References
Bulté, B., & Housen, A
(2012) Defining and operationalising L2 complexity. In A. Housen, F. Kuiken, & I. Vedder (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA (pp. 21–46). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Burns, A
(2010) Doing action research in English language teaching. A guide for practitioners. New York: Routledge.Google Scholar
Gibbons, P
(2009) English learners, academic literacy, and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.Google Scholar
de Oliveira, L., & Schleppegrell, M.J
(2015) Focus on grammar and meaning. Oxford: Oxford University Press.Google Scholar
Ortega, L
(2012) Interlanguage complexity: A construct in search of theoretical renewal. In B. Szmrecsanyi & B. Kortmann (Eds.), Linguistic complexity: Second language acquisition, indigenization, contact (pp. 127–155). Berlin: de Gruyter. DOI logoGoogle Scholar
Swain, M., & Watanabe, Y
(2013) Languaging: Collaborative dialogue as a source of second language learning. In C.A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 3218–3225). Hoboken, NJ: Wiley-Blackwell. Google Scholar