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You searched for subject:( teaching). Showing records 1 – 30 of 48 total matches.

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Euskal Herriko Unibertsitatea / Universidad del País Vasco

1. Bastarrika Iriarte, Ainhoa. Changes in brain activity during language learning in adults measured by magnetoencephalography .

Degree: 2017, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 The main goal of this thesis was to characterize language-related short-term learning changes in the adult brain. Previous studies have mainly used longitudinal and cross-sectional… (more)

Subjects/Keywords: teaching of languages; enseñanza de lenguas

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bastarrika Iriarte, A. (2017). Changes in brain activity during language learning in adults measured by magnetoencephalography . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/24648

Chicago Manual of Style (16th Edition):

Bastarrika Iriarte, Ainhoa. “Changes in brain activity during language learning in adults measured by magnetoencephalography .” 2017. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed August 23, 2019. http://hdl.handle.net/10810/24648.

MLA Handbook (7th Edition):

Bastarrika Iriarte, Ainhoa. “Changes in brain activity during language learning in adults measured by magnetoencephalography .” 2017. Web. 23 Aug 2019.

Vancouver:

Bastarrika Iriarte A. Changes in brain activity during language learning in adults measured by magnetoencephalography . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2017. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10810/24648.

Council of Science Editors:

Bastarrika Iriarte A. Changes in brain activity during language learning in adults measured by magnetoencephalography . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2017. Available from: http://hdl.handle.net/10810/24648

2. Gris Roca, Joaquín. Explicitness and implicitness as perceived by EFL teachers : a study based on the analysis of the explicit and implicit teaching potential of teaching materials= La explicitud y la implicitud desde el punto de vista de los profesores de inglés como lengua extranjera: estudio basado en el análisis del potencial de enseñanza explícita e implícita de materiales docente.

Degree: 2017, TDX

 Activities represent a fundamental instrument for teaching English as a Foreign Language in the classroom. All activities without exception carry a specific explicit and/or implicit… (more)

Subjects/Keywords: Explicit teaching; implicit teaching; teachers’ perceptions; EFL; textbooks; Artes y Humanidades; 8; 81

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APA (6th Edition):

Gris Roca, J. (2017). Explicitness and implicitness as perceived by EFL teachers : a study based on the analysis of the explicit and implicit teaching potential of teaching materials= La explicitud y la implicitud desde el punto de vista de los profesores de inglés como lengua extranjera: estudio basado en el análisis del potencial de enseñanza explícita e implícita de materiales docente. (Thesis). TDX. Retrieved from http://hdl.handle.net/10803/409732

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gris Roca, Joaquín. “Explicitness and implicitness as perceived by EFL teachers : a study based on the analysis of the explicit and implicit teaching potential of teaching materials= La explicitud y la implicitud desde el punto de vista de los profesores de inglés como lengua extranjera: estudio basado en el análisis del potencial de enseñanza explícita e implícita de materiales docente.” 2017. Thesis, TDX. Accessed August 23, 2019. http://hdl.handle.net/10803/409732.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gris Roca, Joaquín. “Explicitness and implicitness as perceived by EFL teachers : a study based on the analysis of the explicit and implicit teaching potential of teaching materials= La explicitud y la implicitud desde el punto de vista de los profesores de inglés como lengua extranjera: estudio basado en el análisis del potencial de enseñanza explícita e implícita de materiales docente.” 2017. Web. 23 Aug 2019.

Vancouver:

Gris Roca J. Explicitness and implicitness as perceived by EFL teachers : a study based on the analysis of the explicit and implicit teaching potential of teaching materials= La explicitud y la implicitud desde el punto de vista de los profesores de inglés como lengua extranjera: estudio basado en el análisis del potencial de enseñanza explícita e implícita de materiales docente. [Internet] [Thesis]. TDX; 2017. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/409732.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gris Roca J. Explicitness and implicitness as perceived by EFL teachers : a study based on the analysis of the explicit and implicit teaching potential of teaching materials= La explicitud y la implicitud desde el punto de vista de los profesores de inglés como lengua extranjera: estudio basado en el análisis del potencial de enseñanza explícita e implícita de materiales docente. [Thesis]. TDX; 2017. Available from: http://hdl.handle.net/10803/409732

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Kennedy, Nicholas James. Poetry in the adult EFL classroom: improving pronunciation and providing opportunities for cultural and personal enrichment.

Degree: 2018, Universidad Pública de Navarra

Subjects/Keywords: Enseñanza de lenguas; Language teaching

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APA (6th Edition):

Kennedy, N. J. (2018). Poetry in the adult EFL classroom: improving pronunciation and providing opportunities for cultural and personal enrichment. (Thesis). Universidad Pública de Navarra. Retrieved from http://hdl.handle.net/2454/29069

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kennedy, Nicholas James. “Poetry in the adult EFL classroom: improving pronunciation and providing opportunities for cultural and personal enrichment.” 2018. Thesis, Universidad Pública de Navarra. Accessed August 23, 2019. http://hdl.handle.net/2454/29069.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kennedy, Nicholas James. “Poetry in the adult EFL classroom: improving pronunciation and providing opportunities for cultural and personal enrichment.” 2018. Web. 23 Aug 2019.

