Language awareness

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  Año 2022, Vol. 31, Número 3

  • Articles

    • Seleccionado

      ‘I don’t want to be distinguished by others’: language ideologies and identity construction among North Korean refugees in South Korea

      Mi Yung Park

      • Resumen

      págs. 271-287

      
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      Metalinguistic terms, teacher feedback, and learner uptake in ESL classrooms

      Weiqing Wang

      • Resumen

      págs. 288-306

      
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      Examining the effects of crosslinguistic awareness on the acquisition of English possessive determiners: the case of Brazilian Portuguese speakers

      Marie Apaloo, Walcir Cardoso

      • Resumen

      págs. 307-327

      
    • Seleccionado

      Contextualizing feedback in L2 writing: the role of teacher scaffolding

      Dongying Li, Lian Zhang

      • Resumen

      págs. 328-350

      
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      Facilitating positive L1 transfer through explicit spelling instruction for EFL learners with dyslexia: an intervention study

      Elena Tribushinina, Zoë op ten Berg, Sonja Karman

      • Resumen

      págs. 351-370

      

  • Editor’s Pick

    • Seleccionado

      Educating L2 learners about collaborative writing: exploring the relationship between knowledge of collaborative writing and writing products

      Wenting Chen, Wei Ren

      • Resumen

      págs. 371-391