Collaborative dialogue between complete beginners of Chinese as a foreign language: implications it has for Chinese language teaching and learning
Author:
Affiliation:
1. College of International Education, ZheJiang Normal University, Jinhua City, People’s Republic of China
Publisher
Informa UK Limited
Subject
Linguistics and Language,Education,Language and Linguistics
Link
https://www.tandfonline.com/doi/pdf/10.1080/09571736.2017.1422136
Reference34 articles.
1. Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom
2. Implementation of task-based language teaching in Chinese as a foreign language: benefits and challenges
3. Learners’ L1 Use in a Task-based Classroom: Learning Chinese as a Foreign Language from a Sociocultural Perspective
4. How content lecturers help students with language: An observational study of language-related episodes in interaction in first year accounting classrooms
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