Article published In:
EUROSLA Yearbook: Volume 3 (2003)
Edited by Susan H. Foster-Cohen and Simona Pekarek Doehler
[EUROSLA Yearbook 3] 2003
► pp. 207228
Cited by

Cited by 11 other publications

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2015. 11. Comment les étudiants montrent leurs connaissances dans des interactions internationales. In Agir dans la diversité des langues [Champs linguistiques, ],  pp. 171 ff. DOI logo
Cangelosi, Angelo, Giorgio Metta, Gerhard Sagerer, Stefano Nolfi, Chrystopher Nehaniv, Kerstin Fischer, Jun Tani, Tony Belpaeme, Giulio Sandini, Francesco Nori, Luciano Fadiga, Britta Wrede, Katharina Rohlfing, Elio Tuci, Kerstin Dautenhahn, Joe Saunders & Arne Zeschel
2010. Integration of Action and Language Knowledge: A Roadmap for Developmental Robotics. IEEE Transactions on Autonomous Mental Development 2:3  pp. 167 ff. DOI logo
Dausendschön-Gay, Ulrich
2012. Wie wir zu den Wörtern und die Wörter zu uns kommen. In Sozialität in Slow Motion,  pp. 201 ff. DOI logo
2011. Multilingualism and Multicompetence: A Conceptual View. The Modern Language Journal 95:3  pp. 344 ff. DOI logo
Pekarek Doehler, Simona
2006. « CA for SLA » : Analyse conversationnelle et recherche sur l'acquisition des langues. Revue française de linguistique appliquée Vol. XI:2  pp. 123 ff. DOI logo
Pitsch, Karola
2005. Interaction, auto-organisation et pratiques d’inscription. Acquisition et interaction en langue étrangère :22  pp. 73 ff. DOI logo
Pitsch, Karola, Anna-Lisa Vollmer, Katharina J. Rohlfing, Jannik Fritsch & Britta Wrede
2014. Tutoring in adult-child interaction. Interaction Studies. Social Behaviour and Communication in Biological and Artificial Systems 15:1  pp. 55 ff. DOI logo
Stam, Gale
2018. Chapter 3. Gesture and speaking a second language. In Speaking in a Second Language [AILA Applied Linguistics Series, 17],  pp. 49 ff. DOI logo
Thörle, Britta
2016. Turn openings in L2 French. Language, Interaction and Acquisition 7:1  pp. 117 ff. DOI logo
2009. Language Related Episode (LRE) in Learner Interactions as an Opportunity for Language Learning. English Teaching 64:4  pp. 315 ff. DOI logo

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