Manejo de herramientas microsoft office 2010 powerpoint sena free download.33rd IBIMA Conference | International Business Information Management Association (IBIMA)

February 25, 2023

Manejo de herramientas microsoft office 2010 powerpoint sena free download.33rd IBIMA Conference | International Business Information Management Association (IBIMA)

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Manejo de herramientas microsoft office 2010 powerpoint sena free download

Para medir el nivel general de lengua se admi Munoz, Para identificar los rasgos diferenciales de los tres contextos se realizo untrabajo de campo observaciones pautadas y notas de campo y se administro un cuestionario al final de los programas. Los resultados apuntan a un progreso diferencial segun contexto y edad del alumno. Collentine, J. Study abroad research: Findings, implications, and future research. Long pp. Chichester, England: Wiley and Blackwell. Collentine J.

Learning context and its effects on second language acquisition. Introduc ,26, Collins L. An intensive look at intensity and language learning. Context of learning and second language fluency in French.

Clevedon: Multilingual. Clevedon, England: Multilingual Matters. El diseno del estudio se basa en una investigation llevada a cabo en Alemania Gibson, Hufeisen, [1] pero se distingue en lo siguiente: todos los participantes tienen lamismalenguamaterna espanol , debian rea En el estudio participaron 18 adultos de entre 21 y 48 anos matriculados en un curso de aleman para perfiles linguisticos de los participantes.

La correlation de los resultados del test con los perfiles linguisticos permitio seleccionar a 9 participantes para un estudio Los resultados del estudio confirmaron las hipotesis planteadas. Actualmente el plurilinguismo se convierte en un fenomeno comun 17 de 18 participantes son plurilingues con una media de 3 lenguas 2.

Para entender una lengua desconocida los aprendientes plurilingues suelen aprovechar sus conocimien 3. El parentesco de las lenguas indoeuropeas y en particular, el conocimiento de una lengua de la misma familia p. Efectivamente, el unico participante monolingue obtuvo el resultado mas bajo del grupo.

Sin embargo, algunos de los participantes con mayor numero de idiomas el aprendizaje de idiomas cuestionarios, test , asi como concretar los perfiles y el numero de participantes. Investigating the role of prior foreign language knowledge: translating : Dordrecht, Boston: Kluwer Academic Publishers.

Academic Publishers. Dordrecht, Boston: Kluwer , 8: 2, De Angelis J. Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices.

En , vol. Dewaele J. En , Vol. Gibson M. Investigating the role of prior foreign language knowledge: translating from : Meara P. Emergent Properties of Multilingual Lexicons. En 27 4 : In all the three contexts the students received hours of daily classroom instruction, with the EFL program including the highest The students in the three contexts took a pretest at the beginning of each program and a posttest at the end, of English grammar, while the other test assessed the participants' knowledge of some typical formulas in English such as "Take care", "See you later", etc.

Mo reover, all the students, except for the students abroad, made significant gains in their grammar knowledge. When gains across contexts were compared, it became evident that the SA context was the most favorable an artificial language did not seem to have any effect on the language gains experienced in any context.

Study abroad research: Findings, implications and future directions. Freed, B. Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Institute of International Education. The many faces of study abroad: An update on the research on L2 gains emerged Segalowitz, N. Context, contact, and cognition in oral fluency acquisition: Learning , Serrano, R.

Analyzing the effect of context of second language learning: ,2, When the first language proficiency deterio rates due to the dominant second language, we are dealing with a linguistic development known as first language attrition.

The present paper is an attempt to provide a general overview of the LI attrition, by most affected linguistic areas. Our primary goal is to examine LI attrition in the case of Russian speak ers in Spain. Through a designed questionnaire and a structured interview, an attempt is made to analyze chiefly contribute to the development of LI attrition. The findings show that no single factor can alone first and most vulnerable candidate to attrition.

References: Cook, V. Portraits of the L2 User. Clevedon: Multilingual Matters Cook, V. Effects of the Second language on the First.

