1887
Volume 4, Issue 2
  • ISSN 2212-8433
  • E-ISSN: 2212-8441
USD
Buy:$35.00 + Taxes
Preview this article:

Loading

Article metrics loading...

/content/journals/10.1075/jicb.4.2.06mor
2016-09-02
2025-02-11
Loading full text...

Full text loading...

References

  1. Bulté, B. , & Housen, A
    (2012) Defining and operationalising L2 complexity. In A. Housen , F. Kuiken , & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp.21–46). Amsterdam: John Benjamins. doi: 10.1075/lllt.32.02bul
    https://doi.org/10.1075/lllt.32.02bul [Google Scholar]
  2. Burns, A
    (2010) Doing action research in English language teaching. A guide for practitioners. New York: Routledge.
    [Google Scholar]
  3. Gibbons, P
    (2009) English learners, academic literacy, and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.
    [Google Scholar]
  4. de Oliveira, L. , & Schleppegrell, M.J
    (2015) Focus on grammar and meaning. Oxford: Oxford University Press.
    [Google Scholar]
  5. Ortega, L
    (2012) Interlanguage complexity: A construct in search of theoretical renewal. In B. Szmrecsanyi & B. Kortmann (Eds.), Linguistic complexity: Second language acquisition, indigenization, contact (pp.127–155). Berlin: de Gruyter.
    [Google Scholar]
  6. Swain, M. , & Watanabe, Y
    (2013) Languaging: Collaborative dialogue as a source of second language learning. In C.A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp.3218–3225). Hoboken, NJ: Wiley-Blackwell.
    [Google Scholar]
/content/journals/10.1075/jicb.4.2.06mor
Loading
  • Article Type: Research Article
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error