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Cited by 25EFL/ESL Teaching and LearningEnglish Language Learning and TeachingSecond Language Acquisition and Learning

The DOI matches its Crossref record.

Beyond the fringe: A framework for assessing teach-yourself materials for ab initio english-speaking learners

Open access
Jones, Francis R.·1993·System
DOI 10.1016/0346-251x(93)90057-n
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Crossref · 10.1016/0346-251x(93)90057-n

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Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Our earlier attempts to use lengthier lists such as Jones (1993) suggested that shorter, while not better, was more practical.

    “Our earlier attempts to use lengthier lists such as those prepared by Jones (1993), reviewed above, suggested that shorter, while not better, was more practical.”

    From An evaluative checklist for self-access materials (2006) · cites this paper as Jones (1993)

Citations

Cites

No references could be resolved yet.

Research works printed but not linked: 10

  1. Brown, 1991, A comparison of three learning strategies for ESL vocabulary acquisition, TESOL Quarterly, 25, 655, 10.2307/3587081 · DOI · Paper page
  2. Ellis, 1988, Investigating language teaching: the case for an educational approach, System, 16, 1, 10.1016/0346-251X(88)90004-8 · DOI
  3. Hayet, 1990, At-home foreign-language courses and linguistic tools, Language International, 2/5, 27
  4. Hayet, 1990, At-home foreign-language courses and linguistic tools, Language International, 2/6, 9
  5. Hayet, 1990, At-home foreign-language courses and linguistic tools, Language International, 3/6, 9
  6. Jones, 1991, Classroom riot: design features, language output and topic in simulations and other communicative free-stage activities, System, 19, 151, 10.1016/0346-251X(91)90040-V · DOI
  7. Long, 1983, Native speaker/non-native speaker conversation in the second language classroom, Applied Linguistics, 4, 10.1093/applin/4.2.126 · DOI
  8. Parry, 1991, Building a vocabulary through academic reading, TESOL Quarterly, 25, 629, 10.2307/3587080 · DOI
  9. Slimani, 1989, The role of topicalization in classroom language learning, System, 17, 223, 10.1016/0346-251X(89)90035-3 · DOI
  10. Spada, 1986, The interaction between type of contact and type of instruction: some effects on the L2 proficiency of adult learners, Studies in Second Language Acquisition, 8, 181, 10.1017/S0272263100006070 · DOI

Cited by

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Metadata

Authors
Jones, F. R.
Affiliations
Newcastle University (GB)
Corresponding author
Jones, Francis R.
ORCID
Jones, Francis R.
Venue
System
Publisher
Elsevier BV
Published
1993-11
Volume
21
Issue
4
Pages
453-469
ISSN
0346-251X (ISSN-L)
DOI
10.1016/0346-251x(93)90057-n
OpenAlex
W2080432686
Cited by
25
References
0
Citations by year
2022: 1 · 2020: 1 · 2019: 1 · 2015: 2 · 2014: 1 · 2012: 1
FWCI
15.21
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • System (publishedVersion)
  • Newcastle University ePrints (Newcastle Univesity)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › English Language Learning and Teaching
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords
individualized language learning, English-speaking learners, Hungarian as a foreign language

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