Davies, A. The Native Speaker: Myth and Reality. Kopke, B. Schmid et al. Amster dam: John Benjamins. Montrul, S. Incomplete Acquisition in Bilingualism: re-examining the age factor.

Pavlenko, A. Emotions and multilingualism. Cambridge: CUP. Schmid, M. First language at- trition: Interdisciplinary perspectives on methodological issues. Amsterdam: John Benjamins. Language Attrition. Schmitt, E. Beneath the surface: Signs of language attrition in immigrant children from Russia. PhD dissertation, University of South Carolina. Seliger and R.

Vago eds. Weltens, B. Language Attrition in Progress. Dodrecht: Foris. The present study investigates the effect of specific Thirty-four Spanish learners of English underwent instruction on English schwa for a period of 3 months. Production performance of lexical schwa was assessed before and after training by means of production prompts significantly improved after training and that such improvement transferred to production of ception and production.

Watkins, A. Rauber, and B. Baptista eds. Cambridge Scholars Publishing. Bradlow, A. Some effects of perceptual learning on speech production. Gutierrez, F. Contraste entre las vocales atonas del ingles y el espanol: el debi , September , Lively, S. Training Japanese listeners 4 Nishi, K. Pavon Vasquez, V. Un estudio sobre la mejora de las habilidades perceptivas en los aprendices de ingles adultos por medio de la instruction formal: el acento lexico.

Universidad Rovira y Virgili, Within a formal second language acquisition SLA framework, gender is claimed to be an interpretable White et al. Specifically, the study was designed to assess the possible effect of two variables on gender agreement errors: i the internal structure of the deter miner phrase DP - in terms of structure complexity, animacy and 'gender attraction effects' Santesteban et al. Participants performed two oral production tasks: an elicitation task and a picture narration task.

The results confirmed that the internal structure of the DP seems to have an influence on establishing gender agreement. Besides, results showed that proficiency may be playing a significant role, when acquiring gender agreement in L3 English since native speakers in specific contexts i. Contrary to the predictions put forward by representational accounts, the findings of the present study show that the acquisition ofthe interpretable gender feature poses persistent problems for L3 learners.

Hawkins, R. Hattori Interpretation of English multiple wh-questions by Japanese speakers: 3 , Tsimpli Explaining target- and non-target performance in the acquisition of Gender concord by L2 speakers.

Paper presented at the Munoz, C. Sagarra, N. The role of proficiency and working memory in gender and , Proficiency and animacy effects on L2 gender agreement pro Santesteban, M. Foucart, M. Pickering and H.

White, J. Munoz and L. White, L. Valenzuela, M. Kozkowska-MacGregor and Y. I Leung Gender and number agree 25, These objectives were addressed by means of a case study in which three EFL students of varying L2 proficiency levels were asked to write two L2 essays an argumentative and a narrative text under think aloud conditions.

The resulting protocols were analyzed by means of the new categories identified, i. The data indicated that the scope of noticing, and the complexity and orien tation of LREs varied as a function of learners' proficiency level and complexity of the writing task.

Our proposals and findings will be discussed from the perspective of the light they shed on the LLP of written Garcia Mayo, M. The effectiveness of two form-focused tasks in advanced EFL pedagogy. Harklau, L. The role of writing in classroom second language acquisition.

Kuiken, F. The effect of interaction in acquiring the grammar of a second language. Lapkin, S. Reformulation and the learning of French pronominal verbs , 86 4 , Macaro, E. Writing to learn the language: Issues in theory and research. Writing-to-learn in instructed language learning contexts. Safont Jorda Eds. Swain, M. Problems in output and the cognitive processes they generate: A step 16, Williams, J.

The speaking-writing connection in second language and academic literacy develo pment. Hirvela Eds. Pocos estudios centran su atencion en combinatorias linguisticas en las que ambas lenguas, LI y L2, tienen cliticos Mare Los cliticos pronominales cubren diferentes funciones sintacticas, entre ellas objeto directo e indirecto OD y 01, respectivamente.

