 04–166Berry, Roger (Lingnan U., Hong Kong; Email: rogerb@ln.edu.hk ). Awareness of metalanguage. Language Awareness (Clevedon, UK), 13, 1 (2004), 1–16. 04–167Chang, Jin-Tae (Woosong University, Korea; Email: jtchang@lion.woosong.ac.kr ). Quasi-spoken interactions in CMC: email and chatting content analysis. English Teaching (Anseonggun, South Korea), 58, 3 (2003), 95–122. 04–168Chung, Hyun-Sook (International Graduate School of English, South Korea; Email: sook@igse.ac.kr ). Does subject knowledge make a significant contribution beyond that of L2 listening ability to L2 listening?English Teaching (Anseonggun, South Korea), 58, 3 (2003), 21–40. 04–169Cunico, Sonia (Leicester U., UK). Translation as a purposeful activity in the language classroom. Tuttitalia (Rugby, UK), 29 (2004), 4–12. 04–170Dodigovic, Marina (Zayed U., Dubai, UAE; Email: Marina.Dodigovic@zu.ac.ae ). Natural language processing (NLP) as an instrument of raising the language awareness of learners of English as a second language. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 187–203. 04–171El-Dib, M. A. (Zagazig U., Egypt). Language Learning strategies in Kuwait: links to gender, language level, and culture in a hybrid context. Foreign Language Annals (Alexandria, Virginia, USA), 37, 1 (2004), 85–95. 04–172García Mayo, María del Pilar (U. of the Basque Country, Spain; Email: fipgamap@lg.ehu.es ). Interaction in advanced EFL pedagogy: a comparison of form-focused activities. International Journal of Educational Research (Abingdon, UK), 37 (2002), 323–41. 04–173Ghaith, Ghazi (American U. of Beirut, Lebanon). Effects of the Learning Together model of co-operative learning on English as a Foreign Language reading achievement, academic self-esteem, and feelings of social alienation. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 451–74. 04–174Hansen, Jette G. (U. of Arizona, USA; Email: jhansen@u.arizona.edu ). Developmental sequences in the acquisition of English L2 syllable codas – a preliminary study. Studies in Second Language Acquisition (New York, USA), 26, 1 (2004), 85–124. 04–175Havranek, Gertraud (U. of Klagenfurt, Austria; Email: gertraud.havranek@uni-klu.ac.at ). When is corrective feedback most likely to succeed?International Journal of Educational Research (Abingdon, UK), 37 (2002), 255–70. 04–176Hegelheimer, Volker (Iowa State U., USA; Email: volkerh@iastate.edu ) and Tower, Dustin. Using CALL in the classroom: Analyzing student interactions in an authentic classroom. System (Oxford, UK), 32, 2 (2004), 185–205. 04–177Hester, Elizabeth (Wichita State U., USA; Email: hestere@newpaltz.edu ) and Hodson, Barbara Williams. The role of phonological representation in decoding skills of young readers. Child Language Teaching and Therapy (London, UK), 20, 2 (2004), 115–33. 04–178Kim, Haeyoung (Catholic U. of Korea, South Korea; Email: haeyoungkim@catholic.ac.kr ). Effects of free reading on vocabulary competence in the first and second language. English Teaching (Anseonggun South Korea), 58, 4 (2003), 273–92. 04–179Klapper, John and Rees, Jonathan (Birmingham U., UK; Email: j.i.rees@bham.ac.uk ). Marks, get set, go: an evaluation of entry levels and progress rates on a university foreign language programme. Assessment & Evaluation in Higher Education (London, UK), 29, 1 (2004), 21–39. 04–180Kuiken, Folkert (U. of Amsterdam, The Netherlands; Email: f.kuiken@uva.nl ) and Vedder, Ineke. The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research (Abingdon, UK), 37 (2002), 343–58. 04–181Letao, S. and Fletcher, J. (U. of Western Australia, Australia). Literacy outcomes for students with speech impairment: long-term follow-up. International Journal of Language and Communication Disorders (Abingdon, UK), 39, 2 (2004), 245–56. 04–182Lindberg, Inger (Göteborg U., Sweden; Email: inger.lundberg@svenska.gu.se ). Second language awareness: for what and for whom?Language Awareness (Clevedon, UK), 12, 3&4 (2003), 157–71. 04–183Lyster, Roy (McGill U., Canada; Email: roy.lyster@mcgill.ca ). Negotiation in immersion teacher-student interaction. International Journal of Educational Research (Abingdon, UK), 37 (2002), 237–53. 04–184Martino, W. Boys, masculinities and literacy: addressing the issues. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 9–27. 04–185McDonough, Kim (U. of Illinois at Urbana-Champaign, USA; Email: mcdonokr@uiuc.edu ). Learner-learner interaction during pair and small group activities in a Thai EFL context. System (Oxford, UK), 32, 2 (2004), 207–24. 04–186Meara, P. (U. of Wales Swansea, UK). Modelling vocabulary loss. Applied Linguistics (Oxford, UK), 25, 2 (2004), 137–55. 04–187Mori, Reiko (Fukuoka Prefectural U., Japan; Email: mori@fukuoka-pu.ac.jp ). Staying-in-English rule revisited. System (Oxford, UK), 32, 2 (2004), 225–36. 04–188Roche, Jörg and Scheller, Julija (Ludwig-Maximilians-Universität München, Germany). Zur Effizienz von Grammatikanimationen beim Spracherwerb [The efficiency of grammar animations in the process of learning foreign languages]. Zeitschrift für Interkulturellen Fremdsprachenunterricht, Online Journal, 9, 1 (2004), 15 pp. 04–189Saito, H. & Eisenstein Ebsworth,

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.