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dc.contributor.authorStorch, N
dc.date.available2014-05-21T19:01:58Z
dc.date.issued2004-03-01
dc.identifierhttp://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000220527300002&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=d4d813f4571fa7d6246bdc0dfeca3a1c
dc.identifier.citationStorch, N. (2004). Using activity theory to explain differences in patterns of dyadic interactions in an ESL class. CANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES, 60 (4), pp.457-480. https://doi.org/10.3138/cmlr.60.4.457.
dc.identifier.issn0008-4506
dc.identifier.urihttp://hdl.handle.net/11343/25587
dc.descriptionC1 - Journal Articles Refereed
dc.formatapplication/pdf
dc.languageEnglish
dc.publisherCANADIAN MODERN LANGUAGE REV
dc.subjectEnglish as a Second Language; Languages and Literacy
dc.titleUsing activity theory to explain differences in patterns of dyadic interactions in an ESL class
dc.typeJournal Article
dc.identifier.doi10.3138/cmlr.60.4.457
melbourne.peerreviewPeer Reviewed
melbourne.affiliationThe University of Melbourne
melbourne.affiliation.departmentLinguistics And Applied Linguistics
melbourne.source.titleCANADIAN MODERN LANGUAGE REVIEW-REVUE CANADIENNE DES LANGUES VIVANTES
melbourne.source.volume60
melbourne.source.issue4
melbourne.source.pages457-480
dc.research.coderfcd420102
dc.research.codeseo1998751002
melbourne.publicationid33261
melbourne.elementsid267038
melbourne.contributor.authorStorch, Neomy
dc.identifier.eissn1710-1131
melbourne.accessrightsThis item is currently not available from this repository


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