Foreign language annals

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  Año 2019, Vol. 52, Número 1

  • The pronunciation teaching practices of university‐level graduate teaching assistants of French and Spanish introductory language courses

    Amanda Huensch

    • Resumen

    págs. 13-31

    

  • Current approaches to pronunciation instruction: a longitudinal case study in French

    Jessica L. Sturm

    • Resumen

    págs. 32-44

    

  • Exploring the effects of foreign language instructional practices on student proficiency development

    Reuben Vyn, Pamela M. Wesely, Diane Neubauer

    • Resumen

    págs. 45-65

    

  • Self‐assessment: How reliable is it in assessing oral proficiency over time?

    Wenyue Ma, Paula Winke

    • Resumen

    págs. 66-86

    

  • Factors associated with improvement in oral fluency when using video‐synchronous mediated communication with native speakers

    Ryan Spring, Fumie Kato, Chikako Mori

    • Resumen

    págs. 87-100

    

  • Heritage language education in the United States: a national survey of college‐level Chinese language programs

    Han Luo, Ming-Yi Li, Yu Li

    • Resumen

    págs. 101-120

    

  • Motivation to learn languages other than English: a critical research synthesis

    Anna Mendoza, Huy Phung

    • Resumen

    págs. 121-140

    

  • Affordances, complexities, and challenges of intercultural citizenship for foreign language teachers

    Melina Porto

    • Resumen

    págs. 141-164

    

  • Facing reality: a survey of methods instructors’ perspectives on world language teacher development

    Paul A. García, Kelly Moser, Patricia Davis-wiley

    • Resumen

    págs. 165-183

    

  • When a heritage speaker wants to be a Spanish teacher: Educational experiences and challenge

    Carolina Bustamante, Miguel Novella

    • Resumen

    págs. 184-198