Applied linguistics

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  Año 2014, Vol. 35, Número 1

  • Seleccionado

    The differential effects of explicit and implicit instruction on EFL learners' use of epistemic stance

    Kenneth Fordyce

    • Resumen

    págs. 6-28

    
  • Seleccionado

    The interactional and narrative construction of normative and resistant discourses about Hindi and English

    Priti Sandhu

    • Resumen

    págs. 29-47

    
  • Seleccionado

    The nature of multiple responses to teachers' questions

    Sungbae Ko

    • Resumen

    págs. 48-62

    
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    Covert bilingualism and symbolic competence: analytical reflections on negotiating insider/outsider positionality in Swedish speech situations

    Francis M. Hult

    • Resumen

    págs. 63-81

    
  • Seleccionado

    Nonnative teachers in the expanding circle and the ownership of English

    Isaiah WonHo Yoo

    • Resumen

    págs. 82-86

    
  • Seleccionado

    Towards a fuller assessment of cognitive models of task-based learning: investigating task-generated cognitive demands and processes

    Andrea Révész

    • Resumen

    págs. 87-92

    
  • Seleccionado

    A prolegomenon to the construct of the native speaker: heritage speaker bilinguals are natives too!

    Jason Rothman , Jeanine Treffers-Daller

    • Resumen

    págs. 93-98

    
  • Seleccionado

    Sarah Benesch: Considering emotions in critical English language teaching: theories and praxis

    Christian W. Chun (res.)

    Es reseña de:

    • Considering emotions in critical English language teaching: theories and praxis

      Sarah Benesch

      New York : Routledge, 2012

    págs. 99-102

    
  • Seleccionado

    P. Seargeant (ed.): English in Japan in the era of globalization

    Xin Li (res.)

    Es reseña de:

    • English in Japan in the era of globalization

      Philip Seargeant (ed. lit.)

      Basingstoke : Palgrave Macmillan, 2011

    págs. 102-105

    
  • Seleccionado

    Graeme Porte (ed.): Replication research in applied linguistics.

    Anna Siyanova (res.)

    Es reseña de:

    • Replication research in applied linguistics

      Graeme Porte (ed. lit.)

      Cambridge : Cambridge University Press, 2012

    págs. 105-109

    
  • Seleccionado

    D. Rose and J. Martin: Learning to write, reading to learn: genre, knowledge and pedagogy of the Sydney School.

    Liangtao Lai (res.)

    Es reseña de:

    • Learning to write, reading to learn: genre, knowledge and pedagogy in the Sydney school

      David Rose, J.R. Martin

      London : Equinox, 2012

    págs. 109-112