Vancouver:

Kennedy NJ. Poetry in the adult EFL classroom: improving pronunciation and providing opportunities for cultural and personal enrichment. [Internet] [Thesis]. Universidad Pública de Navarra; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/2454/29069.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kennedy NJ. Poetry in the adult EFL classroom: improving pronunciation and providing opportunities for cultural and personal enrichment. [Thesis]. Universidad Pública de Navarra; 2018. Available from: http://hdl.handle.net/2454/29069

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Euskal Herriko Unibertsitatea / Universidad del País Vasco

4. Van der Worp, Karin. Multilingualism in the workplace: the voice of professionals .

Degree: 2016, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 Esta tesis se centra en el multilingüismo en las empresas de una región bilingüe, concretamente en el País Vasco. La globalización ha llevado a una… (more)

Subjects/Keywords: bilinguism; teaching of languages; bilingüismo; enseñanza de lenguas

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APA (6th Edition):

Van der Worp, K. (2016). Multilingualism in the workplace: the voice of professionals . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/26106

Chicago Manual of Style (16th Edition):

Van der Worp, Karin. “Multilingualism in the workplace: the voice of professionals .” 2016. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed August 23, 2019. http://hdl.handle.net/10810/26106.

MLA Handbook (7th Edition):

Van der Worp, Karin. “Multilingualism in the workplace: the voice of professionals .” 2016. Web. 23 Aug 2019.

Vancouver:

Van der Worp K. Multilingualism in the workplace: the voice of professionals . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2016. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10810/26106.

Council of Science Editors:

Van der Worp K. Multilingualism in the workplace: the voice of professionals . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2016. Available from: http://hdl.handle.net/10810/26106


Euskal Herriko Unibertsitatea / Universidad del País Vasco

5. Arocena Egaña, Miren Elisabet. Multilingual education: Teachers'beliefs and language use in the classroom .

Degree: 2017, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 En estos tiempos en que la investigación sobre educación multilingüe pone a prueba las creencias monolingües que siguen persistiendo en la enseñanza y aprendizaje de… (more)

Subjects/Keywords: bilinguism; teaching of languages; psycolinguistics; bilingüismo; enseñanza de lenguas; psicolingüística

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APA (6th Edition):

Arocena Egaña, M. E. (2017). Multilingual education: Teachers'beliefs and language use in the classroom . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/25839

Chicago Manual of Style (16th Edition):

Arocena Egaña, Miren Elisabet. “Multilingual education: Teachers'beliefs and language use in the classroom .” 2017. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed August 23, 2019. http://hdl.handle.net/10810/25839.

MLA Handbook (7th Edition):

Arocena Egaña, Miren Elisabet. “Multilingual education: Teachers'beliefs and language use in the classroom .” 2017. Web. 23 Aug 2019.

Vancouver:

Arocena Egaña ME. Multilingual education: Teachers'beliefs and language use in the classroom . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2017. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10810/25839.

Council of Science Editors:

Arocena Egaña ME. Multilingual education: Teachers'beliefs and language use in the classroom . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2017. Available from: http://hdl.handle.net/10810/25839


Euskal Herriko Unibertsitatea / Universidad del País Vasco

6. González Torres, Paúl Fernando. The written production of ecuadorian efl high school students: grammatical transfer errors and teacher's and learner's perception of feedback .

Degree: 2018, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 El objetivo de esta tesis doctoral es investigar los errores gramaticales de transferencia en la escritura en inglés como lengua extranjera de alumnos de secundaria… (more)

Subjects/Keywords: applied linguistics; teaching of languages; lingüística aplicada; enseñanza de lenguas

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APA (6th Edition):

González Torres, P. F. (2018). The written production of ecuadorian efl high school students: grammatical transfer errors and teacher's and learner's perception of feedback . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/32627

Chicago Manual of Style (16th Edition):

González Torres, Paúl Fernando. “The written production of ecuadorian efl high school students: grammatical transfer errors and teacher's and learner's perception of feedback .” 2018. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed August 23, 2019. http://hdl.handle.net/10810/32627.

MLA Handbook (7th Edition):

González Torres, Paúl Fernando. “The written production of ecuadorian efl high school students: grammatical transfer errors and teacher's and learner's perception of feedback .” 2018. Web. 23 Aug 2019.

Vancouver:

González Torres PF. The written production of ecuadorian efl high school students: grammatical transfer errors and teacher's and learner's perception of feedback . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10810/32627.

Council of Science Editors:

González Torres PF. The written production of ecuadorian efl high school students: grammatical transfer errors and teacher's and learner's perception of feedback . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2018. Available from: http://hdl.handle.net/10810/32627


Euskal Herriko Unibertsitatea / Universidad del País Vasco

7. San Isidro Agrelo, Francisco Xabier. CLIL in a Multilingual Setting: A Longitudinal Study on Galician Students, Teachers and Families .

Degree: 2017, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 El objetivo principal de esta tesis es examinar los efectos que la actual política lingüística de la Comunidad Autónoma de Galicia y la implementación de… (more)

Subjects/Keywords: bilinguism; teaching of languages; bilingüísmo; enseñanza de lenguas

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APA (6th Edition):

San Isidro Agrelo, F. X. (2017). CLIL in a Multilingual Setting: A Longitudinal Study on Galician Students, Teachers and Families . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/30688

Chicago Manual of Style (16th Edition):

San Isidro Agrelo, Francisco Xabier. “CLIL in a Multilingual Setting: A Longitudinal Study on Galician Students, Teachers and Families .” 2017. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed August 23, 2019. http://hdl.handle.net/10810/30688.

MLA Handbook (7th Edition):

San Isidro Agrelo, Francisco Xabier. “CLIL in a Multilingual Setting: A Longitudinal Study on Galician Students, Teachers and Families .” 2017. Web. 23 Aug 2019.

Vancouver:

San Isidro Agrelo FX. CLIL in a Multilingual Setting: A Longitudinal Study on Galician Students, Teachers and Families . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2017. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10810/30688.

