Porta Linguarum, issue 33, January 2020
Initial pages: Editorial Board, Editors, Scientific
committee
Articles
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Are Accredited
Teachers Equally Trained for CLIL? The CLIL Teacher Paradox,
MAGDALENA CUSTODIO ESPINAR and JOSÉ MANUEL GARCÍA RAMOS.
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Collaborative
and Individual Writing: Effects on Accuracy and Fluency Development, MEHDI SARKHOSH and SHIVA NAJAFI.
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English Learning
Motivation and Anxiety Regarding the Left-Behind Children in Rural China, HUIZHEN WU and WEI ZHOU.
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Una
investigación sobre el Aprendizaje Integrado de Contenidos y Lenguas
extranjeras (AICLE) en Educación
Primaria. El uso de técnicas para la formulación de preguntas eficaces, AMANDO
LÓPEZ VALERO, REBECA VALVERDE CARAVACA y EDUARDO ENCABO FERNÁNDEZ.
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La
activación del léxico disponible y su aplicación a la enseñanza de lenguas,
INMACULADA CLOTILDE SANTOS DÍAZ, ESTER TRIGO IBÁÑEZ y MANUEL FRANCISCO ROMERO
OLIVA.
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Language
Assistants’ Expectations Towards their Role and Main Functions: the case of
Madrid’s Bilingual Schools, BEATRIZ LÓPEZ-MEDINA and
ANA OTTO.
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Las
secuencias formulaicas en la enseñanza del español
como LE/L2. La frecuencia léxica como criterio de nivelación, NARCISO CONTRERAS
IZQUIERDO y FERMÍN MARTOS ELICHE.
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Mediating Role
of Motivation on the Effects of Teacher-Student Relationships on Foreign
Language Achievement, LIHONG MA, XIAOFENG
DU and JIAN LIU.
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Needs Analysis
in Course Design: Converging Learners’, Instructors’ and Developers’ Voices, BOGOLEPOVA SVETLANA VIKTOROVNA
and SHADROVA EKATERINA VIKTOROVNA.
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Pragmatic
Competence as a Regulator of Foreign Language Speaking Proficiency, MOSTAFA
MORADY MOGHADDAM, NEIL MURRAY and YARA MIRFENDERESKI.
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Thinking skills
in Primary Education: An Analysis of CLIL Textbooks
in Spain, MARÍA CANDELARIA ROMEU
PEYRÓ, ENRIQUE CEREZO HERREROand ENCARNA LLAMAS PÉREZ.
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Las
actitudes lingüísticas de estudiantes universitarios extranjeros de ELE hacia
la modalidad lingüística andaluza. Componentes cognitivos, afectivos y
conductuales, RAFAEL CRISMÁN-PÉREZ y ISABEL
NÚÑEZ-VÁZQUEZ.
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Vision Theory
vs. Goal-Setting Theory: A Critical Analysis, ALI H. AL-HOORUE
and AHMED AL SHLOWIY.
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Poetry for EFL: Exploring Change in Undergraduate Students’
Perceptions, PEDRO ANTONIO FÉREZ MORA and YVETTE COYLE.
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Private School EFL Teachers’ Perceptions On
Assessment: A Case Study In Turkey, OKAN ÖNALAN and ESIM
GÜRSOY.
- Vocabulary Learning And Retention: Cognitive Load Framework On Trial, ABDOLVAHED ZARIFI and ZEINAB AZIZINEZHAD.
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Are Pre-Service Foreign Language Teachers Ready for CLIL in Catalonia? A Needs Analysis from Stakeholders' Perspective, LAURA PONS SEGUÍ.
Book Reviews:
- Quality in TESOL and Teacher Education, DANIEL MADRID.
- The Cambridge Handbook of Bilingualism, M. ELENA GÓMEZ.
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Perspectives on Taching Language and Content, CARMEN GUILLÉN.