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1
Research Universities in Africa. Cape Town: African Minds (R300 – 978 1 928331 87 2 ). 2018, 314 pp
Research Universities in Africa. Cape Town: African Minds (R300 – 978 1 928331 87 2 ). 2018, 314 pp
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Research Universities in Africa. Cape Town: African Minds (R300 – 978 1 928331 87 2 ). 2018, 314 pp

Babyesiza, Akiiki

Cambridge: Cambridge University Press 2020

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2
Framing, overflowing, and fuzzy logic in educational selection: Zurich as a case study
Framing, overflowing, and fuzzy logic in educational selection: Zurich as a case study
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Framing, overflowing, and fuzzy logic in educational selection: Zurich as a case study

Bauer, Itta

Geographica Helvetica, 2018-01, Vol.73 (1), p.19-30 [Periódico revisado por pares]

Gottingen: Copernicus GmbH

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3
The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms
The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms
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The relative effects of isolated and combined structured input and structured output on the acquisition of the English causative forms

Benati, Alessandro ; Batziou, Maria

International review of applied linguistics in language teaching, IRAL, 2019-09, Vol.57 (3), p.265-287 [Periódico revisado por pares]

Heidelberg: De Gruyter

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4
La professionnalisation des formateurs dans le cas d’un métier en devenir, celui d’ostéopathe
La professionnalisation des formateurs dans le cas d’un métier en devenir, celui d’ostéopathe
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La professionnalisation des formateurs dans le cas d’un métier en devenir, celui d’ostéopathe

Braccini, Vivien ; Garnier, Franck ; Durat, Laurence

Formation, emploi, 2020-01, Vol.149 (1), p.87-111

Paris: Céreq

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5
Effects of pushed production of single words and multiword patterns on L2 oral fluency: Some evidence from temporal measurements
Effects of pushed production of single words and multiword patterns on L2 oral fluency: Some evidence from temporal measurements
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Effects of pushed production of single words and multiword patterns on L2 oral fluency: Some evidence from temporal measurements

Chan, Hang

International review of applied linguistics in language teaching, IRAL, 2019-06, Vol.57 (2), p.147-179 [Periódico revisado por pares]

Heidelberg: De Gruyter

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6
A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish
A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish
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A cognitive approach to teaching deictic motion verbs to German and Italian students of Spanish

Colasacco, Marina Anna

International review of applied linguistics in language teaching, IRAL, 2019-03, Vol.57 (1), p.71-95 [Periódico revisado por pares]

Heidelberg: De Gruyter

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7
The comparative effectiveness of noticing in language learning
The comparative effectiveness of noticing in language learning
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The comparative effectiveness of noticing in language learning

Cosgun Ögeyik, Muhlise

International review of applied linguistics in language teaching, IRAL, 2018-11, Vol.56 (4), p.377-400 [Periódico revisado por pares]

Heidelberg: De Gruyter

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8
Neither Equal, Nor Similar: Particularities and problems of integrated secondary schools in a socio-economically weak district of Berlin
Neither Equal, Nor Similar: Particularities and problems of integrated secondary schools in a socio-economically weak district of Berlin
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Neither Equal, Nor Similar: Particularities and problems of integrated secondary schools in a socio-economically weak district of Berlin

Drope, Tilman ; Jurczok, Anne

Zeitschrift für Pädagogik, 2013-07, Vol.59 (4), p.496-507 [Periódico revisado por pares]

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9
Vous avez dit immersion ?
Vous avez dit immersion ?
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Vous avez dit immersion ?

GAJO, Laurent

Bulletin suisse de linguistique applique, 1998-04 (67)

Neuchâtel: Université de Neuchâtel, Institut de linguistique

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10
Comparing learners’ and native speakers’ use of collocations in written Spanish
Comparing learners’ and native speakers’ use of collocations in written Spanish
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Comparing learners’ and native speakers’ use of collocations in written Spanish

García Salido, Marcos ; Garcia, Marcos

International review of applied linguistics in language teaching, IRAL, 2018-11, Vol.56 (4), p.401-426 [Periódico revisado por pares]

Heidelberg: De Gruyter

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