-
1
-
-
84937301670
-
Negative feedback as regulation and second language learning in the zone of proximal development
-
Aljaafreh, A., & Lantolf, J.P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465-483.
-
(1994)
The Modern Language Journal
, vol.78
, pp. 465-483
-
-
Aljaafreh, A.1
Lantolf, J.P.2
-
2
-
-
0011422550
-
Investigating reformulation as a practical strategy for the teaching of academic writing
-
Allwright, R.L., Woodley, M-P., & Allwright, J.M. (1988). Investigating reformulation as a practical strategy for the teaching of academic writing. Applied Linguistics, 9, 236-256.
-
(1988)
Applied Linguistics
, vol.9
, pp. 236-256
-
-
Allwright, R.L.1
Woodley, M.-P.2
Allwright, J.M.3
-
3
-
-
0001648118
-
Socio-cognitive functions of L1 collaborative interaction in the L2 classroom
-
Antón, M., & DiCamilla, F. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review, 54, 314-342.
-
(1998)
The Canadian Modern Language Review
, vol.54
, pp. 314-342
-
-
Antón, M.1
DiCamilla, F.2
-
4
-
-
84979329599
-
Speaking as mediation: A study of L1 and L2 text recall tasks
-
Appel, G., & Lantolf, J.P. (1994). Speaking as mediation: A study of L1 and L2 text recall tasks. The Modern Language Journal, 78, 437-452.
-
(1994)
The Modern Language Journal
, vol.78
, pp. 437-452
-
-
Appel, G.1
Lantolf, J.P.2
-
5
-
-
3042563349
-
Communicative competence and the conversation course:A social interaction perspective
-
Brooks, F.P. (1992). Communicative competence and the conversation course:A social interaction perspective. Linguistics and Education, 4, 219-246.
-
(1992)
Linguistics and Education
, vol.4
, pp. 219-246
-
-
Brooks, F.P.1
-
6
-
-
84925641873
-
The zone of proximal development in Vygotsky's analysis of learning and instruction
-
In A. Kozulin, B. Gindis, V.S. Ageyev, & S.M. Miller (Eds.), Cambridge:Cambridge University Press
-
Chaiklin, S. (2003). The zone of proximal development in Vygotsky's analysis of learning and instruction. In A. Kozulin, B. Gindis, V.S. Ageyev, & S.M. Miller (Eds.), Vygotsky's educational theory in cultural context (pp. 39-64). Cambridge:Cambridge University Press.
-
(2003)
Vygotsky's educational theory in cultural context
, pp. 39-64
-
-
Chaiklin, S.1
-
7
-
-
0041615598
-
Reformulating compositions
-
Cohen, A.D. (1983). Reformulating compositions. TESOL Newsletter, 17, 1-5.
-
(1983)
TESOL Newsletter
, vol.17
, pp. 1-5
-
-
Cohen, A.D.1
-
11
-
-
0002017304
-
Collective scaffolding in second language learning
-
In J.P. Lantolf & G. Appel (Eds.), Norwood, NJ: Ablex
-
Donato, R. (1994). Collective scaffolding in second language learning. In J.P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, NJ: Ablex.
-
(1994)
Vygotskian approaches to second language research
, pp. 33-56
-
-
Donato, R.1
-
12
-
-
84886165582
-
The role of practice in classroom language learning
-
Ellis, R. (1988). The role of practice in classroom language learning. AILA Review, 5, 20-39.
-
(1988)
AILA Review
, vol.5
, pp. 20-39
-
-
Ellis, R.1
-
14
-
-
84919560813
-
What have we learnt about reformulation as a way to respond to L2 writing?
-
In M.L. Tickoo (Ed.), Singapore: Sherson Publishing House
-
Hoffman, A. (1995). What have we learnt about reformulation as a way to respond to L2 writing? In M.L. Tickoo (Ed.), Reading and writing: Theory into practice (pp. 1-19). Singapore: Sherson Publishing House.
-
(1995)
Reading and writing: Theory into practice
, pp. 1-19
-
-
Hoffman, A.1
-
15
-
-
85138377350
-
Implications of Vygotsky's theory for peer learning
-
In A.M. O'Donnell & A. King (Eds.), Mahwah, NJ: Lawrence Erlbaum Associates
-
Hogan, D.M., & Tudge, J. (1999). Implications of Vygotsky's theory for peer learning. In A.M. O'Donnell & A. King (Eds.), Cognitive perspectives on peer learning (pp. 39-65). Mahwah, NJ: Lawrence Erlbaum Associates.
-
(1999)
Cognitive perspectives on peer learning
, pp. 39-65
-
-
Hogan, D.M.1
Tudge, J.2
-
16
-
-
0002306374
-
From semantic to syntactic processing: How can we promote it in the immersion classroom?
-
In K. Johnson & M. Swain (Eds.), Cambridge:Cambridge University Press
-
Kowal, M., & Swain, M. (1997). From semantic to syntactic processing: How can we promote it in the immersion classroom? In K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 284-309). Cambridge:Cambridge University Press.
