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    • Plusieurs versions

    Interactional Feedback in Learner-Learner Interactions in a Task-Based EFL Classroom

    Fujii, Akiko, Mackey, Alison
    International review of applied linguistics in language teaching, IRAL, October 2009, Vol.47(3-4), p.267 [Revue évaluée par les pairs]

    • Plusieurs versions

    Investigating learners reports about the L2 classroom

    Mackey, Alison, Mcdonough, Kim, Fujii, Akiko, Tatsumi, Tomoaki
    IRAL - International Review of Applied Linguistics in Language Teaching, 01/26/2001, Vol.39(4) [Revue évaluée par les pairs]

    • Dissertation
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    Individual differences in task performance: Aptitude profiles, orientation to form, and second language production in the EFL classroom

    Fujii, Akiko
    ProQuest Dissertations and Theses
    © ProQuest LLC All rights reserved, ProQuest Dissertations & Theses Global: The Humanities and Social Sciences Collection, ProQuest Dissertations and Theses Global A&I: The Humanities and Social Sciences Collection, ProQuest Dissertations & Theses Full Text, ProQuest Dissertations & Theses A&I, ProQuest Dissertations & Theses: Global, ProQuest One Academic
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    Titre: Individual differences in task performance: Aptitude profiles, orientation to form, and second language production in the EFL classroom
    Auteur: Fujii, Akiko
    Contributeur: Mackey, Alison (advisor)
    Editeur: ProQuest Dissertations Publishing
    Date: 2005
    Sujet: Linguistics ; Language Arts ; Linguistics ; Language Arts ; Education ; Language, Literature and Linguistics ; Aptitude Profiles ; English As Foreign Language ; Individual Differences ; Orientation to Form ; Second Language Production ; Task Performance ; Working Memory
    Description: Although research has addressed the roles of attention and cognitive resources in second language development through interaction (Egi, 2004; Gass & Alvarez Torres, 2005; Mackey, 2000; Mackey, Gass, & McDonough, 2000; Mackey, Philip, Egi, Fujii, & Tatsumi, 2002; Philip, 2003), there has been little investigation into how learners' second language production may be shaped by their allocation of attention or by individual differences in cognitive abilities. The present study explored the relationship between three variables: foreign language aptitude; learners' orientation to form; and second language production. A descriptive classroom-based study was conducted in an EFL context, employing quantitative and qualitative analyses to investigate task-based learner-learner interactions. Aptitude measures included tests of language analytic ability, phonological short-term memory, and working memory. Learners' orientation to form was measured through learning journals, stimulated recall, interviews,...
    Fait partie de: ProQuest Dissertations and Theses
    Identifiant: 978-0-542-85257-2 (ISBN)