Language awareness

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  Año 2022, Vol. 31, Número 4

  • Articles

    • Seleccionado

      “Words are picked up along the way” – Swedish EFL teachers’ conceptualizations of vocabulary knowledge and learning

      Denise Bergström, Cathrine Norberg, Marie Nordlund

      • Resumen

      págs. 393-409

      
    • Seleccionado

      A cross-cultural comparison in pedagogical beliefs about oral corrective feedback: the case of English language teachers in China versus the U.S.

      Laura Mahalingappa, Nihat Polat, Rui Wang

      • Resumen

      págs. 410-430

      
    • Seleccionado

      Translating intercultural experiences into pedagogic insights: shifts in language teachers’ perceptions of English as a language for intercultural communication

      Yipei Chen, Troy McConachy

      • Resumen

      págs. 431-449

      
    • Seleccionado

      ‘I like my accent but…’: EFL teachers’ evaluation of English accent varieties

      Hülya Mısır, Nurdan Gürbüz

      • Resumen

      págs. 450-469

      

  • Editor’s Pick

    • Seleccionado

      Exploring awareness of metacognitive knowledge and acquisition of vocabulary knowledge in primary grades: latent growth curve modelling approach

      Mark Feng Teng

      • Resumen

      págs. 470-494

      

  • Articles

    • Seleccionado

      Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar

      Teresa Kieseier, Dieter Thoma, Markus Vogelbacher, Hopp Holger

      • Resumen

      págs. 495-514