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Can Meaning Negotiation Work with English Language Learners in the Writing Center?

dc.creatorBarquero Vargas, Ana Patricia
dc.date2009-04-20
dc.date.accessioned2016-05-03T14:51:41Z
dc.date.available2016-05-03T14:51:41Z
dc.identifierhttp://revistas.ucr.ac.cr/index.php/rlm/article/view/9474
dc.identifier.urihttps://hdl.handle.net/10669/23782
dc.descriptionThis article examines the impact of the Collaborative and Interaction Theories on second language learners in the writing centers. It also supports the notion that when English language learners meet with writing consultants to negotiate meaning when analyzing their texts, they gain proficiency in the target language. Meaning negotiation is going to be understood as the interaction that takes place between speakers when some misconstruction occurs. In addition, it provides an overview of research studies of the role of meaning negotiation in promoting opportunities for language acquisition, which imply a change in the way language learning and teaching are addressed.en-US
dc.description.es-ES
dc.formatapplication/pdf
dc.languageeng
dc.publisherEscuela de Lenguas Modernas, Universidad de Costa Ricaes-ES
dc.relationRevista de Lenguas Modernas;
dc.rightsCopyright (c) 2014 Revista de Lenguas Modernases-ES
dc.sourceRevista de Lenguas Modernas; Revista de Lenguas Modernas : Número 12es-ES
dc.sourceRevista de Lenguas Modernas; Revista de Lenguas Modernas : Número 12en-US
dc.source16591933
dc.titleCan Meaning Negotiation Work with English Language Learners in the Writing Center?en-US
dc.titleCan Meaning Negotiation Work with English Language Learners in the Writing Center?es-ES
dc.typeartículo científico
dc.coverageCRCen-US


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