No. 35 (2021): January

View No. 35 (2021): January

Published: 2021-02-03

Articles

A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

Isabel Núñez-Vázquez, Rafael Crismán-Pérez

9-24
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Perceptions of linguistically responsive teaching in language specialist teachers and mainstream teachers

Rosa María Rodríguez Izquierdo

25-41
- pdf
La dramatización como eje vertebrador en el aula ELE de la Universidad de Lublin

Paulina Nowakowska, Juan De Dios Villanueva Roa

43-59
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes

Mark Feng Teng

61-76
- Untitled
Teaching psychology at university using the content and language integrated learning (CLIL) approach

José I. Navarro-Guzman, Elena Romero-Alfaro, Inmaculada Menacho-Jiménez, Estíbaliz Aragón-Mendizábal

77-91
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Key factors to evaluate the impact of bilingual programs: Employability, mobility and intercultural awareness

María Elena Gómez Parra, Cristina Aránzazu Huertas-Abril, Roberto Espejo-Mohedano

93-104
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Using phonics to develop the emergent English literacy skills of Spanish learners

Sara Isabel Rendón-Romero, Macarena Navarro-Pablo, Eduardo García-Jiménez

111-128
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Cinema as a didactic tool in the secondary school foreign language classroom: French

Imad Boussif, Estefanía Sánchez Auñón

129-147
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L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China

Sugene Kim, Yizhou Lan

149-164
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Learning English in the shadows: Taiwanese students’ reflections on their English private tutoring learning experiences

Chih-Hao Chang

239-256
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A cross-sectional study on task type and negotiation of meaning in CLIL child-child interaction

María Ángeles Hidalgo, Raúl Azpilicueta-Martínez

183-204
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Motivación y competitividad: Un estudio en el aula de japonés como lengua extranjera

Kyoko Ito-Morales, Jerónimo Morales-Cabezas

205-219
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What key stakeholders think about CLIL programmes: Commonalities and differences of perspective

Juan de Dios Martínez Agudo, Laura Victoria Fielden Burns

221-237
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Learning foreign languages through content and language integrated learning in physical education: A systematic review

Víctor Gil-López, Sixto González-Víllora, David Hortigüela-Alcalá

165-182
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A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement

Safoura Jahedizadeh, Behzad Ghonsooly, Afsaneh Ghanizadeh

257-275
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ESL learners’ writing as a window onto discourse competence

Jongbong Lee

277-294
- PDF
Supporting listening comprehension by social network-based interaction in mobile assisted language learning

Timothy Read, Agnes Kukulska-Hulme, Elena Barcena

295-309
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Effects of recasts, clarification requests on suprasegment development of English intonation

Wei Zhang, Hui Chang, Yi Liao

311-325
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A Study of the Differences among EFL/ESL Methods for Reading Comprehension and Language Awareness

ISABEL NÚÑEZ VÁZQUEZ, RAFAEL CRISMÁN PÉREZ

Book review

Audiovisual translation in the foreign language classroom: applications in the teaching of English and other foreign languages. Lertola, J. (2019). Reasearch-publishing.net, Voillans, 94 pages, ISBN13: 978-2-490057-24-5.

Júlia Sanchis Tolsà

327-328
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Comunicación intercultural en la enseñanza de lenguas extranjeras. González Plasencia, Y. (2019). Berlín: Peter Lang, 358 páginas. ISBN: 978-3-631-79459-3.

Lucía Cabrera Romero

329-330
- PDF (Español (España))
Key Questions in Language Teaching. Alessandro G. Benati, Cambridge University Press, UK (2020). 220 pp

Cuneyt Demir

331-333
- PDF
Manual de análisis sintáctico. Metodología y práctica. López Quero, S. y López Quero, A. (2019). Port-Royal Ediciones, 294 páginas. ISBN: 978-84-96914-45-2.

Adela González Fernández

334-335
- PDF