Titlebook: Exploring Spoken English Learner Language Using Corpora; Learner Talk Eric Friginal,Joseph J. Lee,Audrey Roberson Book 2017 The Editor(s) (

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书目名称Exploring Spoken English Learner Language Using Corpora影响因子(影响力)




书目名称Exploring Spoken English Learner Language Using Corpora影响因子(影响力)学科排名




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书目名称Exploring Spoken English Learner Language Using Corpora网络公开度学科排名




书目名称Exploring Spoken English Learner Language Using Corpora被引频次




书目名称Exploring Spoken English Learner Language Using Corpora被引频次学科排名




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书目名称Exploring Spoken English Learner Language Using Corpora年度引用学科排名




书目名称Exploring Spoken English Learner Language Using Corpora读者反馈




书目名称Exploring Spoken English Learner Language Using Corpora读者反馈学科排名

粗鲁的人

avarice

Hedging and Boosting in EAP Classroom Discourse Although numerous studies have examined hedges and boosters in academic written discourse, far less research has focused on these interpersonal features in learner and teacher talk. In this chapter, we report on a corpus-based comparative analysis of hedges and boosters in EAP learner and teacher d

Odyssey

Profiles of Experience in Learner Talkify clusters of learners who describe their L2 learning experience in similar ways. We then use an additional dataset—self-reported TOEFL scores of 96 of the interview participants—to examine the relationship of the newly identified profiles to differential outcomes on the TOEFL.

宠爱

Exploring Spoken English Learner Language Using CorporaLearner Talk

单挑

Exploring Spoken English Learner Language Using Corpora978-3-319-59900-7

单挑

,Akiko Ito’s Story: Life Is a Game,ualitatively and quantitatively, primarily by utilizing the assessment of learner performance. However, extensive corpus-based analyses of these registers are still relatively few in number. Given that these oral learner skills are essential in high-stakes situations, such as admission to graduate p

Preserve

aesthetician

https://doi.org/10.1007/978-3-031-09187-2 Although numerous studies have examined hedges and boosters in academic written discourse, far less research has focused on these interpersonal features in learner and teacher talk. In this chapter, we report on a corpus-based comparative analysis of hedges and boosters in EAP learner and teacher d

FECK

https://doi.org/10.1057/9781137311955ify clusters of learners who describe their L2 learning experience in similar ways. We then use an additional dataset—self-reported TOEFL scores of 96 of the interview participants—to examine the relationship of the newly identified profiles to differential outcomes on the TOEFL.