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Found 20 matching results

Title Author Journal Issue Published ISBN / DOI Subjects Series
Collaborative use of multimodal resources in discussions of L2 grammatical meaning: A microgenetic analysis Christine Mary Jacknick Language and Sociocultural Theory Vol 5 No. 2 (2018) Dec 12, 2018 10.1558/lst.32487 Writing and Composition Linguistics
Pre-service Teacher Education from a Sociocultural Perspective: A Case-Study on Teaching Learning through Conceptual Mediation Olga Esteve, Francesc Fernández, Asunción Bes Language and Sociocultural Theory Vol 5 No. 2 (2018) Dec 12, 2018 10.1558/lst.37792 Writing and Composition Linguistics
Thinking through the non-native language: The role of private speech in mediating cognitive functioning in problem solving among proficient non-native speakers Mostafa M. Garbaj Language and Sociocultural Theory Vol 5 No. 2 (2018) Dec 12, 2018 10.1558/lst.35975 Writing and Composition Linguistics
Pair-work dynamics: Stronger learners’ languaging engagement and learning outcomes for the Japanese polysemous particles ni/de Kyoko Masuda, Noriko Iwasaki Language and Sociocultural Theory Vol 5 No. 1 (2018) Apr 30, 2018 10.1558/lst.34514 Writing and Composition Linguistics
Expert-novice interaction as the basis for L2 developmental activity: A SCT perspective Gabriela Adela Gánem-Gutiérrez, Alex Gilmore Language and Sociocultural Theory Vol 5 No. 1 (2018) Apr 30, 2018 10.1558/lst.33621 Writing and Composition Linguistics
Learning the sociopragmatics of an artificial language: Comparing rule-based and concept-based instruction Rémi A. van Compernolle Language and Sociocultural Theory Vol 5 No. 1 (2018) Apr 30, 2018 10.1558/lst.33770 Writing and Composition Linguistics
From SCOBA development to implementation in concept-based instruction: Conceptualizing and teaching Japanese addressee honorifics as expressing modes of self Amy Snyder Ohta Language and Sociocultural Theory Vol 4 No. 2 (2017) Sep 9, 2017 10.1558/lst.31492 Writing and Composition Linguistics
Developing Chinese rhetorical awareness through concept-based instruction: A case study on second language learners Yu-Ting Kao Language and Sociocultural Theory Vol 4 No. 2 (2017) Sep 9, 2017 10.1558/lst.32062 Writing and Composition Linguistics
Exploring the social nature of L2 writing: Insights into the division of labor of an EAP writing task Subrata Kumar Bhowmik Language and Sociocultural Theory Vol 4 No. 2 (2017) Sep 9, 2017 10.1558/lst.26454 Writing and Composition Linguistics
Audio glosses as a participant in L2 dialogues: Evidence of mediation and microgenesis during information-gap activities Theresa A Antes Language and Sociocultural Theory Vol 4 No. 2 (2017) Sep 9, 2017 10.1558/lst.31234 Writing and Composition Linguistics
Developing L2 oral language proficiency using concept-based Dynamic Assessment within a large-scale testing context Tziona Levi Language and Sociocultural Theory Vol 4 No. 1 (2017) Apr 26, 2017 10.1558/lst.32866 Writing and Composition Linguistics
Developing concept-based instruction, pedagogical content knowledge: Implications for teacher educators and L2 instructors Gary Fogal Language and Sociocultural Theory Vol 4 No. 1 (2017) Apr 26, 2017 10.1558/lst.29542 Writing and Composition Linguistics
One means, many goals: Overimitation of language learning resources Anne Feryok, Gaye Wall Language and Sociocultural Theory Vol 4 No. 1 (2017) Apr 26, 2017 10.1558/lst.30843 Writing and Composition Linguistics
The Integrated Plurilingual Approach: A didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages O. Esteve, F. Fernández, E. Martín-Peris, E. Atienza Language and Sociocultural Theory Vol 4 No. 1 (2017) Apr 26, 2017 10.1558/lst.32868 Writing and Composition Linguistics
L2 Development As Cognitive-Emotive Process Matthew E. Poehner, Merril Swain Language and Sociocultural Theory Vol 3 No. 2 (2016) Sociocultural theory and the dialectical-materialist approach to L2 development Mar 9, 2017 10.1558/lst.v3i2.32922 Writing and Composition Linguistics
CA-for-SCT: Dialectics and the analysis of cognition on the ground Rémi A. van Compernolle Language and Sociocultural Theory Vol 3 No. 2 (2016) Sociocultural theory and the dialectical-materialist approach to L2 development Mar 3, 2017 10.1558/lst.v3i2.33171 Writing and Composition Linguistics
Understanding the revolutionary character of L2 development in the ZPD: Why levels of mediation matter James P. Lantolf, Lindsey Kurtz, Olesya Kisselev Language and Sociocultural Theory Vol 3 No. 2 (2016) Sociocultural theory and the dialectical-materialist approach to L2 development Feb 6, 2017 10.1558/lst.v3i2.32867 Writing and Composition Linguistics
Explicit focus on meaning: Mindful conceptual engagement in the second language classroom Eduardo Negueruela-Azarola, Antoni Fernandez Parera Language and Sociocultural Theory Vol 3 No. 2 (2016) Sociocultural theory and the dialectical-materialist approach to L2 development Feb 6, 2017 10.1558/lst.v3i2.32865 Writing and Composition Linguistics
Culture-Centric Vs. Person-Centered Cultural Psychology and Political Philosophy Carl Ratner Language and Sociocultural Theory Vol 3 No. 1 (2016) Apr 6, 2016 10.1558/lst.v3i1.30503 Writing and Composition Linguistics
Language and social determinism in the Vygotskian tradition: A response to Ratner (2015) Peter E. Jones Language and Sociocultural Theory Vol 3 No. 1 (2016) Apr 6, 2016 10.1558/lst.v3i1.30502 Writing and Composition Linguistics