(Dis)fluencies and their contribution to the co-construction of meaning in native and non-native tandem interactions of French and English
In this paper, (dis)fluencies will be examined during tandem interactions in French and English by exploring the notions of secondary didacticity and pedagogical intention outside the classroom environment. While (dis)fluencies have typically been viewed as disturbances and markers of production dif...
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| Autor principal: | |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
Laboratoire Parole et Langage
2020
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| Accés en línia: | https://doi.org/10.4000/tipa.3567 https://hdl.handle.net/20.500.13089/lgnu https://journals.openedition.org/tipa/3567 |
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