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UvA-DARE

Results: 6

Number of items: 6

Michel, M. C., & Kuiken, F. (2014). Language at preschool in Europe: Early years professionals in the spotlight. European Journal of Applied Linguistics, 2(1), 1-26. https://doi.org/10.1515/eujal-2014-0005
Michel, M. C. (Guest ed.), & Kuiken, F. (Guest ed.) (2014). Language at preschool in Europe: Early years professionals in the spotlight. European Journal of Applied Linguistics, 2(1), 1-164. https://www.degruyter.com/downloadpdf/j/eujal.2014.2.issue-1/eujal-2014-frontmatter1/eujal-2014-frontmatter1.pdf
Michel, M. C., Kuiken, F., & Vedder, I. (2012). Task complexity and interaction: (combined) effects on task-based performance in Dutch as a second language. EUROSLA Yearbook, 12, 164-190. https://doi.org/10.1075/eurosla.12.09mic
Michel, M. C. (2011). Cognitive and interactive aspects of task-based performance in Dutch as a second language. [Thesis, fully internal, Universiteit van Amsterdam]. Boxpress.
Michel, M. (2009). Hoe simpel is complex? De invloed van taakcomplexiteit en interactie op het taalgebruik van tweedetaalleerders. In A. Backus, M. Keijzer, I. Vedder, & B. Weltens (Eds.), Artikelen van de zesde Anéla-conferentie (pp. 236-245). Eburon. http://home.medewerker.uva.nl/m.c.michel/bestanden/Hoe%20simpel%20is%20complex_Marije%20Michel_anela_FINAL.pdf
Michel, M. C., Kuiken, F., & Vedder, S. C. (2007). The influence of complexity in monologic versus dialogic tasks in Dutch L2. International Review of Applied Linguistics in Language Teaching, 45(3), 241-259.

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