Council of Science Editors:

San Isidro Agrelo FX. CLIL in a Multilingual Setting: A Longitudinal Study on Galician Students, Teachers and Families . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2017. Available from: http://hdl.handle.net/10810/30688


Universitat Rovira i Virgili

8. Lockhart Domeño, Edward Alvar. English as a Foreign Language through Whole Brain Teaching in Primary School.

Degree: Departament d'Estudis Anglesos i Alemanys, 2016, Universitat Rovira i Virgili

 This thesis explores how the generalist methodology known as Whole Brain Teaching affects the teaching of English as a foreign language in primary education. It… (more)

Subjects/Keywords: Ensenyament de llengües estrangeres; Motivació; Enseñanza de lenguas estranjeras; Motivación; Foreign language teaching; Motivation; Whole Brain Teaching ®; Arts i humanitats; 37; 371; 373; 81

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APA (6th Edition):

Lockhart Domeño, E. A. (2016). English as a Foreign Language through Whole Brain Teaching in Primary School. (Thesis). Universitat Rovira i Virgili. Retrieved from http://hdl.handle.net/10803/401558

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lockhart Domeño, Edward Alvar. “English as a Foreign Language through Whole Brain Teaching in Primary School.” 2016. Thesis, Universitat Rovira i Virgili. Accessed August 23, 2019. http://hdl.handle.net/10803/401558.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lockhart Domeño, Edward Alvar. “English as a Foreign Language through Whole Brain Teaching in Primary School.” 2016. Web. 23 Aug 2019.

Vancouver:

Lockhart Domeño EA. English as a Foreign Language through Whole Brain Teaching in Primary School. [Internet] [Thesis]. Universitat Rovira i Virgili; 2016. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/401558.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lockhart Domeño EA. English as a Foreign Language through Whole Brain Teaching in Primary School. [Thesis]. Universitat Rovira i Virgili; 2016. Available from: http://hdl.handle.net/10803/401558

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Pozo, Juan Ignacio. Like teacher, like student?: conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instruments.

Degree: 2018, Routledge

Subjects/Keywords: Constructivism; Music Education; Student Attitudes; Teaching; Teaching Methods; Educación; Psicología

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APA (6th Edition):

Pozo, J. I. (2018). Like teacher, like student?: conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instruments. (Thesis). Routledge. Retrieved from http://hdl.handle.net/10486/666098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pozo, Juan Ignacio. “Like teacher, like student?: conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instruments.” 2018. Thesis, Routledge. Accessed August 23, 2019. http://hdl.handle.net/10486/666098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pozo, Juan Ignacio. “Like teacher, like student?: conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instruments.” 2018. Web. 23 Aug 2019.

Vancouver:

Pozo JI. Like teacher, like student?: conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instruments. [Internet] [Thesis]. Routledge; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10486/666098.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pozo JI. Like teacher, like student?: conceptions of children from traditional and constructive teachers regarding the teaching and learning of string instruments. [Thesis]. Routledge; 2018. Available from: http://hdl.handle.net/10486/666098

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat de Barcelona

10. Vasylets, Olena. Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing.

Degree: Departament de Llengües i Literatures Modernes i d'Estudis Anglesos, 2017, Universitat de Barcelona

 Una de les línies principals de l’àrea de l’ensenyament basat en les tasques pedagògiques (TBLT) és la línia psicolingüística. Aquesta línia explora com el disseny… (more)

Subjects/Keywords: Lingüística; Linguistics; Ensenyament de llengües; Enseñanza de lenguas; Language teaching; Ciències Humanes i Socials; 81

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APA (6th Edition):

Vasylets, O. (2017). Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/404299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vasylets, Olena. “Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing.” 2017. Thesis, Universitat de Barcelona. Accessed August 23, 2019. http://hdl.handle.net/10803/404299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vasylets, Olena. “Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing.” 2017. Web. 23 Aug 2019.

Vancouver:

Vasylets O. Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing. [Internet] [Thesis]. Universitat de Barcelona; 2017. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/404299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vasylets O. Task-Modality Effects: A Study of Task Complexity Effects in Speech and Writing. [Thesis]. Universitat de Barcelona; 2017. Available from: http://hdl.handle.net/10803/404299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Euskal Herriko Unibertsitatea / Universidad del País Vasco

11. Hidalgo Gordo, María de los Ángeles. The oral production and negotiation of meaning of spanish EFL children in task-supported interaction: the role of age and task repetition .

Degree: 2018, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 La presente tesis doctoral explora el potencial de la interacción oral entre jóvenes aprendices de inglés como lengua extranjera. Hemos analizado las interacciones de alumnos… (more)

Subjects/Keywords: teaching of languages; pedagogical methods; educational methods; enseñanza de lenguas; métodos pedagógicos; métodos educativos

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hidalgo Gordo, M. d. l. . (2018). The oral production and negotiation of meaning of spanish EFL children in task-supported interaction: the role of age and task repetition . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/26630

Chicago Manual of Style (16th Edition):

Hidalgo Gordo, María de los Ángeles. “The oral production and negotiation of meaning of spanish EFL children in task-supported interaction: the role of age and task repetition .” 2018. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed August 23, 2019. http://hdl.handle.net/10810/26630.

MLA Handbook (7th Edition):

Hidalgo Gordo, María de los Ángeles. “The oral production and negotiation of meaning of spanish EFL children in task-supported interaction: the role of age and task repetition .” 2018. Web. 23 Aug 2019.

Vancouver:

Hidalgo Gordo Mdl. The oral production and negotiation of meaning of spanish EFL children in task-supported interaction: the role of age and task repetition . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10810/26630.

Council of Science Editors:

Hidalgo Gordo Mdl. The oral production and negotiation of meaning of spanish EFL children in task-supported interaction: the role of age and task repetition . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2018. Available from: http://hdl.handle.net/10810/26630


Euskal Herriko Unibertsitatea / Universidad del País Vasco

12. Odriozola Sustaeta, Igor. Speech recognition based strategies for on-line Computer Assisted Language Learning (CALL) systems in Basque .

