Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings-Reference-Cited by-同舟云学术

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Negotiation of Meaning Strategies in Child EFL Mainstream and CLIL Settings

Published:2015-08-31 Issue:4 Volume:50 Page:844-870
ISSN:0039-8322
Container-title:TESOL Quarterly
language:en
Short-container-title:TESOL Q

Author:

Azkarai Agurtzane¹,Imaz Agirre Ainara¹

Affiliation:

1. Universidad del País Vasco/Euskal Herriko Unibertsitatea; Vitoria-Gasteiz Spain

Funder

Spanish Ministry of Economy and Competitiveness

Eusko Jaurlaritza

Euskal Herriko Unibertsitatea

Publisher

Wiley

Subject

Linguistics and Language,Language and Linguistics,Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1002/tesq.249/fullpdf

Reference37 articles.

1. Task-modality and L1 use in EFL oral interaction;Azkarai;Language Teaching Research,2015

2. Young foreign language learners' interactions during task-based paired assessments;Butler;Language Assessment Quarterly,2014

3. Teaching Languages to Young Learners

4. Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies;Coyle;International Journal of Bilingual Education and Bilingualism,2007

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1. Pairing method and young learners’ use of previously known languages during task-based interaction;TASK. Journal on Task-Based Language Teaching and Learning;2024-09-12

2. Negotiation in group interaction: Longitudinal evidence from Chinese postgraduate EFL learners;Language Teaching Research;2024-08-27

3. The effect of task-based peer interaction and pre-task instruction on young EFL learners’ explicit and implicit knowledge of past tense: An intervention study;Language Teaching Research;2024-08-02

4. Chapter 9. Task-based language learning and teaching;Task-Based Language Teaching;2024-06-06

5. Engaging Children in Applied Linguistics Research;CAM APPL L;2023-10-05

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