Foreign language annals

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  Año 2019, Vol. 52, Número 4. Texto Completo Ejemplar

  • Benefits of foreign language learning and bilingualism: An analysis of published empirical research 2012–2019

    Rebecca Fox, Olga Corretjer, Kelley Webb

    • Resumen
    • Texto completo

    págs. 699-726

    

  • Why reading is a challenge for U.S. L2 learners: The impact of cognitive, ecological, and psychological factors in L2 comprehension

    Richard L. Sparks

    • Resumen
    • Texto completo

    págs. 727-743

    

  • Contextual factors impacting feedback practices for non‐English L2 writing

    Melinda Reichelt

    • Resumen
    • Texto completo

    págs. 744-752

    

  • Exploring the pedagogical affordances of a collaborative board game in a dual language immersion classroom

    Frederick Poole, Jody Clarke-Midura, Chongning Sun, Kyle Lam

    • Resumen
    • Texto completo

    págs. 753-775

    

  • Lasting effects of pre‐university language exposure on undergraduate proficiency

    Tripp Strawbridge, Dan Soneson, Carter Griffith

    • Resumen
    • Texto completo

    págs. 776-797

    

  • Impact of self‐reflection and awareness‐raising on novice French learners’ pronunciation

    Camille Meritan, Aurore Mroz

    • Resumen
    • Texto completo

    págs. 798-821

    

  • A study of 21st century skills and engagement in a university Spanish foreign language classroom

    Carolina Benito Cox, Cherice Montgomery

    • Resumen
    • Texto completo

    págs. 822-849

    

  • Language learning at the dinner table: Two case studies of French homestays

    Celeste Kinginger, Julia Carnine

    • Resumen
    • Texto completo

    págs. 850-872

    

  • A survey of world language cooperating teachers: Implications for teacher development

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

    • Resumen
    • Texto completo

    págs. 873-890