Degree: 2019, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 Tesi honetan, euskarazko hizketa-ezagutze automatikoaren bi inplementazio aztertzen dira, Ordenagailu Bidezko Hizkuntza Ikaskuntza (OBHI) sistemetarako: Ordenagailu Bidezko Ebakera Lanketa (OBEL) eta Ahozko Gramatika Praktika (AGP).… (more)

Subjects/Keywords: telecommunications technology; teaching of languages; tecnología de las telecomunicaciones; enseñanza de lenguas

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Odriozola Sustaeta, I. (2019). Speech recognition based strategies for on-line Computer Assisted Language Learning (CALL) systems in Basque . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/33203

Chicago Manual of Style (16th Edition):

Odriozola Sustaeta, Igor. “Speech recognition based strategies for on-line Computer Assisted Language Learning (CALL) systems in Basque .” 2019. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed August 23, 2019. http://hdl.handle.net/10810/33203.

MLA Handbook (7th Edition):

Odriozola Sustaeta, Igor. “Speech recognition based strategies for on-line Computer Assisted Language Learning (CALL) systems in Basque .” 2019. Web. 23 Aug 2019.

Vancouver:

Odriozola Sustaeta I. Speech recognition based strategies for on-line Computer Assisted Language Learning (CALL) systems in Basque . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2019. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10810/33203.

Council of Science Editors:

Odriozola Sustaeta I. Speech recognition based strategies for on-line Computer Assisted Language Learning (CALL) systems in Basque . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2019. Available from: http://hdl.handle.net/10810/33203


Euskal Herriko Unibertsitatea / Universidad del País Vasco

13. Hurdus, Jeremy Aaron Quinn. A non-scalar analysis of teacher policymaking .

Degree: 2018, Euskal Herriko Unibertsitatea / Universidad del País Vasco

 Current research in language-in-education policy relies heavily on scalar metaphors. Many authors within human geography, drawing on developments that reject bounded notions of space, have… (more)

Subjects/Keywords: political geography; teaching of languages; educational policy; geografía política; enseñanza de lenguas; política educativa

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APA (6th Edition):

Hurdus, J. A. Q. (2018). A non-scalar analysis of teacher policymaking . (Doctoral Dissertation). Euskal Herriko Unibertsitatea / Universidad del País Vasco. Retrieved from http://hdl.handle.net/10810/32565

Chicago Manual of Style (16th Edition):

Hurdus, Jeremy Aaron Quinn. “A non-scalar analysis of teacher policymaking .” 2018. Doctoral Dissertation, Euskal Herriko Unibertsitatea / Universidad del País Vasco. Accessed August 23, 2019. http://hdl.handle.net/10810/32565.

MLA Handbook (7th Edition):

Hurdus, Jeremy Aaron Quinn. “A non-scalar analysis of teacher policymaking .” 2018. Web. 23 Aug 2019.

Vancouver:

Hurdus JAQ. A non-scalar analysis of teacher policymaking . [Internet] [Doctoral dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10810/32565.

Council of Science Editors:

Hurdus JAQ. A non-scalar analysis of teacher policymaking . [Doctoral Dissertation]. Euskal Herriko Unibertsitatea / Universidad del País Vasco; 2018. Available from: http://hdl.handle.net/10810/32565

14. Rodríguez Legendre, Fidel. Music as a Tool for Integral Formation in the University. A Proposal of Education in the Meeting.

Degree: 2018, Music Science and Modern Education

Subjects/Keywords: Innovation; Dialogical practices; Teaching methodology; Music; Education

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APA (6th Edition):

Rodríguez Legendre, F. (2018). Music as a Tool for Integral Formation in the University. A Proposal of Education in the Meeting. (Thesis). Music Science and Modern Education. Retrieved from http://hdl.handle.net/10641/1542

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rodríguez Legendre, Fidel. “Music as a Tool for Integral Formation in the University. A Proposal of Education in the Meeting.” 2018. Thesis, Music Science and Modern Education. Accessed August 23, 2019. http://hdl.handle.net/10641/1542.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rodríguez Legendre, Fidel. “Music as a Tool for Integral Formation in the University. A Proposal of Education in the Meeting.” 2018. Web. 23 Aug 2019.

Vancouver:

Rodríguez Legendre F. Music as a Tool for Integral Formation in the University. A Proposal of Education in the Meeting. [Internet] [Thesis]. Music Science and Modern Education; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10641/1542.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodríguez Legendre F. Music as a Tool for Integral Formation in the University. A Proposal of Education in the Meeting. [Thesis]. Music Science and Modern Education; 2018. Available from: http://hdl.handle.net/10641/1542

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat de Barcelona

15. Fendler, Rachel. Navigating the eventful space of learning: Mobilities, nomadism and other tactical maneuvers.

Degree: 2015, Universitat de Barcelona

 Esta investigación cualitativa se basa en los resultados de una etnografía participativa que se llevó a cabo con seis alumnos de 4º de ESO durante… (more)

Subjects/Keywords: Etnografia; Etnografía; Ethnography; Aprenentatge; Aprendizaje; Learning; Pedagogia experimental; Pedagogía experimental; Experimental teaching; Ciències Humanes i Socials; 373

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APA (6th Edition):

Fendler, R. (2015). Navigating the eventful space of learning: Mobilities, nomadism and other tactical maneuvers. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/318368

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Fendler, Rachel. “Navigating the eventful space of learning: Mobilities, nomadism and other tactical maneuvers.” 2015. Thesis, Universitat de Barcelona. Accessed August 23, 2019. http://hdl.handle.net/10803/318368.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Fendler, Rachel. “Navigating the eventful space of learning: Mobilities, nomadism and other tactical maneuvers.” 2015. Web. 23 Aug 2019.

