Interaction in the language curriculum
Awareness, Autonomy, and Authenticity
Bibliographic Data
| ID | 24200224 |
|---|---|
| Authors | Leo Van Lier |
| Year | 1996 |
| Pages | 248 |
| Publication date | 1996-01-01 |
| Open Access | No |
| Type | BOOK |
| Venue | Interaction in the language curriculum (SOURCE_BOOK) |
| Publisher | Longman (PUBLISHER • GB) |
| Open Library | OL802657M |
| ISBN | 9780582248793 |
| Language | EN |
| Citations received | 176 |
Étude et enseignement · Langage et langues · Language and languages · Language and languages, study and teaching · Study and teaching
Becoming Blind
The impact of E-dictionary strategy training on EFL class
The Effect of Strategies-Based Instruction on the Improvement of EFL Learners' Writing Quality
Exploring Primary-School EFL Teacher Expertise in Scaffolding
Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction
A New Window on Interaction
‘Does everybody understand?’ Teacher questions across disciplines in English-mediated university lectures
Action-based Teaching, Autonomy and Identity
From Theory to Practice
The Syllabus is Dead, Long Live the Syllabus
An analysis of the nature of classroom activities
Exploring Verbal and Non-Verbal Expressions of ESP Undergraduates’ own Voices and Identities
A Language-Based Approach to Content Instruction (Laci) for Multilingual Learners
Identity and second language learning
The Right Things Are What I Expect Them to Do”
Language Socialization in Korean-as-a-Foreign-Language Classrooms
Towards new learning partnerships in bilingual educational contexts – raising learner awareness and creating conditions for reciprocity and pedagogic attention
Language learning experience in school context and metacognitive awareness of multilingual children
Affordance theory and multiple language learning and teaching
Designing interaction tasks in Second Life for Chinese as a foreign language learners
West meets East
An Approach to Developing Language Awareness in the Irish Language Classroom
Knowledge ecology for conceptual growth
Code-switching is metaphor, translanguaging is metonymy
Teachers’ self-disclosures and influences on students’ motivation
Content and Language Integrated Learning
Scaffolding Instruction for English Language Learners
‘Things should be explained so that the students understand them’
Test-task Authenticity
Dialogic Appropriation in Academic English Literacy and Pedagogy
The hiring and management practices of a seven-year extracurricular program to enhance Asian undergraduates’ English as an international language communication skills
La investigación en acción
Reenvisioning Literacy Development for English Learners
It's like a guessing game”
Using Scaffolding Techniques to Teach a Social Studies Lesson About Buddha to Sixth Graders
Oral interaction and the guided construction of knowledge
Code-switching in Botswana History classrooms in the Decade of Education for Sustainable Development
Interaction in the oral proficiency interview
The Relationship Between Consciousness, Interaction and Language Learning
How Does Group Discussion in Reconstruction Tasks Affect Written Language Output
Reformulation as a measure of student expression in classroom interaction
Raising language awareness in peer interaction
Online Plurilingual Interaction in the Development of Language Awareness
Peer-to-peer interaction in task-based learning and the development of young EFL learners’ productive vocabulary
Observing, noticing, and understanding
Developing Interactional Awareness in the Second Language Classroom Through Teacher Self-evaluation
Typology of scaffolding in teacher discourse
Early stages of L2 inner speech development
The technologization of discourse and authenticity in English language teaching
Patterns of contingency and non‐contingency in teacher–student scaffolding interactions
Apply within, apply without
More English than England itself”
Beliefs and practices of Chinese university teachers in EFL writing instruction
Syrian Lives Matter in an EFL speaking class
Close encounters of a bilingual kind
Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context
Investigating the capabilities of large language model-based task-oriented dialogue chatbots from a learner’s perspective
The effect of mechanical and meaningful production of output on learning English relative clauses
Muy bien” as a transition token in teacher-student interactions in the Spanish as a foreign language classroom
Critical incidents and language learning
Develop3ing autonomy in a distance language learning context
Learning for life
Managing language errors in real-time
Scaling the apex of engagement
Pre-service EFL teachers’ conceptions and strategy use in managing online classes
A dynamic systems approach to wait time in the second language classroom
Language counselling
Foreign language learning with CMC
Interactional competence in paired speaking tests
Accomplishing lessons in postcolonial classrooms
Dialogic space
The authenticity continuum
Test fairness
Revising the revised format of the ACTFL Oral Proficiency Interview
The eye of the beholder
Authenticity in language testing
Principles for code choice in the foreign language classroom
Authentic materials and authenticity in foreign language learning
Materials development for language learning and teaching
Collaborative writing in L2 classrooms
Exploring patterns of interaction, LREs and writing performance of adolescent EFL learners
Second language learning as a mediated process
Ecological perspectives on foreign language education
Reflections and new directions
Beginning teacher education and collaborative formative e‐assessment
Teaching for autonomy
Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module
Language Motivation in a Reconfigured Europe
The Effectiveness of a Theme-based Syllabus for Young L2 Learners
Learning through Communication in the EFL Class
Stated vS. enacted beliefS
A Teacher’s Multimodal Corrective Feedback
Formative Assessment Issues Across the Curriculum
Observation from an Ecological Perspective
"Comments on Marianne Celce-Murcia, Zoltán Dörnyei, and Sarah Thurrell's "Direct Approaches in L2 Instruction
Mediating Language Learning
Task‐Based Instruction for Autonomy
Identifying Linguistic Markers of Collaboration in Second Language Peer Interaction
A Cross-Case Analysis of Teacher Involvement in Tesol Research
Direct Approaches in L2 Instruction
| Unique citing works | 176 |
|---|---|
| Citations per year | 5,68 |
| Citation span | 1995 - 2026 (32) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 55 |