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Advanced Students’ Oral Fluency: The Neglected Component in the CLT Classroom?

dc.contributor.authorMolenda, Marek
dc.contributor.editorSalski, Łukasz
dc.contributor.editorSzubko-Sitarek, Weronika
dc.date.accessioned2019-07-12T07:12:07Z
dc.date.available2019-07-12T07:12:07Z
dc.date.issued2013
dc.identifier.citationMolenda M., Advanced Students’ Oral Fluency: The Neglected Component in the CLT Classroom?, [w:] Perspectives on Foreign Language Learning, Salski Ł., Szubko-Sitarek W. (red.), Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2013, s. 275-289, doi: 10.18778/7969-032-9.20pl_PL
dc.identifier.isbn978-83-7969-032-9
dc.identifier.urihttp://hdl.handle.net/11089/29369
dc.description.sponsorshipUdostępnienie publikacji Wydawnictwa Uniwersytetu Łódzkiego finansowane w ramach projektu „Doskonałość naukowa kluczem do doskonałości kształcenia”. Projekt realizowany jest ze środków Europejskiego Funduszu Społecznego w ramach Programu Operacyjnego Wiedza Edukacja Rozwój; nr umowy: POWER.03.05.00-00-Z092/17-00.pl_PL
dc.language.isoenpl_PL
dc.publisherWydawnictwo Uniwersytetu Łódzkiegopl_PL
dc.relation.ispartofSalski Ł., Szubko-Sitarek W. (red.), Perspectives on Foreign Language Learning, Wydawnictwo Uniwersytetu Łódzkiego, Łódź 2013;
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Międzynarodowe*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectadvanced students’ oral fluencypl_PL
dc.subjectneglected componentpl_PL
dc.subjectCLT classroompl_PL
dc.titleAdvanced Students’ Oral Fluency: The Neglected Component in the CLT Classroom?pl_PL
dc.typeBook chapterpl_PL
dc.page.number275-289pl_PL
dc.contributor.authorAffiliationUniversity of Lodz, Lodz, Polandpl_PL
dc.referencesBiałas, P. 2011. Formulaic Sequences in the Output of Instructed L2 Learners. In M. Pawlak, E. Waniek-Klimczak and J. Majer (Eds.), Speaking and Instructed Foreign Language Acquisition, pp. 42-54. Bristol: Multilingual Matters.pl_PL
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dc.referencesHan, Z., Selinker, L. 2005. Fossilisation in L2 learners. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning, pp. 455-470. Manawah, NJ: Lawrence Erlbaum Associates.pl_PL
dc.referencesHarmer, J. 1993. The Practice of English Language Teaching. Harlow: Longman Group UK Ltd.pl_PL
dc.referencesLee, Y. 2005. Implementing Synchronous Chat-based Curriculum in an Advanced-level ESL Classroom. PhD diss., North Carolina State University.pl_PL
dc.referencesMcCarthy, M. 2005. Fluency and Confluence. In M. McCarthy (Ed.), Explorations in Corpus Linguistics, pp. 1-6. New York: Cambridge University Press.pl_PL
dc.referencesMcCarthy, M. Carter, R. 2002. This That and The Other: Multi-word Clusters in Spoken English as Visible Patterns of Interaction. In M. McCarthy (Ed.), Explorations in Corpus Linguistics, pp.7-26. New York: Cambridge University Press.pl_PL
dc.referencesNation, I. Newton, J. 2009. Teaching ESL/EFL Listening and Speaking. New York: Routledge.pl_PL
dc.referencesNewbrook, J., Wilson, J. 2001. Proficiency Gold Coursebook. Harlow: Pearson Education Ltd.pl_PL
dc.referencesRossiter, M.J. 2009. Perceptions of L2 Fluency by Native and Non-native Speakers of English. The Canadian Modern Language Review 65(3): 395-412.pl_PL
dc.referencesRossiter, M. J., Derwing, T. M. and Manimtim L.G. 2010. Oral Fluency: The Neglected Component in the Communicative Language Classroom. The Canadian Modern Language Review 66(4): 583-606.pl_PL
dc.referencesThornbury, S. 2009. How to Teach Speaking. Edinburgh Gate: Pearson Education Ltd.pl_PL
dc.referencesWróbel, A. 2011. Formulacity vs Fluency and Accuracy in Using English as a Foreign Language. In M. Pawlak, E. Waniek-Klimczak and J. Majer (Eds.), Speaking and Instructed Foreign Language Acquisition, pp. 42-54. Bristol: Multilingual Matters.pl_PL
dc.identifier.doi10.18778/7969-032-9.20


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