Australian Review of Applied Linguistics 41:1
[Australian Review of Applied Linguistics, 41:1] 2018. iii, 125 pp.
Publishing status: Available
© John Benjamins Publishing Company
Table of Contents
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Editorialpp. 1–3
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Understanding Chinese EFL teachers’ conceptions and practices of assessment: Implications for teacher assessment literacy developmentZhengdong Gan, Sylvia S. L. Ieong, Yuanlian Su, and Jinbo He | pp. 4–27
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Assessing writing ability in a foreign language at secondary school: Variation in performance on a communicative writing taskNoriko Iwashita and Robyn Spence-Brown | pp. 28–60
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From second language to third language learning: Exploring a dual-motivation system among multilingualsLaura Man, Gavin Bui, and Mark Feng Teng | pp. 61–90
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Can cultural scripts be used for teaching interactional norms?Lauren Sadow | pp. 91–116
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John Bitchener & Neomy Storch, Written corrective feedback for L2 developmentReviewed by Liivi Jakobson | pp. 117–120
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Sandra Hale & Jemina Napier, Research methods in interpreting: A practical resourceReviewed by Chirata Deneve Thomsen | pp. 121–125
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