En cambio, el dariya no de los cliticos pronominales de 3a persona en espanol por parte de hablantes de dariya LI para discernir en que medida esta diferencia del sistema se refleja en la realizacion de dichos cliticos, es decir, hasta que cativo espanol. Todos ellos se encuentran cursando la Educacion Secundaria Obligatoria y llevan en Espana entre 2 y 4 anos. Los participantes visualizaban un breve video sin audio en el que se reflejaban diferentes conflictos interpersonales conforme al protocolo detallado en Berman Seguidamente, clausulas.

Se identificaron y codificaron todos los cliticos de objeto directo e indirecto y se extrajeron todos ellos para su posterior analisis. El numero de ocurrencias de cliticos analizados fue de de OD y 83 de Los resultados preliminares ponen de manifiesto que los hablantes de dariya LI parecen haber adquirido hora de producir adecuadamente en espanol L2 los elementos pronominales segun su funcion sintactica.

The main hypotheses are. And secondly that strategies-based instruction is more profitable for those students who are less exposed to the target The method used in this study consists of an intervention which comprises the use of cognitive and me tacognitive strategies. There are two groups, the intervention has been carried out in one of them while the other remains the control group.

Each group has been divided in two subgroups: with and without extra curricular lessons. The design of this study has the three following parts: Pre-test, Intervention and Post-test, to check the effect of the intervention. During the intervention, in the experimental group, the gies in an explicit way. The kind and amount of strategies used by the teachers and pupils are analysed The results show that it is useful to teach learning strategies explicitly and that learning strategies are use in the strategies.

It promotes pupils' language awareness, it encourages them to construct meanings and develop learner autonomy. What the findings of our study suggest is that the more explicit the teacher are helpful for the learning of a foreign language. We have observed that the children got better marks in the test after the intervention than those who did not go under the intervention.

Therefore, we can conclude that the intervention has been effective. The teacher's explicit teaching of learning strategies seems to have a positive effect on the students results, as shown in the post-test.

Therefore, the first hypothesis has been validated. The second hypothesis is partly validated. Madrid: Alianza Editorial. Chamot, A. Technical Report University of Hawaii, Honolulu, pp. New York: Longman. Harlow, Essex: Pearson. London: Richmond. Kecskes, I.

By Seliger, H. H, Rowley, MA: Newbury House. The effect of age on foreign language learning. In Munoz, C. Age and the rate of foreign language learning. Clevedon: Multilingual Matters Naiman, N. Reprinted Clevedon: Multilingual Matters Ltd. Cambridge: Cambridge University Press.

New York: Newbury Oxford, R. Implications for Instructional Practice" Oxford. A synthesis of studies with implications for strategy training" 17 2 , 23 5 Palacios Martinez, Ignacio M.

John Benjamins Publishing. Schmidt, R. Day ed. Madden Eds. Seidlhofer Oxford: Oxford University Press. Victori, M. P and Garcia Lecumberri, M. Second Language Acquisition: 4. A Second Look at Retrospective Accounts". De manera que no es dubta a enviar els alumnes a contrastin els beneficis linguistics d'aquestes estades amb l'aprenentatge que es produeix en un context formal d'instruccio al pais d'origen Freed Per consegiient, oferim un estudi comparatiu que investiga els efectes de les estades a l'estranger ES en la competencia linguistica escrita, mes concretament en l'adquisicio del lexic.

Es tracta, per tant, d'un estudi longitudinal en que les dades es recullen abans, mentre i despres de l'estada al pais de la llengua meta i es contrasten amb les del grup control, que no interromp els estudis per anar a l'estranger. La informacio sobre el perfil linguistic, les actituds i les con dicions durant l'estada a l'estranger es recull mitjancant qiiestionaris i diaris personals d'alumnes.

