Language awareness

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  Año 2018, Vol. 27, Número 4

  • Original Articles

    • Seleccionado

      ‘Write it down and then what?’: Promoting pre-service teachers’ language awareness, metacognitive development and pedagogical skills through reflections on vocabulary acquisition and teaching

      Deborah Dubiner

      • Resumen

      págs. 277-294

      
    • Seleccionado

      A poetic inquiry into learning English as an additional language: Korean learners’ perceptions through sijo, Korean poetry

      Kyung Min Kim, Soyeon Kim

      • Resumen

      págs. 295-311

      
    • Seleccionado

      Chinese EFL learners’ perception of peer oral and written feedback as providers, receivers and observers

      Lili Tian, Li Li

      • Resumen

      págs. 312-330

      
    • Seleccionado

      Unravelling upper-secondary school teachers’ beliefs about language awareness: from conflicts to challenges in the EFL context

      Ellen W. R. van den Broek, Helma W. Oolbekkink-Marchand, Sharon Unsworth, Ans van Kemenade, Paulien Meijer

      • Resumen

      págs. 331-353