Publicaciones (51) Publicaciones de María Martínez Adrián

2023

  1. Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners

    IRAL - International Review of Applied Linguistics in Language Teaching, Vol. 61, Núm. 3, pp. 1197-1223

2022

  1. Gender pairings in EFL child task-based interaction

    VIAL, Vigo international journal of applied linguistics, Núm. 19, pp. 103-128

  2. Pairing method and use of previously known languages during task-based interaction

    45th AEDEAN Conference: Facultad de Filosofía y Letras Universidad de Extremadura, november 16,18 2022 Cáceres

  3. 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

  4. 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. Kahoot! en la Educación Superior: las Percepciones de los Estudiantes

    Edunovatic2021. Conference proceedings: 6th Virtual International Conference on Education, Innovation and ICT

  2. 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

  3. 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

  3. The Use of Previously Known Languages by L2 Learners: a not so Clear-Cut Phenomenon

    Elia: Estudios de lingüística inglesa aplicada, Núm. 20, pp. 191-208

  4. The interface between task-modality and the use of previously known languages in young CLIL English learners

    Studies in Second Language Learning and Teaching, Vol. 10, Núm. 3, pp. 473-500

  5. ¿los juntamos? A study of L1 use in interactional strategies in CLIL vs. NON-CLIL primary school learners

    IRAL - International Review of Applied Linguistics in Language Teaching, Vol. 58, Núm. 1, pp. 1-27

2019

  1. A study of self-reported opinions of L1-based communication strategies in CLIL and NON-CLIL secondary-school learners of L3 English

    RAEL: revista electrónica de lingüística aplicada, Vol. 18, Núm. 1, pp. 72-90

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

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

  3. Cross-linguistic influence: from empirical evidence to classroom practice coord.

    Springer Suiza

  4. Introduction

    Second Language Learning and Teaching

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

    International journal of bilingual education and bilingualism, Vol. 22, Núm. 1, pp. 1-4

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

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

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

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