Vancouver:

Fendler R. Navigating the eventful space of learning: Mobilities, nomadism and other tactical maneuvers. [Internet] [Thesis]. Universitat de Barcelona; 2015. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/318368.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fendler R. Navigating the eventful space of learning: Mobilities, nomadism and other tactical maneuvers. [Thesis]. Universitat de Barcelona; 2015. Available from: http://hdl.handle.net/10803/318368

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

16. Rolph, Deborah. We didn´t get nuffin': subtitled film as a tool in the teaching of markers of orality.

Degree: Departament de Traducció i d'Interpretació, 2014, Universitat Autònoma de Barcelona

 This thesis focuses on the comprehension of subtitles within their multimedia context in which together with the sound track, sounds, vocal intonation, gestures, editing techniques… (more)

Subjects/Keywords: Translation; Teaching; Traducción; Ciències Socials; 159.9

…being promoted as a valuable aid to teaching. The present study explores the use of subtitled… …effective teaching tool for markers of orality than inter-lingual subtitles with the dialogue in… …teaching cultural and societal aspects of language. Foreign language acquisition (FLA)… …viewers to follow the film and not as a teaching tool, such material is however a rich source of… …play a significant role in the acquisition of foreign languages and are a valuable teaching… 

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APA (6th Edition):

Rolph, D. (2014). We didn´t get nuffin': subtitled film as a tool in the teaching of markers of orality. (Thesis). Universitat Autònoma de Barcelona. Retrieved from http://hdl.handle.net/10803/285033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rolph, Deborah. “We didn´t get nuffin': subtitled film as a tool in the teaching of markers of orality.” 2014. Thesis, Universitat Autònoma de Barcelona. Accessed August 23, 2019. http://hdl.handle.net/10803/285033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rolph, Deborah. “We didn´t get nuffin': subtitled film as a tool in the teaching of markers of orality.” 2014. Web. 23 Aug 2019.

Vancouver:

Rolph D. We didn´t get nuffin': subtitled film as a tool in the teaching of markers of orality. [Internet] [Thesis]. Universitat Autònoma de Barcelona; 2014. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/285033.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rolph D. We didn´t get nuffin': subtitled film as a tool in the teaching of markers of orality. [Thesis]. Universitat Autònoma de Barcelona; 2014. Available from: http://hdl.handle.net/10803/285033

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Pozo, Juan Ignacio. The influence of teachers' conceptions on their students' learning: children's understanding of sheet music.

Degree: 2018, British Psychological Society

Subjects/Keywords: Comprehension; Learning; Music; Students; Teaching; Educación; Música; Psicología

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APA (6th Edition):

Pozo, J. I. (2018). The influence of teachers' conceptions on their students' learning: children's understanding of sheet music. (Thesis). British Psychological Society. Retrieved from http://hdl.handle.net/10486/664645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pozo, Juan Ignacio. “The influence of teachers' conceptions on their students' learning: children's understanding of sheet music.” 2018. Thesis, British Psychological Society. Accessed August 23, 2019. http://hdl.handle.net/10486/664645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pozo, Juan Ignacio. “The influence of teachers' conceptions on their students' learning: children's understanding of sheet music.” 2018. Web. 23 Aug 2019.

Vancouver:

Pozo JI. The influence of teachers' conceptions on their students' learning: children's understanding of sheet music. [Internet] [Thesis]. British Psychological Society; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10486/664645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pozo JI. The influence of teachers' conceptions on their students' learning: children's understanding of sheet music. [Thesis]. British Psychological Society; 2018. Available from: http://hdl.handle.net/10486/664645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat de Barcelona

18. Markina, Elena. Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language.

Degree: Departament de Filologia Catalana i Lingüística General, 2019, Universitat de Barcelona

 El presente estudio explora el impacto en la adquisición del ruso como lengua extranjera de TSLT (Task-supported language teaching) y TBLT (Task-based language teaching). El… (more)

Subjects/Keywords: Ensenyament de llengües; Enseñanza de lenguas; Language teaching; Rus; Ruso; Russian language; Ciències Humanes i Socials; 81

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APA (6th Edition):

Markina, E. (2019). Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/666176

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Markina, Elena. “Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language.” 2019. Thesis, Universitat de Barcelona. Accessed August 23, 2019. http://hdl.handle.net/10803/666176.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Markina, Elena. “Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language.” 2019. Web. 23 Aug 2019.

Vancouver:

Markina E. Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language. [Internet] [Thesis]. Universitat de Barcelona; 2019. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/666176.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Markina E. Comparing Focus on Forms and Task-Based Language Teaching in the Acquisition of Russian as a Foreign Language. [Thesis]. Universitat de Barcelona; 2019. Available from: http://hdl.handle.net/10803/666176

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Dios Pérez, María José de. The older, the wiser? profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation.

Degree: 2018, Sage Publications Ltd.

Subjects/Keywords: Conceptual change; Conceptions of teaching; Learning and evaluation; Music conservatories; Teaching experience; String instrument teachers; Educación; Música; Psicología

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APA (6th Edition):

Dios Pérez, M. J. d. (2018). The older, the wiser? profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation. (Thesis). Sage Publications Ltd. Retrieved from http://hdl.handle.net/10486/664493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dios Pérez, María José de. “The older, the wiser? profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation.” 2018. Thesis, Sage Publications Ltd. Accessed August 23, 2019. http://hdl.handle.net/10486/664493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dios Pérez, María José de. “The older, the wiser? profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation.” 2018. Web. 23 Aug 2019.

Vancouver:

Dios Pérez MJd. The older, the wiser? profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation. [Internet] [Thesis]. Sage Publications Ltd.; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10486/664493.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dios Pérez MJd. The older, the wiser? profiles of string instrument teachers with different experience according to their conceptions of teaching, learning, and evaluation. [Thesis]. Sage Publications Ltd.; 2018. Available from: http://hdl.handle.net/10486/664493

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Pellicer García, María Pilar. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective.

