Language awareness

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  Año 2022, Vol. 31, Número 1

  • Articles

    • Seleccionado

      Comparing students’ responses to synchronous written corrective feedback during individual and collaborative writing tasks

      Hyejin Cho, Youjin Kim, Soyoung Park

      • Resumen

      págs. 1-20

      
    • Seleccionado

      Incidental corrective feedback provision for formulaic vs. Non-formulaic errors: EFL teachers’ beliefs and practices

      Leila Gholami

      • Resumen

      págs. 21-52

      
    • Seleccionado

      Failure attributions and metacognitive awareness of EFL learners

      Özlem Güneş

      • Resumen

      págs. 53-72

      

  • Research Article

    • Seleccionado

      Development of radical awareness at initial learning stage in L2 Chinese: stronger vs. weaker learners of Chinese characters

      Tianxu Chen

      • Resumen

      págs. 73-94

      

  • Articles

    • Seleccionado

      Linguistic purism and loanword adaptation techniques: the case of Polish

      Miroslaw Banko, Alicja Witalisz, Karolina Hansen

      • Resumen

      págs. 95-116

      
    • Seleccionado

      Understanding text-based studies of linguistic development through goals for academic writing

      Jungmin Lim, Magda Tigchelaar, Charlene Polio

      • Resumen

      págs. 117-136

      
    • Seleccionado

      The importance of raising teachers’ and students’ awareness of pragmatics in German second language writing: a study of the effect of grammatical and lexical errors compared to pragma-linguistic infelicities

      Antoinette Luijkx, Marinel Gerritsen, Margot van Mulken

      • Resumen

      págs. 137-154