-
(1997)
Immersion education: International perspectives
, pp. 284-309
-
-
Kowal, M.1
Swain, M.2
-
17
-
-
0001963057
-
Introducing sociocultural theory
-
In J.P. Lantolf (Ed.), Oxford: Oxford University Press
-
Lantolf, J.P. (2000a). Introducing sociocultural theory. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). Oxford: Oxford University Press.
-
(2000)
Sociocultural theory and second language learning
, pp. 1-26
-
-
Lantolf, J.P.1
-
18
-
-
3042604408
-
Second language learning as a mediated process
-
Lantolf, J.P. (2000b). Second language learning as a mediated process. Language Teaching, 33, 79-96.
-
(2000)
Language Teaching
, vol.33
, pp. 79-96
-
-
Lantolf, J.P.1
-
20
-
-
84937289495
-
Applying sociocultural theory to an analysis of learner discourse:Learner-learner collaborative interaction in the zone of proximal development
-
Ohta, A.S. (1995). Applying sociocultural theory to an analysis of learner discourse:Learner-learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6, 93-121.
-
(1995)
Issues in Applied Linguistics
, vol.6
, pp. 93-121
-
-
Ohta, A.S.1
-
21
-
-
0011329931
-
Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar
-
In J.P. Lantolf (Ed.), Oxford: Oxford University Press
-
Ohta, A.S. (2000). Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 51-78). Oxford: Oxford University Press.
-
(2000)
Sociocultural theory and second language learning
, pp. 51-78
-
-
Ohta, A.S.1
-
22
-
-
77952408605
-
Peer interactive tasks and assisted performance in classroom language learning
-
Mahwah, NJ: Lawrence Erlbaum Associates
-
Ohta, A. S. (2001). Peer interactive tasks and assisted performance in classroom language learning. Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates.
-
(2001)
Second language acquisition processes in the classroom: Learning Japanese
-
-
Ohta, A.S.1
-
23
-
-
38249024774
-
Collaborating with teachers in the interest of student collaboration
-
Palincsar, A.S., Stevens, D.D., & Gavelek, J.R. (1989). Collaborating with teachers in the interest of student collaboration. International Journal of Educational Research, 13, 41-52.
-
(1989)
International Journal of Educational Research
, vol.13
, pp. 41-52
-
-
Palincsar, A.S.1
Stevens, D.D.2
Gavelek, J.R.3
-
24
-
-
23844556892
-
Reformulation, evaluation and revision: Do they help academic writers?
-
In M.L. Tickoo (Ed.), Singapore: Sherson Publishing House
-
Piper, A. (1995). Reformulation, evaluation and revision: Do they help academic writers? In M.L. Tickoo (Ed.), Reading and writing: Theory into practice (pp. 20-38). Singapore: Sherson Publishing House.
-
(1995)
Reading and writing: Theory into practice
, pp. 20-38
-
-
Piper, A.1
-
25
-
-
0042287817
-
Exploring the role of noticing in a three-stage second language writing task
-
Qi, D., & Lapkin, S. (2001). Exploring the role of noticing in a three-stage second language writing task. Journal of Second Language Writing, 10, 277-303.
-
(2001)
Journal of Second Language Writing
, vol.10
, pp. 277-303
-
-
Qi, D.1
Lapkin, S.2
-
26
-
-
33947597335
-
Learners' uses of two types of written feedback on a L2 writing revision task
-
Sachs, R., & Polio, C. (2007). Learners' uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29, 67-100.
-
(2007)
Studies in Second Language Acquisition
, vol.29
, pp. 67-100
-
-
Sachs, R.1
Polio, C.2
-
28
-
-
0001046690
-
Psychological mechanisms underlying second language fluency
-
Schmidt, R. (1992). Psychological mechanisms underlying second language fluency. Studies in Second Language Acquisition, 14, 357-385.
-
(1992)
Studies in Second Language Acquisition
, vol.14
, pp. 357-385
-
-
Schmidt, R.1
-
29
-
-
84979417930
-
Stylistic reformulation: Theoretical premises and practical applications
-
Schultz, J.M. (1994). Stylistic reformulation: Theoretical premises and practical applications. The Modern Language Journal, 78, 169-178.
-
(1994)
The Modern Language Journal
, vol.78
, pp. 169-178
-
-
Schultz, J.M.1
-
30
-
-
0000841435
-
What is missing in the metaphor of scaffolding?
-
In E.A. Forman, N. Minick, & C.A. Stone (Eds.), Oxford: Oxford University Press
-
Stone, C.A. (1993). What is missing in the metaphor of scaffolding? In E.A. Forman, N. Minick, & C.A. Stone (Eds.), Contexts for learning: Sociocultural dynamics in children's development (pp. 169-183). Oxford: Oxford University Press.
-
(1993)
Contexts for learning: Sociocultural dynamics in children's development
, pp. 169-183
-
-
Stone, C.A.1
-
31
-
-
0036002495
-
Patterns of interaction in ESL pair work
-
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52, 119-158.
