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EuroAmerican Journal of Applied Linguistics and Languages
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Artículos en inglés
Artículos en inglés
106 elementos
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Writing with “Academic Style”: theoretical considerations and preliminary findings on the new frontiers of EAP
Roxanne Barbara Doerr
78-94
Exploring interactive metadiscourse as a practical approach to enhancing academic writing skills of newly admitted undergraduates students in Nigeria
Tolulope Akinseye
44-61
From learner corpus to data-driven learning (DDL) in EAP writing. Improving lexical usage in academic writing
Sharon Hartle
9-31
Review: Friedrich, Patricia (Ed.) (2023).The anti-racism linguist, a book of readings. Multilingual Matters.
Emilia Gracia
63-68
A call for critical and open pedagogies in Spanish heritage language instruction: Students as knowledge producers of Open Educational Resources (OERs)
Inés Vañ´´o García
21-38
Weaving game and task into content-language integration: Proposing a game-mediated dual learning model
Yuchan (Blanche) Gao
1-20
The effect of multilingual pedagogies on language aptitude: A study on lower secondary school students based on the LLAMA test
Valentina Carbonara
1-16
Review: Collins, Luke C. (2019). Corpus linguistics for online communication: A guide for research. Routledge.
Yuhua Fang, Rundong Zhao
51-54
English language teaching and learning at a time of change: Young learners’ perceptions of instructional contexts
Silvia Sperti
17-39
Teaching Italian as a second language through digital storytelling: Students’ perceptions towards izi.TRAVEL
Camilla Spaliviero
91-121
Review: Trubnikova, Victoriya, & Garofolin, Benedetta. (2020). Lingua e interazione. Insegnare la pragmatica a scuola [Language and interaction. Teaching pragmatics at school]. Edizioni ETS.
Sara Gesuato
140-144
Interprofessional learning to enhance Spanish communication skills in Latinx pharmacy students
Gabriela C. Zapata, María Irene Moyna, Michael Miller
122-139
Medical communication and advocacy through eye-tracking AAC: Implications for applied linguistics
Usree Bhattacharya, Wisnu A. Pradana, Xing Wei, Daniel Tarquinio, Olivia Datta, Kaleigh Anderson, Nicole Cruz-Díaz
71-90
Voice onset time (VOT) of L3 Spanish /ptk/ by multilingual heritage speakers of Ukrainian and Polish
Margaryta Bondarenko, Brianna Butera, Rajiv Rao
28-51
Investigating the performance of emailed apologies by Australian learners of Italian
Talia Walker
1–27
Optimal and appropriate input in a second language: The potential of (modified-)elaborated input in distance and classroom learning
Ilaria Borro, Silvia Scolaro
53-69
Clarification and repair in emergency remote EFL classes
Antonella Giacosa
161–184
Review: Trentin, G. (2020). Didattica con e nella rete. Dall’emergenza all’uso ordinario. Franco Angeli.
Valentina Ornaghi
215-219
The switch to remote instruction in Spanish heritage language courses: Why social presence matters
Angélica Amezcua, Anel Brandl, Evelyn Durán Urrea, Estrella Rodríguez
185-214
Distance learning and the development of speaking skills: Challenges and opportunities
Alessandra Fazio, Claudia Cremasco
70-86
Peer corrective feedback as an opportunity for metalinguistic reflection in tandem telecollaboration
Francesca La Russa, Elena Nuzzo
87–104
Review: Kagan, Olga, Carreira, Maria M., & Hitchins Chik, Claire (Eds.). (2017). The Routledge handbook of heritage language education: From innovation to program building. Taylor & Francis.
Simay Birce Er
87-92
Pre-service teacher education: Observing senior teachers through the theoretical lens of Ellis’s principles of instructed language learning
Emilia Petrocelli
20-52
Lipstick on pigs: Critical discourse and image analysis of non-humans in U.S. children’s ESL textbooks
Amy Burden
53-75
Review/Reseña: Paulsrud, BethAnne, Tian, Zhongfeng, & Toth, Jeanetee (Eds.). (2021). English-medium instruction and translanguaging. Multilingual Matters.
Irene Soriano Flórez
82-86
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