Degree: 2018, TDX

 The purpose of this study is to examine the feedback which tends to be used when correcting productive spoken language errors in the classroom context,… (more)

Subjects/Keywords: analysis of corrective feedback; errors; correction; clil; classrroom discourse analysis; types of errors; types of correction; uptake; teacher´s confirmation; repair; EFL teaching; UNESCO::LINGÜÍSTICA

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APA (6th Edition):

Pellicer García, M. P. (2018). Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. (Thesis). TDX. Retrieved from http://hdl.handle.net/10803/571310

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pellicer García, María Pilar. “Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective.” 2018. Thesis, TDX. Accessed August 23, 2019. http://hdl.handle.net/10803/571310.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pellicer García, María Pilar. “Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective.” 2018. Web. 23 Aug 2019.

Vancouver:

Pellicer García MP. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. [Internet] [Thesis]. TDX; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/571310.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pellicer García MP. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. [Thesis]. TDX; 2018. Available from: http://hdl.handle.net/10803/571310

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat Rovira i Virgili

21. Ayvazyan, Nune. Communicative translation in foreign-language teaching and learning.

Degree: Departament d'Estudis Anglesos i Alemanys, 2017, Universitat Rovira i Virgili

 Translation has been regarded as a communicative foreign-language teaching and learning tool since the late 1960s, although more empirical research is needed to test its… (more)

Subjects/Keywords: Traducció; Ensenyament de l'anglès; Interacció; Traducción; Enseñanza del inglés; Interacción; Translation; English language teaching; Interaction; Arts i humanitats; 37; 371; 378; 81

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APA (6th Edition):

Ayvazyan, N. (2017). Communicative translation in foreign-language teaching and learning. (Thesis). Universitat Rovira i Virgili. Retrieved from http://hdl.handle.net/10803/462921

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ayvazyan, Nune. “Communicative translation in foreign-language teaching and learning.” 2017. Thesis, Universitat Rovira i Virgili. Accessed August 23, 2019. http://hdl.handle.net/10803/462921.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ayvazyan, Nune. “Communicative translation in foreign-language teaching and learning.” 2017. Web. 23 Aug 2019.

Vancouver:

Ayvazyan N. Communicative translation in foreign-language teaching and learning. [Internet] [Thesis]. Universitat Rovira i Virgili; 2017. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/462921.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ayvazyan N. Communicative translation in foreign-language teaching and learning. [Thesis]. Universitat Rovira i Virgili; 2017. Available from: http://hdl.handle.net/10803/462921

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidad de Murcia

22. Alcaraz Mármol, Gema. Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria.

Degree: Departamento de Filología Inglesa, 2011, Universidad de Murcia

 Researchers recommend a systematic introduction of input. However, it seems that this recommendation is far from reality. The aim of this work is to find… (more)

Subjects/Keywords: Ritmo de aprendizaje; adquisición léxica; lenguas extranjeras; material didáctico; Rate of accquisition; vocabulary learning; foreign languages; teaching materials; Filología Inglesa; 80; 81

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APA (6th Edition):

Alcaraz Mármol, G. (2011). Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria. (Thesis). Universidad de Murcia. Retrieved from http://hdl.handle.net/10803/37384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alcaraz Mármol, Gema. “Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria.” 2011. Thesis, Universidad de Murcia. Accessed August 23, 2019. http://hdl.handle.net/10803/37384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alcaraz Mármol, Gema. “Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria.” 2011. Web. 23 Aug 2019.

Vancouver:

Alcaraz Mármol G. Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria. [Internet] [Thesis]. Universidad de Murcia; 2011. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/37384.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alcaraz Mármol G. Cantidad y ritmo de adquisición léxica en un contexto de introducción no sistemática: Estudiantes de Inglés como Lengua Extranjera en Educación Primaria. [Thesis]. Universidad de Murcia; 2011. Available from: http://hdl.handle.net/10803/37384

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Ortega Duran, Mireia. Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input.

Degree: Departament de Llengües i Literatures Modernes i d'Estudis Anglesos, 2016, Universitat de Barcelona

 L’estudi de la influència interlingüística ha atret l’atenció dels investigadors en segones llengües des de l’aparició d’aquesta área d’estudi. Els aprenents es recolzen en les… (more)

Subjects/Keywords: Aprenentatge cognitiu; Aprendizaje cognitivo; Cognitive learning; Ensenyament de llengües; Enseñanza de lenguas; Language teaching; Anglès; Inglés; English language; Ciències Humanes i Socials; 81

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APA (6th Edition):

Ortega Duran, M. (2016). Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/401091

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ortega Duran, Mireia. “Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input.” 2016. Thesis, Universitat de Barcelona. Accessed August 23, 2019. http://hdl.handle.net/10803/401091.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ortega Duran, Mireia. “Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input.” 2016. Web. 23 Aug 2019.

Vancouver:

Ortega Duran M. Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input. [Internet] [Thesis]. Universitat de Barcelona; 2016. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/401091.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ortega Duran M. Crosslinguistic influence in L2 English oral production: the effects of cognitive language learning abilities and input. [Thesis]. Universitat de Barcelona; 2016. Available from: http://hdl.handle.net/10803/401091

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat Rovira i Virgili

24. Peverati, Costanza. Translation in University Foreign-Language Curricula: An Analysis of Teachers’ Attitudes, with Reference to Vocational and Transferability Criteria.