Les dades que se n'extreuen es posen en relacio amb els resultats obtinguts de l'analisi de les composicions El corpus d'analisi es constitueix d'aproximadament produccions escrites provinents dels 15 sub jectes estudiats d'una extensio mitjana de paraules com a minim, que es la quantitat exigida en un alumnes del grup control i en les mateixes condicions, a classe sense diccionaris ni material didactic.

Slobin's "Thinking for Speaking Hypothesis" a, b suggests event or thought, and they also transfer those patterns when they acquire a second language L2. Additionally, data from fifteen native speakers of Greek was also collected. A battery of tests including a Grammaticality Judgment Test and a picture description task were used and a questionnaire in which they provided information about their linguistic profile.

The influence of these patterns is stronger at the initial stages of language learning and it decreases as proficiency improves; verbs. The analysis also revealed that spending time in Greece information that was obtained through background questionnaires seems to be beneficial for the acquisition of the target pattern. Han, Z-H. Clevedon: Jarvis, S.

Crosslinguistic Influence in Language and Cognition. New York:. Manual Accents. From "thought and language" to "thinking-for-speaking". Levin Vol. Slobin D. Two ways to travel: Verbs of motion in English and Spanish. Shibatani and SA. Oxford: Clarendon Press. Stam, G. In Z-H. Han and T.

However, to the best of our knowledge, no research has been conducted on the mid-term effects of a SA on oral fluency cf. The present study examines the development of L2 fluency over time 2. Data collection took place at 4 different points in time: i upon students entrance at the home university Tl , ii after a 6-month formal instruction FI period T2 , iii following a 3-month study abroad period in an English speaking country T3 , and iv 16 months after students returned from the SA T4.

The elicitation task was cognitively simple, consisting of a semi-guided interview performed in pairs on a familiar topic, 'University life'. Individual self-report questionnaires were used to obtain data on participants' SA experiences. Oral productions were recorded, edited and analyzed for temporal fluency.

Two sets of fluency measures were used: a speed fluency speech rate, mean length of runs, phonation time ratio, articulation rate and b breakdown fluency pause frequency and duration. The data from the questionnaires were retrieved factors on participants' fluency performance. Preliminary results revealed overall gains in fluency for the whole period under study 30 months.

Howe all fluency measures with statistically significant gains taking place only during the 3-month SA period; no significant gains were found in fluency performance for the 6-month FI period previous to the SA, nor for the month period after it. These results are partly explained by the information on contextual variables the questionnaires data provided, suggesting that L2 oral fluency is sensitive to factors related pp.

Lexington, MA: D. DuFon, M. F, Segalowitz, N. Context of learning and second language fluency in French: comparing regular classroom, study abroad and intensive domestic immersion programs.

What makes us think that students who study abroad become fluent? Freed pp. Amsterdam: Benjamins. Sasaki, M. Changes in EFL students' writing over 3. Context, contact, and cognition in oral fluency acquisition: learning , Towell, R.

The development of fluency in advanced learners of 1 , Mimicking foreign-accented speech as evidence of category formation for L2 sounds This study investigates Spanish advanced EFL learners' NNSs ability to incorporate L2 English -specific categories for L2 speech sounds. The NNSs were asked to read aloud sentences in Spanish with what subjec tively seemed to them to represent a "typical English accent".

It was deemed possible that learners would differ in the extent to which they would have incorporated L2-specific fea As expected, NNSs and NSs significantly differed in the realization of English stops as regards VOT VOT was significantly shorter in Spanish Overall these results indicate that NNSs' ability to with their L2-specific phonetic and distributional properties.

Most of these SLA hypotheses. This study shows that large and well constructed corpora The results of the corpus-based study revealed that learners had difficulties in identifying what element was designed to test learners' knowledge of the types of elements which may appear preverbally in those contexts.

