Commentary on Young Dissertation Summary
References (6)
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 logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Burns, A. (2010). Doing action research in English language teaching. A guide for practitioners. New York: Routledge.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the challenge zone. Portsmouth, NH: Heinemann.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
de Oliveira, L., & Schleppegrell, M.J. (2015). Focus on grammar and meaning. Oxford: Oxford University Press.![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
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 logo](https://benjamins.com/logos/doi-logo.svg)
![Google Scholar](https://benjamins.com/logos/google-scholar.svg)
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](https://benjamins.com/logos/google-scholar.svg)