2021/2022English Language Teaching Methodologies and NewTechnologies

Drawing on Silverstein’s notion of metapragmatics, we have examined the specific Chinese diasporic con- text, namely the educational context of the Chinese complementary school in the

We expected [ ⫹ arti- cle] L1 children to transfer the definiteness setting from their L1s and, thus, follow Ionin et al.’s (in press) Possibility 2: transfer over- rides

On the basis of data from a Turkish-speaking child L2 learner of English, we first focused on the acquisition of past tense morphology and tested specifically whether early emergence

Through this exposure, Moroccan students of English become aware of the fact that there are cultural differences between their native culture and the target culture and that

Students must be capable of comprehending advanced academic or professional texts in their own language or the another acquired in the degree.. Students must be capable of

Resolve problems in multicultural academic and/or professional environments associated with the studies of the acquisition, teaching and use of English as a second language

Produce didactic sequences for teaching and learning official languages in primary education.. Understand the possibilities of teaching resources through ICT and their specificities

13 The remaining sections of this article illustrate three very different types of spoken corpora which I have created and used for language teaching and learning: firstly, in Section