Learners had to judge, on a five-point Likert scale, the acceptability of 32 contextualised sen similar to those extracted from the corpus: 4 of those verbs were our top inversion verbs in the corpus controlled for. The preverbal position matched what we had found in the corpus: sentences subject.

In total, over LI Spanish-L2 English learners, at all levels of proficiency, which mostly matches the one obtained in the corpus study. Corpora and experimental methods: a state-of-the-art re Granger, S. CD ver 1. Lozano, C. Interface conditions on postverbal subjects: a corpus study of , 13 4 On the relationship between phonological assimilation and ESL listening proficiency Gimson Word-final alveolars frequently assume the phonetic characteristics of a following bilabial , Norris , Ito and Field believe that these types of variation in word-final con However, research findings do not conclusively support the relationship between assimilation and ESL listening comprehension difficulties.

Whereas Koster found that assimilation affects the recogni tion of the L2 words involved, Tarouza's results indicated that instability of word-final consonants does not affect L2 word recognition. These latter findings are The present study was then conducted with the aim of throwing more light in this area. They were exposed to 30 pairs of phrases.

These monosyl labic two-word phrases, made up of high-frequency words, were selected from the BNC. The study also included 30 filler phrases. Each target phrase was repeated three times: either 1 twice assimilated and once fully realized or 2 twice fully realized and once assimilated. After hearing the first phrase, students were asked to indicate 1 whether the second or third phrase they heard sounded the same as the first or 2 whether the 3 phrases sounded different.

The stimuli were recorded by an adult, female, university-educated native speaker of American English. Results will be presented. Manoa: University of HawaiT Press. London: Eduard Arnold. Gow, D. Ito, Y. Janse, E.

Coping with gradient forms of III deletion and lexical am. Dordrecht: Foris Publications. Norris, R. Recognizing words in continuous speech: how important are word-final consonants? Ur, P. All the pupils were taught Technology in English i. Oral language choices greatly depended on whether the learning situation was planned e.

In the first case, the presence of the target language was greater Chavez, However, some differences were found between the two contexts and groups of users. Although the instructors reinforced the students' spontaneous oral productions in English.

Blyth ed. Heinle: Thomson. Ensenando idiomas desde las otras areas". Therefore the purpose of this paper is to describe a study which attempts to forge a tion methods. A total of 24 high and 24 low proficiency university EFL learners were videoed performing three different oral communication tasks in pairs. The recorded tasks provided the data to code for spoken teractional, compensation, conversation-flow maintenance, planning and evaluating strategies, categories which had been obtained from preliminary studies with a strategy questionnaire.

These measures were then compared across tasks and between the two proficiency groups. Multiple regression analysis was lower proficiency learners use more strategies Griffiths, ; Chamot et al. The study suggests a complex picture for strategy use in which task seems to play a more important role than learners' proficiency. This poster presents a longitudinal study being carried out which focuses on the impact of L2 English exposure stated in the curriculum on the L2 proficiency level of the students from 8 13 - 17 in four elite bilingual schools in Cali.

The preliminary outcomes of this study highlight the influence of time distribution in the curriculum on the appearance of lexical, syntactic and idiomatic in terferences with the LI Spanish in a guided writing production task in the four groups compared.

Orientaciones para polrticas bilingues y multilingues en Garcia, O. Juan Garau, M. Mixing and pragmatic parental strategies in early bilingual Perez Vidal, C. Teniendo en cuenta dicha caracterizacion de la AF, se observa entonces que esta propuesta de instruction dista de la intuition y la conclusion cientificamente probada en psicologia cognitiva de que "la practica es la clave del exito".

En este sentido, de acuerdo con la Teoria del Control Adaptativo del Pensamiento Anderson, y sgtes. Por otro lado, para las habilidades de interpretation y production de los participates mediante tres tareas: a una tarea de. Anderson, J. A Review of Research", , 17, 3: Long, M. Beebe ed. Amsterdam: John Benjamin, New Jersey: Lawrence Erlbaum Associates.

