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Titlebook: Conceptualising ‘Learning‘ in Applied Linguistics; Paul Seedhouse,Steve Walsh,Chris Jenks Book 2010 Palgrave Macmillan, a division of Macm

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發(fā)表于 2025-3-28 15:11:20 | 只看該作者
42#
發(fā)表于 2025-3-28 20:47:15 | 只看該作者
Vocabulary Learning in a Second Language: Familiar Answers to New Questions,rors by both native and non-native speakers, and vocabulary knowledge plays a critical role in text comprehension, in Ll or L2 (Hu and Nation 2000; Nation 2006). Over the last two decades, L2 vocabulary research has grown significantly across a range of topics, from teaching and learning vocabulary
43#
發(fā)表于 2025-3-29 00:16:03 | 只看該作者
Conceptual Changes and Methodological Challenges: On Language and Learning from a Conversation Analblished conceptions of learning and of language. Within socioculturally and socio-interactionally oriented research, attention has shifted away from an understanding of language learning/acquisition as an intra-psychological, cognitive process enclosed in the mind of the individual, toward a concern
44#
發(fā)表于 2025-3-29 03:30:51 | 只看該作者
45#
發(fā)表于 2025-3-29 08:46:25 | 只看該作者
Adaptation in Online Voice-Based Chat Rooms: Implications for Language Learning in Applied Linguist-based chat rooms. The chat rooms that I investigate are a relatively new communicative environment. Here multiple interactants from all over the world interact in the spoken medium, in very much the same way as text-based chat rooms. The term ‘a(chǎn)dditional’ refers to the fact that the interactants in
46#
發(fā)表于 2025-3-29 15:05:11 | 只看該作者
,Limitations of Social Interaction in Second Language Acquisition: Learners’ Inaudible Voices and Me (ZPD), and how this construct relates to language-learning experiences. This study is grounded in a sociocultural approach to L2 learning, where learning is defined as a process by which the L2 becomes a tool for the mind and for social interaction. Researchers may access learning processes by obse
47#
發(fā)表于 2025-3-29 15:59:41 | 只看該作者
48#
發(fā)表于 2025-3-29 22:57:02 | 只看該作者
49#
發(fā)表于 2025-3-30 03:40:59 | 只看該作者
A Framework for Conceptualising Learning in Applied Linguistics,uage’ and ‘learning’ (as well as ‘second’, as Cook points out). This situation has generated a number of disputes in the field: ‘The danger is that SLA researchers often do not realise that they are working from different maps and exhaust their energy quarrelling over differences in basic assumption
50#
發(fā)表于 2025-3-30 04:09:08 | 只看該作者
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