Citations (35)
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Endang Sri Maruti, Bambang Yulianto, Suhartono Suhartono, Budinuryanta Yohanes & Bambang Eko Hari Cahyono. (2022) Scale development as a measuring tool of critical Javanese language’ awareness for pre-service Javanese teachers. Cogent Arts & Humanities 9:1.
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Nina Woll, Pierre-Luc Paquet & Isabelle Wouters. (2022) Language as a vehicle or as a resource? Exploring the nature of metalinguistic reflection in plurilingual consciousness-raising tasks. Journal of Multilingual and Multicultural Development 0:0, pages 1-20.
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Matthew Wycliffe Lucas & Androula Yiakoumetti. (2019) Cross-linguistic awareness-raising practices can enhance written performance in EFL classes in Japanese universities. International Journal of Bilingual Education and Bilingualism 22:8, pages 958-973.
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Nina Woll. (2019) How French speakers reflect on their language: a critical look at the concept of metalinguistic awareness. Language Awareness 28:1, pages 49-73.
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Yongyan Zheng. (2014) The fluctuating development of cross-linguistic semantic awareness: a longitudinal multiple-case study. Language Awareness 23:4, pages 369-388.
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JoannaL. White & Marlise Horst. (2012) Cognate awareness -raising in late childhood: teachable and useful. Language Awareness 21:1-2, pages 181-196.
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Ana
Luísa Oliveira & Maria
Helena Ançã. (2009) ‘I speak five languages’: fostering plurilingual competence through language awareness. Language Awareness 18:3-4, pages 403-421.
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Roy Lyster, Laura Collins & Susan Ballinger. (2009) Linking languages through a bilingual read-aloud project. Language Awareness 18:3-4, pages 366-383.
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Marcus Callies & WolframR. Keller. (2008) The Teaching and Acquisition of Focus Constructions: An Integrated Approach to Language Awareness Across the Curriculum. Language Awareness 17:3, pages 249-266.
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Andjelka Pejović. (2022) The Contribution of Contrastive Analysis to the Development of Spanish Language Competence and Awareness in Serbian University Students. Linguistica 62:1-2, pages 327-341.
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Xing Wei & Wenxia Zhang. (2020) Investigating L2 writers’ metacognitive awareness about L1-L2 rhetorical differences. Journal of English for Academic Purposes 46, pages 100875.
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Elisabeth Allgäuer-Hackl. (2020)
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Language Awareness in Multilingual Classrooms in Europe. From Theory to Practice
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Xing Wei. (2020) Assessing the metacognitive awareness relevant to L1-to-L2 rhetorical transfer in L2 writing: The cases of Chinese EFL writers across proficiency levels. Assessing Writing 44, pages 100452.
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