Doughty y J. Williams eds. Cambridge: Cambridge University Press, Nevertheless, the inherent difficulty of gathering naturally-occurring speech act data has led researchers to use written or oral procedures in the form of DCTs or role plays. In the present study, our participants elicited refusals by means of a refined version of the traditional DCT and Schauer's multi media elicitation task MET.

We aimed at comparing these two measures to collect data to ascertain if Findings of the present study concur with previous research i. Moreover, it is noteworthy to mention that Brown and Levinson's weak versus strong rank of imposition of each Brown, P. Levinson Cambridge: Cam bridge University Press.

Duan, L. Wannaruk The comparison between written DCT and oral role plays in investi , 5: Felix-Brasdefer, J. Schauer, G. Interlanguage pragmatic development in requests. Foster-Cohen, M. Sharwood-Smith, A. Sorace and M. Ota eds.

Using a descriptive qualitative design, we analyse the effec English. We wanted to examine to what extent factors such as age, motivation or context impinge on the teaching of English pronunciation as perceived by members of the teaching staff.

We also canvass how teachers at OSLs deal with these matters in their classes. The data were obtained from a questionnaire administered to five teachers working at two OSLs in the region of Murcia. Aspects such as the amount contents studied as well as the type of approach teachers adopt were addressed.

The teachers' experience reveals that one of the most common problems is that of fossilised mistakes: students at OSLs are often dents are fully aware of the impact of the students' mother tongue in the acquisition of the new sound explanations given in class is mostly context dependent. Teachers stated that they are not in favour of making use of phonetic jargon such as 'place of articulation', 'manner of articulation', etc.

Instead, they will illustrate where and how a particular sound is produced in the mouth. The results show that teachers are overall satisfied with the way pronunciation is catered for at Murcian OSLs, pronunciation teaching of respondents acknowledge that accuracy and fluency are in no way neglected components in the phonetic training practice, intelligibility seems to take precedence over the former as the main final outcome.

This aptitude test consists of four parts: Part 1 taps sound-symbol association and vocabulary; Part 2, grammatical sensitivity; Part 3, the ability to hear and make speech sounds; and Part 4, rote memory and aural comprehension. In the norming study of the MLAT-E, girls consistently obtained higher scores than boys although the difference was not significant as measured by Cohen's Only in some parts did girls outperform boys in Part 2 and 4 in grade 4.

Both tests were vali dated in a bilingual Catalan-Spanish context using, among other measures, objective proficiency measures: for grades 3 to 7, a cloze passage and a dictation, and for grades 5 to 7, a listening test as well. Unlike the MLAT-E norming study, in the current study girls do not consistently obtain higher scores than boys. On the contrary, boys obtained slightly higher, though not significantly, scores as shown by the results of the Mann-Whitney U tests, except for the boys in grade 5 on the MLAT-ES, who obtained a medium significant increase in their total scores, also due to their significant higher performance in parts 2 and 4.

As for the language proficiency measures, there is a clear tendency for girls to score higher than boys grade 4 although differences are not significant.

The results are discussed in terms of the different abilities tapped in the aptitude tests as well as the skills tested in the language proficiency measures across grades. New York: Psychological Harper, F.

Kiss, C. The role of aptitude in young learners' foreign language learning. Nikolov Ed. Berlin: Mouton de Gruyter. Kiss, C, Nikolov, M.

Stansfield, C. Universitat de Barcelona, Barcelona. The results from the spectral dimension supported the hypothesis as well. In other words, speech speech and more centralized in the fast speech. The formants of monophthong vowels in Standard Southern British English pro , Volaitis, L. Phonetic prototypes: Influence of place of articulation and speaking rate : Syntactic optionality in L2 grammars: a working definition This presentation assesses syntactic optionality, a common phenomenon observed in second language Papp , Sopata , White ; for overviews, see Sorace , , , Learner: a.

