Titlebook: Cross-Linguistic Influence: From Empirical Evidence to Classroom Practice; M. Juncal Gutierrez-Mangado,María Martínez-Adrián, Book 2019 Sp

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conscience

Albinism

Airtight

A. Cesarani,D. Alpini,D. Brambillat of L1-based CLI on L2 speech and the differences in learner performance due to dialectal variation. We will conclude by discussing the implications that this model has on language learning and teaching. Specifically, we will highlight the need for L2 teaching to be geared toward a detailed profili

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A. Salami,M. C. Medicina,M. Dellepianets and tasks, most of which could be categorised into two groups: (a) transfer involving the pronunciation of a Spanish vowel guided by the spelling of a word; and (b) interference in which speakers did not pronounce unstressed syllables with a schwa in spellings like but rather with a

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Whiplash: An Interdisciplinary Challengeailability task of a group of Spanish pre-university students has been the focus of this study. Another point of interest is comparing how previous linguistic knowledge in a lexical availability task manifests in Spanish monolingual English as a Foreign Language (EFL) learners and learners who can s

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GEAR

A. Salami,M. C. Medicina,M. Dellepianercumstances and therefore it can constantly be affected by other languages. While the participants in the present study all have Swedish as their L1, they know many other languages, to various degrees. The results show that some of these languages, especially those learned formally in school, are us

乳汁

A. Cesarani,D. Alpini,D. Brambillaeen structures, the learner’s perception of similarities between languages, and the level of metalinguistic knowledge and proficiency in the involved languages. Empirical data tend to point in different directions regarding the significance of these factors. The overall results point at the dynamic

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