No. 33 (2020): January

• Introduction

  Daniel Madrid Fernández

  7-8

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Articles

• Are accredited teachers equally trained for CLIL? The CLIL teacher paradox

  Magdalena Custodio Espinar, José Manuel García Ramos

  9-25

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• Collaborative and Individual Writing: Effects on Accuracy and Fluency Development

  Mehdi Sarkhosh, Shiva Najafi

  27-42

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• English Learning Motivation and Anxiety Regarding the Left-Behind Children in Rural China

  Huizhen Wu, Wei Zhou

  45-61

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• Research based on Content and Language Integrated Learning (CLIL). Effective Questioning Techniques in Primary Education

  Amando López Valero, Rebeca Valverde Caravaca, Eduardo Encabo Fernández

  63-74

  • PDF (Español (España))

• Activation of the available lexicon and its application to language teaching

  Inmaculada Clotilde Santos Díaz, Ester Trigo Ibañez, Manuel Francisco Romero Oliva

  75-93

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• Language Assistants’ Expectations Towards their Role and Main Functions: the case of Madrid’s Bilingual Schools

  Beatriz López Medina, Ana Otto

  95-109

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• The formulaic sequences (FS) in the teaching of Spanish as FL / 2L. The lexical frequency as a levelling criterion

  Narciso M. Contreras Izquierdo, Fermín Martos Eliche

  111-127

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• Mediating role of motivation on theeEffects of teacher-student relationships on foreign language achievement

  Ma Lihong, Du Xiaofeng , Liu Jian

  129-144

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• Needs analysis in course design: converging learners’, instructors’ and developers’ voices

  Bogolepova Svetlana Viktorovna, Shadrova Ekaterina Viktorovna

  145-162

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• Pragmatic Competence as a Regulator of Foreign Language Speaking Proficiency

  Mostafa Morady Moghaddam, Neil Murray, Yara Mirfendereski

  163-182

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• Thinking skills in Primary Education: An Analysis of CLIL Textbooks in Spain

  María Candelaria Romeu Peyró, Enrique Cerezo Herrero, Encarna Llamas Pérez

  183-200

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• Linguistic attitudes of foreign university students of Spanish as a foreign language to- ward Andalusian linguistic modality. Cognitive, affective and behavioural components

  Rafael Crismán-Pérez, Isabel Núñez-Vázquez

  201-216

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• Vision Theory vs. Goal-Setting Theory: A Critical Analysis

  Ali H. Al-Hoorie, Ahmed Al Shlowiy

  217-229

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• Poetry for EFL: Exploring Change in Undergraduate Students’ Perceptions

  Pedro Antonio Férez Mora, Yvette Coyle

  231-247

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• Private School EFL Teachers’ Perceptions On Assessment: A Case Study In Turkey

  Okan Önalan, Esim Gürsoy

  249-264

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• Vocabulary Learning And Retention: Cognitive Load Framework On Trial

  Abdolvahed Zarifi, Zeinab Azizinezhad

  265-278

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• Are Pre-Service Foreign Language Teachers Ready for CLIL in Catalonia? A Needs Analysis from Stakeholders’ Perspective

  Laura Pons Seguí

  279-295

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Book review

• Quality in TESOL and Teacher Education. Martínez Agudo, Juan de Dios (Ed.) (2020). Routledge, Print ISBN: 9780367187873, 0367187876, eText ISBN: 9780429582349, 042958234X

  Daniel Madrid Fernández

  279-280

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• The Cambridge Handbook of Bilingualism. De Houwer, A., & Ortega, L. (Eds.) (2019). Cambridge: Cambridge University Press, 664 pages. ISBN: 978-1-107-17921-9 Hardback. DOI: 10.1017/9781316831922.

  María Elena Gómez-Parra

  299-300

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• Perspectives on Teaching Language and Content, Stacey Katz Bourns, Cheril Krueger & Nicole Mills (2020). New Haven CT: Yale University Press. ISBN: 978-0-300-22329-3, 320 páginas

  Carmen Guillén Díaz

  301-302

  • PDF (Español (España))