Form-function relations in student discourse contextualized by classroom language activities : a case study of an elementary Chinese as a foreign language program
Recent studies in language education have advocated the integration of language and content learning, assuming that classroom discourse will display appropriate formfunction relations. But Swain (1988) reveals that even good content teaching may result in classroom discourse where form-function r...
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| Language: | English |
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2009
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| Online Access: | http://hdl.handle.net/2429/4844 |