Tarja Nikula
Language and Linguistics · 2005–2019
A researcher in the Science corpus: 4 papers; trusts 9 researchers and is trusted by 7 researchers here, as inferred from the citation graph.
Subfields
- Language and Linguistics — 26 citations into it; #1,014 of 3,093 by trust here, #1,403 by citations
- Literature and Literary Theory — 22 citations into it; #667 of 2,496 by trust here, #1,173 by citations
- Developmental and Educational Psychology — 9 citations into it
Whom Tarja Nikula trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- Christiane Dalton-Puffer
- Bernard A. Mohan
- D. Lasagabaster
- J. Cenoz
- E. Macaro
- G. Kasper
- Gulbahar H. Beckett
- R. Ellis
- L. V. Lier
- Laurent Gajo
Who trusts Tarja Nikula overall
Papers from Tarja Nikula's perspective
Ordered by how strongly the researchers Tarja Nikula trusts endorse each paper. Same corpus, a different order for every researcher.
- Discourse in Content and Language Integrated Learning Clil Classrooms
- Task-based Language Learning and Teaching (Asian Journal of English Language Teaching)
- The Ecology and Semiotics of Language Learning: A Sociocultural Perspective
- Pragmatics of Content-based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms
- Language Attitudes in CLIL and Traditional EFL Classes
- Empirical Perspectives on CLIL Classroom Discourse
- Linguistic Knowledge and Subject Knowledge: How Does Bilingualism Contribute to Subject Development?
- A Functional Approach to Research on Content-based Language Learning: Recasts in Causal Explanations
- Task-based Instruction
- First language and target language in the foreign language classroom (Language Teaching)
Their papers
- Exploring translanguaging in CLIL (2019) — 186 citations
- CLIL classroom discourse: Research from Europe (2013) — 159 citations
- Pragmatics of Content-based Instruction: Teacher and Student Directives in Finnish and Austrian Classrooms (2006) — 111 citations
- English as an object and tool of study in classrooms: Interactional effects and pragmatic implications (2005) — 93 citations