Language awareness

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  Año 2021, Vol. 30, Número 4

  • Research Article

    • Seleccionado

      Learning to think about language step by step: a pedagogical template for the development of cognitive and reflective thinking skills in L1 grammar education

      Astrid Wijnands, Jimmy van Rijt, Peter-Arno Coppen

      • Resumen

      págs. 317-335

      
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      Exploring the relationship between explicit instruction, pronunciation awareness, and the development of L2 French connected speech processes

      Solène Inceoglu

      • Resumen

      págs. 336-354

      
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      Sociolinguistics as a pathway to global citizenship: critically observing ‘self’ and ‘other’

      Sayaka Abe, Shawna Shapiro

      • Resumen

      págs. 355-370

      
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      English language learners’ visualization of identities in transformation in an imagined world

      So-Yeon Ahn

      • Resumen

      págs. 371-390

      
    • Seleccionado

      Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?

      Karen Roehr-Brackin, Gabriela Adela Gánem-Gutiérrez, Lexa Olivera-Smith, María Teresa Torres-Marín

      • Resumen

      págs. 391-412