The impact of linguistic background on the nature of classroom dyadic interactions: evidence from L2 and L3 learners of English as a foreign language-Reference-Cited by-同舟云学术

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The impact of linguistic background on the nature of classroom dyadic interactions: evidence from L2 and L3 learners of English as a foreign language

Published:2021-06-03 Issue:1 Volume:16 Page:1-26
ISSN:1931-3152
Container-title:International Multilingual Research Journal
language:en
Short-container-title:International Multilingual Research Journal

Author:

Tavakol Mahbube¹^ORCID,Tavakoli Mansoor¹,Ketabi Saeed¹^ORCID

Affiliation:

1. Department of English, Faculty of Foreign Languages, University of Isfahan

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Language and Linguistics

Link

https://www.tandfonline.com/doi/pdf/10.1080/19313152.2021.1929761

Reference76 articles.

1. Talking It Through: Collaborative Dialogue and Second Language Learning

2. Socio-cognitive Functions of L1 Collaborative Interaction in the L2 Classroom

3. Socio‐Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom

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