Cette recherche s'applique uniquement aux ressources en bibliothèque.
17 résultats
Trier par:
Ajouter à la liste:
    • Plusieurs versions

    Handbooks: (How) Can We Keep Them Current, Comprehensible, and Accessible?

    Abbuhl, Rebekha, Mackey, Alison
    Modern Language Journal, December 2011, Vol.95(4), pp.643-644 [Revue évaluée par les pairs]

    • Plusieurs versions

    Older Learners in SLA Research: A First Look at Working Memory, Feedback, and L2 Development

    Mackey, Alison, Sachs, Rebecca
    Language Learning, September 2012, Vol.62(3), pp.704-740 [Revue évaluée par les pairs]

    • Plusieurs versions

    Research Methodology in Second Language Studies: Trends, Concerns, and New Directions

    King, Kendall A., Mackey, Alison
    Modern Language Journal, January 2016, Vol.100(S1), pp.209-227 [Revue évaluée par les pairs]

    • Plusieurs versions

    Creativity and EFL Students’ Language Use During a Group Problem‐Solving Task

    Mcdonough, Kim, Crawford, William J., Mackey, Alison
    TESOL Quarterly, March 2015, Vol.49(1), pp.188-199 [Revue évaluée par les pairs]

    • Article
    Sélectionner

    Task-Based Interactions in Classroom and Laboratory Settings: Task-Based Interactions in Two Settings

    Gass, Susan, Mackey, Alison, Ross-Feldman, Lauren
    Language Learning, 06/2011, Vol.61, supplement s1, pp.189-220 [Revue évaluée par les pairs]
    Wiley (via CrossRef)
    Disponible
    Plus…
    Titre: Task-Based Interactions in Classroom and Laboratory Settings: Task-Based Interactions in Two Settings
    Auteur: Gass, Susan; Mackey, Alison; Ross-Feldman, Lauren
    Sujet: Laboratory Settings ; Classroom Settings ; Interaction ; Communicative Tasks ; Spanish ; Education ; Languages & Literatures;
    Description: This study was originally motivated by claims by a few classroom researchers (e.g., Foster, 1998, see Foster & Ohta, 2005) that the findings of laboratory‐based studies of second‐language interaction cannot automatically be applied to classroom language learning settings. Instead of simply accepting this assumption, we treated it as an empirical question. Our study was designed to examine the impact of setting—classroom and laboratory—on task‐based interactions. We worked with learners of Spanish as a foreign language. Seventy‐four university‐level learners in dyads completed three interactive tasks. The tasks were designed in partnership with their instructors to be consistent with activities that these learners would do as part of their regular instruction. They were also consistent with activities that second language researchers typically use to elicit data in experimental work. Half of the learners worked in the classroom with their regular teacher and the other half...
    Fait partie de: Language Learning, 06/2011, Vol.61, supplement s1, pp.189-220
    Identifiant: http://dx.doi.org/10.1111/j.1467-9922.2011.00646.x (DOI)

    • Plusieurs versions

    The effect of CEOs on firm performance

    Mackey, Alison
    Strategic Management Journal, December 2008, Vol.29(12), pp.1357-1367 [Revue évaluée par les pairs]

    • Plusieurs versions

    Exploring the Relationship Between Modified Output and Working Memory Capacity

    Mackey, Alison, Adams, Rebecca, Stafford, Catherine, Winke, Paula
    Language Learning, September 2010, Vol.60(3), pp.501-533 [Revue évaluée par les pairs]

    • Plusieurs versions

    Text and metatext in the resource‐based view

    Barney, Jay B., Mackey, Alison
    Human Resource Management Journal, November 2016, Vol.26(4), pp.369-378 [Revue évaluée par les pairs]

    • Plusieurs versions

    Interactional Context and Feedback in Child ESL Classrooms

    Oliver, Rhonda, Mackey, Alison
    Modern Language Journal, December 2003, Vol.87(4), pp.519-533 [Revue évaluée par les pairs]

    • Plusieurs versions

    Responses to Recasts: Repetitions, Primed Production, and Linguistic Development

    Mcdonough, Kim, Mackey, Alison
    Language Learning, December 2006, Vol.56(4), pp.693-720 [Revue évaluée par les pairs]