{"id":113,"date":"2025-05-30T22:36:29","date_gmt":"2025-05-30T21:36:29","guid":{"rendered":"https:\/\/home.uia.no\/lenkag\/?page_id=113"},"modified":"2025-05-30T22:36:29","modified_gmt":"2025-05-30T21:36:29","slug":"publications","status":"publish","type":"page","link":"https:\/\/home.uia.no\/lenkag\/publications\/","title":{"rendered":"Publications"},"content":{"rendered":"\n<p><strong>Dissertation<\/strong><\/p>\n\n\n\n<p>Garshol, L. (2019). I JUST DOESN\u2019T KNOW. Agreement errors in English texts by Norwegian L2 learners: Causes and remedies [Doctoral dissertation, University of Agder]. Agder University Research Archive. <a href=\"http:\/\/hdl.handle.net\/11250\/2589044\">http:\/\/hdl.handle.net\/11250\/2589044<\/a> <\/p>\n\n\n\n<p><strong>Articles and chapters<\/strong><\/p>\n\n\n\n<ul>\n<li style=\"font-style:normal;font-weight:500\">Klockmann, H., &amp; Garshol, L. (2024). Agreement Errors in Norwegian L1, English L2 Quantity Pseudopartitives. Revue Roumaine de Linguistique, 69(3-4), 307-325. <a href=\"https:\/\/doi.org\/10.59277\/RRL.2024.3-4.17\">https:\/\/doi.org\/10.59277\/RRL.2024.3-4.17<\/a><\/li>\n\n\n\n<li style=\"font-style:normal;font-weight:500\">Garshol, L., &amp; F\u00f8reland, L. R. (2024). Gaming in the English classroom. In A. S. Skulstad (Ed.), Current issues in English teaching (pp. 95-114). Fagbokforlaget.<\/li>\n\n\n\n<li style=\"font-style:normal;font-weight:500\">Garshol, L., &amp; Erdmann, S. (2024). Reflektert bruk av digitale verkt\u00f8y: L\u00e6rerstudentenes tanker [Teacher students&#8217; reflections on the use of digital tools]. In C. T\u00f8mte, A. Lien, I. Trysnes, &amp; M. Smith-Gahrsen (Eds.), L\u00e6rerrollen i endring. Studentaktive l\u00e6ringsformer og profesjonsfaglig digital kompetanse (pp. 145-168). Universitetsforlaget.<\/li>\n\n\n\n<li style=\"font-style:normal;font-weight:500\">Garshol, L. (2019). Input vs. intake in formative assessment and explicit grammar teaching. Do the students understand what we are talking about? Nordic Journal of Modern Language Methodology, 7(1), 67-83. <a href=\"https:\/\/doi.org\/10.46364\/njmlm.v7i1.529\">https:\/\/doi.org\/10.46364\/njmlm.v7i1.529<\/a><\/li>\n\n\n\n<li style=\"font-style:normal;font-weight:500\">Garshol, L. (2019). We agreed to disagree: Agreement in L2 English written by young Norwegian learners. In A. Abel, A. Glaznieks, V. Lyding, &amp; L. Nicolas (Eds.), Widening the Scope of Learner Corpus Research: Selected Papers from the Fourth Learner Corpus Research Conference (pp. 237-252). Presses universitaires de Louvain.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Dissertation Garshol, L. (2019). I JUST DOESN\u2019T KNOW. Agreement errors in English texts by Norwegian L2 learners: Causes and remedies [Doctoral dissertation, University of Agder]. Agder University Research Archive. http:\/\/hdl.handle.net\/11250\/2589044 Articles and chapters<\/p>\n","protected":false},"author":253,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"footnotes":""},"_links":{"self":[{"href":"https:\/\/home.uia.no\/lenkag\/wp-json\/wp\/v2\/pages\/113"}],"collection":[{"href":"https:\/\/home.uia.no\/lenkag\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/home.uia.no\/lenkag\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/home.uia.no\/lenkag\/wp-json\/wp\/v2\/users\/253"}],"replies":[{"embeddable":true,"href":"https:\/\/home.uia.no\/lenkag\/wp-json\/wp\/v2\/comments?post=113"}],"version-history":[{"count":1,"href":"https:\/\/home.uia.no\/lenkag\/wp-json\/wp\/v2\/pages\/113\/revisions"}],"predecessor-version":[{"id":116,"href":"https:\/\/home.uia.no\/lenkag\/wp-json\/wp\/v2\/pages\/113\/revisions\/116"}],"wp:attachment":[{"href":"https:\/\/home.uia.no\/lenkag\/wp-json\/wp\/v2\/media?parent=113"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}