Language awareness

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  Año 2023, Vol. 32, Número 3

  • Editor’s Pick

    • Seleccionado

      The role of task-supported language teaching in the development of explicit and automatized explicit knowledge and learners’ task engagement: does practice meet perceptions?

      Sima Khezrlou

      • Resumen

      págs. 387-420

      

  • Research Articles

    • Seleccionado

      Multilingual pragmatic awareness in collaborative writing

      Ignacio Martínez Buffa, María Pilar Safont Jordà

      • Resumen

      págs. 421-442

      
    • Seleccionado

      Linguistic landscape, critical language awareness and critical thinking: promoting learner agency in discourses about language

      Jigme Wangdi, Kristof Savski

      • Resumen

      págs. 443-464

      
    • Seleccionado

      Investigating novice EFL writing teachers’ beliefs and practices concerning written corrective feedback across contexts: a case study from a complexity theory perspective

      Wenting Chen

      • Resumen

      págs. 465-486

      
    • Seleccionado

      Continuous speech segmentation by L1 and L2 speakers of English: the role of syntactic and prosodic cues

      Aleksandra Dobrego, Alena Konina, Anna Mauranen

      • Resumen

      págs. 487-507

      
    • Seleccionado

      The effects of different types of form-focused instruction on the acquisition of grammatical gender by second language learners of French

      Andrew H. Lee, Roy Lyster

      • Resumen

      págs. 508-529

      
    • Seleccionado

      The interplay of critical language pedagogy and young Arabic EFL learners

      Nadine Nelson, Julian Chen

      • Resumen

      págs. 530-552