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Lexical complexity, writing proficiency and task effects in Spanish Dual Language Immersion
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Schnur, Erin; Rubio, Fernando. - : University of Hawaii National Foreign Language Resource Center, 2021. : Center for Language & Technology, 2021. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2021
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| 3 |
The proficiency profile of language students: Implications for programs
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Winke, Paula; Zhang, Xiaowan; Rubio, Fernando. - : University of Hawaii National Foreign Language Resource Center, 2020. : (co-sponsored by American Association of University of Supervisors and Coordinators; Center for Advanced Research on Language Acquisition; Center for Educational Reources in Culture, Language, and Literacy; Center for Open Educational Resources and Language Learning; Open Language Resource Center; Second Language Teaching and Resource Center), 2020
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| 4 |
The relationship between reading proficiency and vocabulary size: An empirical investigation
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| 7 |
Estimulación del lenguaje corporal en Educación Infantil. Favorecer la expresividad del alumnado y mejorar sus situaciones comunicativas
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| 8 |
Hybrid language teaching and learning: Exploring theoretical, pedagogical and curricular issues
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2014)
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| 9 |
The effects of blended learning on second language fluency and proficiency
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| 10 |
Technology-enhanced delivery models in foreign language learning and teaching
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2011)
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| 11 |
Teachers' concerns and uncertainties about the introduction of CLIL programmes ; Preocupaciones del profesorado ante la implantación de programas AICLE
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| 12 |
Hybrid language teaching and learning: Exploring pedagogical and curricular issues
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2010)
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| 14 |
Discussion on hybrid models of teaching and learning
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In: Languages, Philosophy, and Communication Studies Faculty Publications (2009)
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| 17 |
Grammar in disguise: the hidden agenda of communicative language teaching textbooks
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In: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Nº. 3, 2004, pags. 158-176 (2004)
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Abstract:
Este estudio analiza el trato que recibe la gramática en los textos actuales de lengua extranjera. El objetivo es determinar si los textos que dicen seguir el modelo comunicativo, realmente lo hacen. Examinamos ocho textos de nivel elemental, cuatro de español y cuatro de alemán, de uso común en los Estados Unidos en el nivel universitario, y analizamos las actividades que se incluyen en ellos. Clasificamos las actividades según tengan como objetivo la comprensión o la producción lingüística y también según representen un ejemplo de prácica comunicativa o sean simplemente ejercicios mecánicos. Los resultados indican que el énfasis principal de la enseñanza de lenguas sigue estando en la produción y que la práctica mecánica todavía tiene un peso importante en el aula de nivel elemental. ; This study analyzes the treatment of grammar in current foreign language textbooks in order to find out whether textbooks that claim to adhere to the tenets of Communicative Language Teaching really do so. We looked at eight introductory foreign language textbooks, four in Spanish and four in German, commonly used in the United States at the university level, and we analyzed the activities included in them. We looked at whether the activity focused on input or output, and whether it represented communicative language practice, or it was simply a drill. Drills were further subdivided into mechanical, meaningful and communicative. Results indicate that the primary focus of language instruction is still on output and that drills still have a strong presence in the beginner-level classroom.
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Keyword:
communicative language teaching; drills; ejercicios mecánicos; enseñanza comunicativa; enseñanza de gramática; enseñanza de lenguas; foreign language instruction; grammar teaching; input; libros de texto; output; textbooks
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URL: http://dialnet.unirioja.es/servlet/oaiart?codigo=1396249
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