Universidad de Cantabria-ko ikertzaileekin lankidetzan egindako argitalpenak (12)

2022

  1. Task Modality Effects on the Production and Elaboration of Language-Related Episodes: A Study on Schoolchildren’s Interactions in a Foreign Language

    Languages, Vol. 7, Núm. 4

  2. Task-modality effects on young learners’ language-related episodes in collaborative dialogue

    Revista española de lingüística aplicada, Vol. 35, Núm. 2, pp. 480-512

2021

  1. Language-related episodes by young CLIL learners A review of task modality effects

    Language Teaching for Young Learners, Vol. 3, Núm. 2, pp. 214-245

  2. Task modality and language-related episodes in young learners: An attempt to manage accuracy and editing

    Language Teaching Research

2020

  1. Hot Potatoes activities to improve grammatical accuracy across different proficiency courses

    Journal of English Studies, Núm. 18, pp. 253-277

  2. Target language proficiency and reported use of compensatory strategies by young CLIL learners

    International Journal of Applied Linguistics (United Kingdom), Vol. 30, Núm. 1, pp. 3-18

2019

  1. Cross-linguistic influence: From empirical evidence to classroom practice

    Second Language Learning and Teaching (Springer Verlag), pp. 1-261

  2. Introduction

    Second Language Learning and Teaching

  3. Introduction: L1 use in content-based and CLIL settings

    International Journal of Bilingual Education and Bilingualism, Vol. 22, Núm. 1, pp. 1-4

  4. On self-reported use of communication strategies by CLIL learners in primary education

    Language Teaching Research, Vol. 23, Núm. 1, pp. 39-57

2017

  1. The effects of language typology on L2 lexical availability and spelling accuracy

    IJES: international journal of English studies, Vol. 17, Núm. 2, pp. 63-79

2014

  1. The Incidence of Previous Foreign Language Contact in a Lexical Availability Task: A Study of Senior Learners

    Educational Linguistics (Springer Science+Business Media B.V.), pp. 53-68