Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

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  Año 2021, Número 36. Texto Completo Ejemplar

  • Introduction

    • Introduction

      Daniel Madrid Fernández

      • Resumen
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      págs. 7-8

      

  • Articles

    • Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

      Jing Li

      • Resumen
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      págs. 9-25

      

    • Anxiety and personality as indicators of academic performance in university foreign language classrooms

      Alan M. Smyth, Nuria García Manzanares, Juan José Fernández Muñoz

      • Resumen
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      págs. 27-42

      

    • Percepciones del alumnado adulto sobre emociones positivas y ambivalentes en el aprendizaje de una lengua extranjera

      Irene Acosta Manzano

      • Resumen
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      págs. 43-64

      

    • Interaction patterns and support for learning in the primary foreign language classroom

      Carolyn E. Leslie

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      págs. 65-82

      

    • The effect of using the native language as a pedagogic intervention on iranian EFL learners’ complexity of english oral productions

      Zahra Alimoradi, Mohammad Sadegh Zare Bidoki

      • Resumen
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      págs. 83-99

      

    • Determining efficient post-writing activity for error correction: Self-editing, peer review, or teacher feedback?

      Cuneyt Demir

      • Resumen
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      págs. 101-117

      

    • Concurrent Group-Dynamic Assessment of Intermediate EFL Learners’ Receptive and Productive Vocabulary Size

      Mostafa Azari Noughabi, Seyed Mohammad Reza Amirian, Gholamreza Zareian

      • Resumen
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      págs. 119-137

      

    • Impact of motivational languaging activities on novice English teachers’ motivation: An activity theory perspective

      Hyun Soo Kim, Tae Young Kim

      • Resumen
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      págs. 139-157

      

    • Design and validation of a system of categories to assess the written discourse of L2 English learners

      Silvia Corral Robles, Micaela Sánchez Martín, Gracia González Gijón

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      págs. 159-174

      

    • Subtitling and Dubbing as Teaching Resources in CLIL in Primary Education: The Teachers’ Perspective

      Alberto Fernández Costales

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      págs. 175-192

      

    • Motivational potential of bilingual and nonbilingual programmes in secondary and tertiary education

      Daniel Madrid Fernández

      • Resumen
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      págs. 193-212

      

    • Motivational Languaging for L2 Learning and Motivation

      Tae Young Kim, Youn Kyung Kim

      • Resumen
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      págs. 213-229

      

    • Towards a Moodle-Based Assessment of Algerian EFL Students’ Writing Performance

      Kamila Ghouali, Raúl Ruiz Cecilia

      • Resumen
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      págs. 231-248

      

    • Reducing Speaking Anxiety in EFL Classrooms: An Explanatory Mixed-Methods Study

      Elçin Ölmezer Öztürk, Gökhan Öztürk

      • Resumen
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      págs. 249-261

      

    • Dictogloss or Processing Instruction: Which Works Better on EFL Learners’ Writing Accuracy?

      Yasaman azmoon

      • Resumen
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      págs. 263-277

      

  • Book Reviews

    • Advanced English grammar: A linguistic approach, Depraetere, Ilse & Langford, Chad Bloomsbury Academic, UK (2020). 386 pp.,

      Cuneyt Demir

      Es reseña de:

      • Advanced English grammar: A linguistic approach

        Ilse Depraetere, Chad Langford

        UK : Bloomsbury Academic, 2020

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      págs. 279-280

      

    • Exploring language aptitude: Views from psychology, the language sciences, and cognitive neuroscience. Susanne M. Reiterer (ed.) (2018)

      Rui Li (ed. lit.)

      Es reseña de:

      • Exploring language aptitude: Views from psychology, the language sciences, and cognitive neuroscience

        Susanne M. Reiterer

        2018

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      págs. 281-282

      

    • Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches. María Luisa Carrió-Pastor and Begoña Bellés-Fortuño (eds.) (2021).

      Jinfen Xu, Zhiwu Zhang

      Es reseña de:

      • Teaching language and content in multicultural and multilingual classrooms: CLIL and EMI approaches

        María Luisa Carrió- Pastor (ed. lit.), Begoña Bellés Fortuño (ed. lit.)

        2021

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      págs. 283-284