-
(2002)
Language Learning
, vol.52
, pp. 119-158
-
-
Storch, N.1
-
32
-
-
29244462844
-
Collaborative writing: Product, process, and students' reflections
-
Storch, N. (2005). Collaborative writing: Product, process, and students' reflections. Journal of Second Language Writing, 14, 153-173.
-
(2005)
Journal of Second Language Writing
, vol.14
, pp. 153-173
-
-
Storch, N.1
-
33
-
-
0002588177
-
The output hypothesis and beyond: Mediating acquisition through collaborative dialogue
-
In J.P. Lantolf (Ed.), Oxford: Oxford University Press
-
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J.P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
-
(2000)
Sociocultural theory and second language learning
, pp. 97-114
-
-
Swain, M.1
-
34
-
-
85188096300
-
Languaging, agency and collaboration in advanced second language learning
-
In H. Byrnes (Ed.), London: Continuum
-
Swain, M. (2006). Languaging, agency and collaboration in advanced second language learning. In H. Byrnes (Ed.), Advanced language learning: The contributions of Halliday and Vygotsky (pp. 95-108). London: Continuum.
-
(2006)
Advanced language learning: The contributions of Halliday and Vygotsky
, pp. 95-108
-
-
Swain, M.1
-
35
-
-
0001246506
-
Interaction and second language learning: Two adolescent French immersion students working together
-
Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 83, 320-338.
-
(1998)
The Modern Language Journal
, vol.83
, pp. 320-338
-
-
Swain, M.1
Lapkin, S.2
-
36
-
-
23844543797
-
Talking it through: Two French immersion learners' response to reformulation
-
Swain, M., & Lapkin, S. (2002). Talking it through: Two French immersion learners' response to reformulation. International Journal of Educational Research, 37, 285-304.
-
(2002)
International Journal of Educational Research
, vol.37
, pp. 285-304
-
-
Swain, M.1
Lapkin, S.2
-
37
-
-
84933482048
-
Reformulation and reconstruction: Tasks that promote "noticing"
-
Thornbury, S. (1997). Reformulation and reconstruction: Tasks that promote "noticing". ELT Journal, 51, 326-335.
-
(1997)
ELT Journal
, vol.51
, pp. 326-335
-
-
Thornbury, S.1
-
38
-
-
0002984979
-
Vygotsky, the zone of proximal development, and peer collaboration:Implications for classroom practice
-
In L.C. Moll (Ed.), Cambridge: Cambridge University Press
-
Tudge, J. (1990). Vygotsky, the zone of proximal development, and peer collaboration:Implications for classroom practice. In L.C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 155-172). Cambridge: Cambridge University Press.
-
(1990)
Vygotsky and education: Instructional implications and applications of sociohistorical psychology
, pp. 155-172
-
-
Tudge, J.1
-
39
-
-
10844255944
-
Processes and consequences of peer collaboration: A Vygotskian analysis
-
In P. Lloyd & C. Fernyhough (Eds.), London: Routledge
-
Tudge, J. (1999). Processes and consequences of peer collaboration: A Vygotskian analysis. In P. Lloyd & C. Fernyhough (Eds.), Lev Vygotsky critical assessments, Vol. III: The zone of proximal development (pp. 195-221). London: Routledge.
-
(1999)
Lev Vygotsky critical assessments, Vol. III: The zone of proximal development
, pp. 195-221
-
-
Tudge, J.1
-
41
-
-
0003605655
-
-
(M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press
-
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
-
(1978)
Mind in society: The development of higher psychological processes
-
-
Vygotsky, L.S.1
-
42
-
-
0003515685
-
-
In R.W. Rieber & A.S. Carton (Eds.), (R. W. Rieber, & A. S. Carton, Eds.) New York: Plenum
-
Vygotsky, L.S. (1987). In R.W. Rieber & A.S. Carton (Eds.), The collected works of L.S. Vygotsky (Vol. 1). (R. W. Rieber, & A. S. Carton, Eds.) New York: Plenum.
-
(1987)
The collected works of L.S. Vygotsky
, vol.1
-
-
Vygotsky, L.S.1
-
43
-
-
40449101374
-
Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners
-
Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11, 121-142.
-
(2007)
Language Teaching Research
, vol.11
, pp. 121-142
-
-
Watanabe, Y.1
Swain, M.2
-
44
-
-
85047698061
-
Using the tool-kit of discourse in the activity of learning and teaching
-
Wells, G. (1996). Using the tool-kit of discourse in the activity of learning and teaching. Mind, Culture, and Activity, An International Journal, 3, 74-101.
-
(1996)
Mind, Culture, and Activity, An International Journal
, vol.3
, pp. 74-101
-
-
Wells, G.1
-
46
-
-
84940033546
-
-
Oxford: Oxford University Press
-
Wertsch, J.V. (1998). Mind as action. Oxford: Oxford University Press.
-
(1998)
Mind as action
-
-
Wertsch, J.V.1
|