Beyond the fringe
A framework for assessing teach-yourself materials for ab initio english-speaking learners
Bibliographic Data
| ID | 11989633 |
|---|---|
| Authors | Francis R Jones (0000-0003-4875-5296, Newcastle University, corresponding author) |
| Year | 1993 |
| Volume | 21 |
| Issue | 4 |
| Pages | 453-469 |
| Publication date | 1993-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/0346-251x(93)90057-n |
| OpenAlex | W2080432686 |
| Language | EN |
| Citations received | 7 |
| References cited | 11 |
Checklist · Cognitive psychology · English language · Mathematics education · Phenomenon · Physics · Range (aeronautics · Computer Science · EFL/ESL Teaching and Learning · Engineering · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching
Learning Strategies in Second Language Acquisition
Native speaker/non-native speaker conversation and the negotiation of comprehensible input1
The role of topicalization in classroom language learning
Investigating language teaching
Classroom riot
The classroom and the language learner
Self-Instruction in Language Learning
A Comparison of Three Learning Strategies for ESL Vocabulary Acquisition
Building a Vocabulary through Academic Reading
The Classroom and the Language Learner
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,22 |
| Citation span | 1994 - 2022 (29) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 7 |