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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Geschichtliche Entwicklung der Mediation,mon feature in face-to-face interactions but one that is under-researched in classroom settings. Specifically, we explore the use of demonstratives and adverbs of locations in the L2CD-S and L2CD-T, and we compare learners’ and teachers’ use of these spatial deictics in the EAP classroom. By examini

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The Enforceability of Mediation Agreementsearner-internal) and social (learner-external) themes in learner interviews. Specifically, we want to know how 22 psychosocial categories within the Linguistic Inquiry and Word Count program (LIWC; Pennebaker et al. 2007) relate to the language experience interviews of 123 advanced English language

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Mediation at the Holocaust Memorial, chapter vertically analyzes and compares the psychosocial traits of each interview participant. We apply the methodological advantages offered by semantic content analysis and the L2 Experience Interview Corpus to study holistic patterns of individual differences among advanced L2 learners. In orde

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https://doi.org/10.1007/978-3-658-33391-1work to understand how learners share control over the direction of the task, and how they engage with each other’s feedback on writing. We first provide a description of the data sources used in the analysis (peer response transcripts; stimulated recall interview transcripts; and first and second d

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Zur Theorie der Konfliktdynamik,ng specialized corpora of learner talk. We described and interpreted the structure of learner (and teacher) spoken language in the classroom, language experience interviews, and peer response/feedback activities. Our discussions also focused on ideas related to corpus design and development, implica

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978-3-319-86729-8The Editor(s) (if applicable) and The Author(s) 2017