Hochschulschrift
Thinking in a foreign language : an investigation into essay writing and translation by L2 learners
- Location
-
Deutsche Nationalbibliothek Frankfurt am Main
- ISBN
-
9783823350583
3823350587
- Dimensions
-
21 cm
- Extent
-
IX, 217 S.
- Language
-
Deutsch
- Notes
-
Zugl.: Duisburg, Univ., Diss., 1992
- Bibliographic citation
-
Tübinger Beiträge zur Linguistik ; 393
- Keyword
-
Englisch
Übersetzung
Deutsch
Fremdsprachenlernen
Lautes Denken
Student
Englisch
Fremdsprache
Aufsatz
Lautes Denken
Student
Österreich
- Table of contents
- Rights
-
Bei diesem Objekt liegt nur das Inhaltsverzeichnis digital vor. Der Zugriff darauf ist unbeschränkt möglich.
- Last update
-
11.06.2025, 2:09 PM CEST
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Object type
- Hochschulschrift
Associated
- Zima-Smith, Veronica
- Narr
Time of origin
- 1994
Other Objects (12)
Learners' engagement with written corrective feedback and their L2 writing performance
Lexical strategies of Chinese learners of English in L1-L2 translation
Effects of collaborative vs. individual pre-task planning on EFL learners’ L2 writing: transferability of writing quality
Thinking L1 for Speaking L2
Improving L2 learners’ IELTS task 2 writing: the role of model essays and noticing hypothesis
Effects of input enhancement and genre on L2 learners’ performance in the continuation writing task
Educational intervention in fostering L2 learner autonomy
Educational intervention in fostering L2 learner autonomy
The impact of an instruction to improve L2 learners’ academic conference abstract writing in multidisciplinary programmes
Counterfactual thinking - counterfactual writing
Young L2 learners' narrative discourse : coherence and cohesion
Impacts of computer-assisted diagnostic assessment on sustainability of L2 learners’ collaborative writing improvement and their engagement modes
Learners' engagement with written corrective feedback and their L2 writing performance
Lexical strategies of Chinese learners of English in L1-L2 translation
Effects of collaborative vs. individual pre-task planning on EFL learners’ L2 writing: transferability of writing quality
Thinking L1 for Speaking L2
Improving L2 learners’ IELTS task 2 writing: the role of model essays and noticing hypothesis
Effects of input enhancement and genre on L2 learners’ performance in the continuation writing task
Educational intervention in fostering L2 learner autonomy
Educational intervention in fostering L2 learner autonomy
The impact of an instruction to improve L2 learners’ academic conference abstract writing in multidisciplinary programmes
Counterfactual thinking - counterfactual writing
Young L2 learners' narrative discourse : coherence and cohesion
Impacts of computer-assisted diagnostic assessment on sustainability of L2 learners’ collaborative writing improvement and their engagement modes
Learners' engagement with written corrective feedback and their L2 writing performance
Lexical strategies of Chinese learners of English in L1-L2 translation
Effects of collaborative vs. individual pre-task planning on EFL learners’ L2 writing: transferability of writing quality
Thinking L1 for Speaking L2
Improving L2 learners’ IELTS task 2 writing: the role of model essays and noticing hypothesis
Effects of input enhancement and genre on L2 learners’ performance in the continuation writing task
Educational intervention in fostering L2 learner autonomy
Educational intervention in fostering L2 learner autonomy
The impact of an instruction to improve L2 learners’ academic conference abstract writing in multidisciplinary programmes
Counterfactual thinking - counterfactual writing
Young L2 learners' narrative discourse : coherence and cohesion