social actions classroom language de hellermann john (25 resultados)

Paperback. Condición: Very Good. No Jacket. May have limited writing in cover pages. Pages are unmarked. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condición: Good. Light shelf-wear. Corners lightly bumped. Book contains marginalia in pencil, but text is clear and legible. Binding is tight.

Condición: New.

Condición: New.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Condición: New.

Paperback. Condición: New. Drawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners' change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses.

PAP. Condición: New. New Book. Shipped from UK. Established seller since 2000.

Paperback. Condición: new. Paperback. Drawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners' change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses. Using sociocultural approaches to research on language learning and an extensive corpus of classroom videos made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. The book uses methods from conversation analysis with longitudinal data to document practices for interaction between learners. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Brand new book. Fast ship. Please provide full street address as we are not able to ship to P O box address.

Condición: New.

Paperback. Condición: New. Drawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners' change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses.

Condición: New. In.

Paperback / softback. Condición: New. New copy - Usually dispatched within 4 working days.

Paperback. Condición: new. Paperback. Drawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners' change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses. Using sociocultural approaches to research on language learning and an extensive corpus of classroom videos made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. The book uses methods from conversation analysis with longitudinal data to document practices for interaction between learners. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condición: New. Drawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners' change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses.

Paperback. Condición: New. Drawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners' change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses.

Condición: New. In.

Gebunden. Condición: New. &Uumlber den AutorJohn Hellermann is Assistant Professor of Applied Linguistics in the Department of Applied Linguistics at Portland State University.

Buch. Condición: Neu. Neuware - Using sociocultural approaches to research on language learning and an extensive corpus of classroom videos made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. The book uses methods from conversation analysis with longitudinal data to document practices for interaction between learners.

Paperback / softback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 279.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Using sociocultural approaches to research on language learning and an extensive corpus of classroom videos made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. The book uses methods from conversat.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - Using sociocultural approaches to research on language learning and an extensive corpus of classroom videos made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. The book uses methods from conversation analysis with longitudinal data to document practices for interaction between learners.

Taschenbuch. Condición: Neu. Social Actions for Classroom Language Learning | John Hellermann | Taschenbuch | Kartoniert / Broschiert | Englisch | 2008 | Multilingual Matters | EAN 9781847690258 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Hardback. Condición: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 390.