Maria del Pilar
Garcia Mayo
PROFESORADO CATEDRATICO/A DE UNIVERSIDAD
Publicaciones (206) Publicaciones de Maria del Pilar Garcia Mayo
2024
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A longitudinal study of the effects of model texts on EFL children's written production
System, Vol. 120
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Collaborative writing, written corrective feedback and motivation among child EFL learners
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, Núm. 41
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L1 use in pre-task planning by child EFL learners: A preliminary study on attention to form
Instructed Second Language Acquisition, Vol. 8, Núm. 1, pp. 64-88
2023
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Comprehension of English articles by Korean learners of L2 English and L3 Spanish
IRAL - International Review of Applied Linguistics in Language Teaching
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Corrective feedback in CLIC
The Routledge Handbook of Content and Language Integrated Learning (Taylor and Francis), pp. 341-354
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Does repeated pre-task planning have an impact on form-focused LREs? Evidence from EFL children
Language Teaching for Young Learners, Vol. 5, Núm. 2, pp. 149-169
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Telicity judgments in L2 English by L1 Slovak speakers The role of proficiency and exposure in telicity interpretations
Linguistic Approaches to Bilingualism
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The acquisition of relative clauses by Spanish-Basque learners of L3 English: Does dominance play a role?
IRAL - International Review of Applied Linguistics in Language Teaching, Vol. 61, Núm. 3, pp. 1051-1081
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The impact of textual enhancement on the acquisition of third person possessive pronouns by child EFL learners
IRAL - International Review of Applied Linguistics in Language Teaching
2022
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Learning foreign languages: pedagogical tools, emotional understanding and parents’ discourse
Language Teaching Research
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Lexical Crosslinguistic Influence in L3 Spanish by Tagalog–English Bilinguals
Languages, Vol. 7, Núm. 3
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The Impact of Performative Language Teaching on Oral Skills in the Classroom of Chinese as a Foreign Language
Sinología hispánica, Núm. 14, pp. 79-105
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The impact of models and reformulations on EFL primary school children's noticing and written output
Instructed Second Language Acquisition, Vol. 6, Núm. 1, pp. 29-56
2021
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'Are you coming back? It was fun': Turning ethical and methodological challenges into opportunities in task-based research with children
Ethical and Methodological Issues in Researching Young Language Learners in School Contexts (Channel View Publications), pp. 68-85
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Child Task-Based Language Learning in Foreign Language Contexts
Research Questions in Language Education and Applied Linguistics, pp. 189-194
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Child interaction in task-supported EFL/CLIL contexts
coord.
The Cambridge Handbook of Task-based Language Learning (Cambridge University Press), pp. 397-415
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Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication
Language Awareness, Vol. 30, Núm. 1, pp. 1-16
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Corrective Feedback in Second versus Foreign Language Contexts
The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching, pp. 473-493
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Editorial Research on EFL learning by young children in Spain
Language Teaching for Young Learners, Vol. 3, Núm. 2, pp. 181-188
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Effects of proficiency and collaborative work on child EFL individual dictogloss writing
Language Teaching for Young Learners, Vol. 3, Núm. 2, pp. 246-274