Interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writing

Interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writing

Bibliographic Details
Main Author: Tseng, Ming-I. Lydia
Published: Lancaster University 2006
Subjects:
428.24992
Online Access:http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441104
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spelling ndltd-bl.uk-oai-ethos.bl.uk-4411042015-03-19T10:00:02ZInteraction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writingTseng, Ming-I. Lydia2006428.24992Lancaster Universityhttp://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441104Electronic Thesis or Dissertation
collection NDLTD
sources NDLTD
topic 428.24992
spellingShingle 428.24992
Tseng, Ming-I. Lydia
Interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writing
author Tseng, Ming-I. Lydia
author_facet Tseng, Ming-I. Lydia
author_sort Tseng, Ming-I. Lydia
title Interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writing
title_short Interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writing
title_full Interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writing
title_fullStr Interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writing
title_full_unstemmed Interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and EFL students’ learning of argumentative writing
title_sort interaction, (re)contextualisation and learning : a study of the relationship between oral classroom tasks and efl students’ learning of argumentative writing
publisher Lancaster University
publishDate 2006
url http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441104
work_keys_str_mv AT tsengmingilydia interactionrecontextualisationandlearningastudyoftherelationshipbetweenoralclassroomtasksandeflstudentsalearningofargumentativewriting
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