Degree: Departament d'Estudis Anglesos i Alemanys, 2014, Universitat Rovira i Virgili

 The study focuses on the teaching of translation in university foreign-language curricula. After considering the recent scholarly reappraisal of this language-teaching tool and its attendant… (more)

Subjects/Keywords: Formació en traducció; Formació en Llengües Ext; Vocacionalitat; Transferència habilitats; Formación Traducción; Formación Lenguas Extraj; Vocacionalidad; Transferencia habilidades; Translation teaching; Foreign Language Educ; Vocationality; Tranferability of skills; 80; 81

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APA (6th Edition):

Peverati, C. (2014). Translation in University Foreign-Language Curricula: An Analysis of Teachers’ Attitudes, with Reference to Vocational and Transferability Criteria. (Thesis). Universitat Rovira i Virgili. Retrieved from http://hdl.handle.net/10803/292368

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Peverati, Costanza. “Translation in University Foreign-Language Curricula: An Analysis of Teachers’ Attitudes, with Reference to Vocational and Transferability Criteria.” 2014. Thesis, Universitat Rovira i Virgili. Accessed August 23, 2019. http://hdl.handle.net/10803/292368.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Peverati, Costanza. “Translation in University Foreign-Language Curricula: An Analysis of Teachers’ Attitudes, with Reference to Vocational and Transferability Criteria.” 2014. Web. 23 Aug 2019.

Vancouver:

Peverati C. Translation in University Foreign-Language Curricula: An Analysis of Teachers’ Attitudes, with Reference to Vocational and Transferability Criteria. [Internet] [Thesis]. Universitat Rovira i Virgili; 2014. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/292368.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Peverati C. Translation in University Foreign-Language Curricula: An Analysis of Teachers’ Attitudes, with Reference to Vocational and Transferability Criteria. [Thesis]. Universitat Rovira i Virgili; 2014. Available from: http://hdl.handle.net/10803/292368

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

25. Reverter Sabaté, Francesc. Mathematical learning and language use: Perspectives from bilingual students in a context of problem solving.

Degree: Departament de Didàctica de la Matemàtica i de les Ciències Experimentals, 2012, Universitat Autònoma de Barcelona

 The migrant movements throughout the world and the politics around language diversity in many countries have promoted an increasing presence of multilingualism in the mathematics… (more)

Subjects/Keywords: Bilingualism; Mathematics; Teaching and learning; Ciències Socials; 373

…533 ►5.4 Implications for the teaching and learning of mathematics… …of Learning and Teaching MS Middle School RME Realistic Mathematics Education ix 1… …and pedagogical resources in the different teaching and learning situations. An important… …the relationships with the learning and teaching of mathematics, came when I enrolled the… …the difficulties that might arise in the teaching and learning of mathematics from the… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Reverter Sabaté, F. (2012). Mathematical learning and language use: Perspectives from bilingual students in a context of problem solving. (Thesis). Universitat Autònoma de Barcelona. Retrieved from http://hdl.handle.net/10803/117475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Reverter Sabaté, Francesc. “Mathematical learning and language use: Perspectives from bilingual students in a context of problem solving.” 2012. Thesis, Universitat Autònoma de Barcelona. Accessed August 23, 2019. http://hdl.handle.net/10803/117475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Reverter Sabaté, Francesc. “Mathematical learning and language use: Perspectives from bilingual students in a context of problem solving.” 2012. Web. 23 Aug 2019.

Vancouver:

Reverter Sabaté F. Mathematical learning and language use: Perspectives from bilingual students in a context of problem solving. [Internet] [Thesis]. Universitat Autònoma de Barcelona; 2012. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/117475.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reverter Sabaté F. Mathematical learning and language use: Perspectives from bilingual students in a context of problem solving. [Thesis]. Universitat Autònoma de Barcelona; 2012. Available from: http://hdl.handle.net/10803/117475

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

26. Macías, José A. Enhancing project-based learning in software engineering lab teaching through an e-portfolio approach.

Degree: 2018, Institute of Electrical and Electronics Engineers

Subjects/Keywords: Electronic portfolio; Laboratory education; Project-based learning; Software engineering education; Teaching strategies; Informática

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Macías, J. A. (2018). Enhancing project-based learning in software engineering lab teaching through an e-portfolio approach. (Thesis). Institute of Electrical and Electronics Engineers. Retrieved from http://hdl.handle.net/10486/667378

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Macías, José A. “Enhancing project-based learning in software engineering lab teaching through an e-portfolio approach.” 2018. Thesis, Institute of Electrical and Electronics Engineers. Accessed August 23, 2019. http://hdl.handle.net/10486/667378.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Macías, José A. “Enhancing project-based learning in software engineering lab teaching through an e-portfolio approach.” 2018. Web. 23 Aug 2019.

Vancouver:

Macías JA. Enhancing project-based learning in software engineering lab teaching through an e-portfolio approach. [Internet] [Thesis]. Institute of Electrical and Electronics Engineers; 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10486/667378.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Macías JA. Enhancing project-based learning in software engineering lab teaching through an e-portfolio approach. [Thesis]. Institute of Electrical and Electronics Engineers; 2018. Available from: http://hdl.handle.net/10486/667378

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

27. Andrews, Dorothy. Ordinary people in the act of doing extraordinary things: teacher as leaders in school revitalization.

Degree: 2018, Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid)

Subjects/Keywords: Teacher leadership; School improvement; Leadership; Professional community; Teaching profession; Educación

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Andrews, D. (2018). Ordinary people in the act of doing extraordinary things: teacher as leaders in school revitalization. (Thesis). Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid). Retrieved from http://hdl.handle.net/10486/660820

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Andrews, Dorothy. “Ordinary people in the act of doing extraordinary things: teacher as leaders in school revitalization.” 2018. Thesis, Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid). Accessed August 23, 2019. http://hdl.handle.net/10486/660820.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Andrews, Dorothy. “Ordinary people in the act of doing extraordinary things: teacher as leaders in school revitalization.” 2018. Web. 23 Aug 2019.

Vancouver:

Andrews D. Ordinary people in the act of doing extraordinary things: teacher as leaders in school revitalization. [Internet] [Thesis]. Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid); 2018. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10486/660820.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Andrews D. Ordinary people in the act of doing extraordinary things: teacher as leaders in school revitalization. [Thesis]. Red Iberoamericana de Investigación sobre Cambio y Eficacia Escolar (Madrid); 2018. Available from: http://hdl.handle.net/10486/660820

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universitat de Valencia

28. Pellicer García, María Pilar. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective.

Degree: 2017, Universitat de Valencia

 Esta tesis doctoral analiza el feedback correctivo en una clase plurilingüe desde una perspectiva CLIL. El objetivo de este estudio es examinar el feedback que… (more)

Subjects/Keywords: analysis of corrective feedback; errors; correction; clil; classrroom discourse analysis; types of errors; types of correction; uptake; teacher´s confirmation; repair; EFL teaching

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pellicer García, M. P. (2017). Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. (Doctoral Dissertation). Universitat de Valencia. Retrieved from http://hdl.handle.net/10550/58330

Chicago Manual of Style (16th Edition):

Pellicer García, María Pilar. “Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. ” 2017. Doctoral Dissertation, Universitat de Valencia. Accessed August 23, 2019. http://hdl.handle.net/10550/58330.

MLA Handbook (7th Edition):

Pellicer García, María Pilar. “Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. ” 2017. Web. 23 Aug 2019.

Vancouver:

Pellicer García MP. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. [Internet] [Doctoral dissertation]. Universitat de Valencia; 2017. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10550/58330.

Council of Science Editors:

Pellicer García MP. Analysis of corrective feedback in a multilingual classroom context from a CLIL perspective. [Doctoral Dissertation]. Universitat de Valencia; 2017. Available from: http://hdl.handle.net/10550/58330


Universitat de Barcelona

29. Aliaga-Garcia, Cristina. The effect of auditory and articulatory phonetic training on the perception and production of L2 vowels by Catalan-Spanish learners of English.

Degree: Departament de Llengües i Literatures Modernes i d'Estudis Anglesos, 2017, Universitat de Barcelona

 Los hablantes de segundas lenguas a menudo experimentan grandes dificultades en lo que respecta a la percepción y la producción de sonidos no nativos. Numerosos… (more)

Subjects/Keywords: Adquisició d'una segona llengua; Adquisición de una segunda lengua; Second language acquisition; Ensenyament de llengües; Enseñanza de lenguas; Language teaching; Fonètica; Fonética; Phonetics; Ciències Humanes i Socials; 81

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Aliaga-Garcia, C. (2017). The effect of auditory and articulatory phonetic training on the perception and production of L2 vowels by Catalan-Spanish learners of English. (Thesis). Universitat de Barcelona. Retrieved from http://hdl.handle.net/10803/471451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Aliaga-Garcia, Cristina. “The effect of auditory and articulatory phonetic training on the perception and production of L2 vowels by Catalan-Spanish learners of English.” 2017. Thesis, Universitat de Barcelona. Accessed August 23, 2019. http://hdl.handle.net/10803/471451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Aliaga-Garcia, Cristina. “The effect of auditory and articulatory phonetic training on the perception and production of L2 vowels by Catalan-Spanish learners of English.” 2017. Web. 23 Aug 2019.

Vancouver:

Aliaga-Garcia C. The effect of auditory and articulatory phonetic training on the perception and production of L2 vowels by Catalan-Spanish learners of English. [Internet] [Thesis]. Universitat de Barcelona; 2017. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10803/471451.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Aliaga-Garcia C. The effect of auditory and articulatory phonetic training on the perception and production of L2 vowels by Catalan-Spanish learners of English. [Thesis]. Universitat de Barcelona; 2017. Available from: http://hdl.handle.net/10803/471451

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidad de Extremadura

30. Cristóbal López, Víctor. Inferencia causal en educación con bases de datos internacionales: aplicaciones sobre el efecto de las estrategias docentes .

Degree: 2019, Universidad de Extremadura

 La presente tesis doctoral tiene por objeto analizar diferentes formas de explotar la información procedente de las evaluaciones educativas a gran escala para conseguir medir… (more)

Subjects/Keywords: Inferencia causal; Estrategias docentes; Evaluaciones educativas internacionales a gran escala; Causal inference; Teaching strategies and International large-scale assessments (ILSAs) in Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cristóbal López, V. (2019). Inferencia causal en educación con bases de datos internacionales: aplicaciones sobre el efecto de las estrategias docentes . (Thesis). Universidad de Extremadura. Retrieved from http://hdl.handle.net/10662/8438

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cristóbal López, Víctor. “Inferencia causal en educación con bases de datos internacionales: aplicaciones sobre el efecto de las estrategias docentes .” 2019. Thesis, Universidad de Extremadura. Accessed August 23, 2019. http://hdl.handle.net/10662/8438.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cristóbal López, Víctor. “Inferencia causal en educación con bases de datos internacionales: aplicaciones sobre el efecto de las estrategias docentes .” 2019. Web. 23 Aug 2019.

Vancouver:

Cristóbal López V. Inferencia causal en educación con bases de datos internacionales: aplicaciones sobre el efecto de las estrategias docentes . [Internet] [Thesis]. Universidad de Extremadura; 2019. [cited 2019 Aug 23]. Available from: http://hdl.handle.net/10662/8438.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cristóbal López V. Inferencia causal en educación con bases de datos internacionales: aplicaciones sobre el efecto de las estrategias docentes . [Thesis]. Universidad de Extremadura; 2019. Available from: http://hdl.handle.net/10662/8438

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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