Vino mi amiga L2 researchers have endeavored to explain the source and etiology of optionality. The explanations have grown exponentially over the past few years, ranging from deficits at the interfaces, processing limita tions to impairment of features e.

A working definition of optionality is therefore presented, based on criteria having to do with: i Statistical comparisons and benchmarks: While preceding studies have implicitly assumed that only ii Measurement and instruments: Previous studies have indiscriminately used measurement scales and ii Quantitative criteria: Crucially, a statistical definition of optionality will be presented, showing how : Teachers', parents' and learners' views on social, cultural and linguistic capital of minority Naves, Teresa Schumann's SLA acculturation model contends that learners will succeed in learning a second places little value on the role of instruction.

Cummins , on the other hand, claims that supporting im migrant children's mother tongue and valuing their culture enhances their literacy in the second language. Very few studies have explored immigrant children's views Agirdag, They investigated teachers' and parents' but not pupils' views on maintaining learners' home culture and language, which they regarded and at school.

The participants were 11 teachers, 5 students and 4 parents from three state-funded schools in Catalonia. Some parents provided Teachers showed different degrees of interest in learners' linguistic diversity. More primary than secondary school teachers were aware of the importance of the LI for children's literacy. School personnel did not report as much interest in the learners' LI culture and LI language as in Canada, where teachers made an effort to learn about their students' language and background culture.

All children showed a great interest in learning to read and write in their L1 and reported low degrees of difficulty and high interest The results will also be discussed in the light of Cummins's Interdependence Hypothesis and Schumann's Acculturation Model Blackledge, A. Power relations and the social construction of 'lit eracy' and 'illiteracy': The experience of Bangladeshi women in Birmingham.

Cummins, J. Metalinguistic development of children in bilingual education programs: Data from Irish and Canadian Ukranian-English programs.

Paradis Ed. Columbia: Hornbeam Press. Bilingual education: Basic principles. Wei Eds. Clevedon: Multilingual Matters, Krashen, S. Lao, C. Factors affecting teachers' beliefs about interculturalism. McCaleb, S. P Building communities of learners: A collaboration among teachers, students, families and community.

Mahwah, NJ: Lawrence Erlbaum. Peterson, S. Contributions of families' linguistic, social, and cultural capital to minority-language children's literacy: Parents', teachers', and principals' perspectives. Stavans, A. Parental perceptions of children's literacy and bilin gualism: the case of Ethiopian immigrants in Israel. This teaching. The subjects were 24 students from Salamanca University between the age of 18 and 22 years old. They were divided into 12 1 year and 12 4 the research that had two principal phases: Preparing the ground for the investigation confidence building and fluency or accuracy , and Teaching communicative strategies strategies to substitute the missing with the unpredictable communicative problems they may encounter.

To achieve this goal, the teaching use the learned communicative strategies in the practice part of each lesson.

To investigate the influence of the training on the students' communicative competence and self-confidence, their performance on collection procedures. The findings confirmed that the teaching of communicative strategies could enhan ce learners' communicative skills and their self-confidence while communicating in English.

Moreover, there was also an important improvement of the students accuracy and fluency. However, these measures do not reflect all the abilities tapped by these aptitude parts.

However, very few studies explore this correspondence. The most integrative measures cloze passage and dictation the highest, regardless of the nature of the proficiency test. The results are discussed in terms of the features explored in the subjects' written performance and the correlations with the different abilities tapped in the aptitude test as a whole and in some of its subparts the most relevant in this case being Part 1, which measures sound-symbol association and vocabulary and Part 2, which measures sensitivity to grammatical structure.

New York: Psychological Stansfield, C. Wang et This study examined these effects further by exploring the contribution of both auditory and visual cues cues. The audiovisual stimuli included a congruent matched auditory-visual stimuli condition and an incongruent mismatched auditory-visual stimuli condition. The results showed an effect of visual bias for the latter group. In Wrembel, M. Frankfurt am Main: Peter Lang. Garcia Lecumberri, M.

Effect of masker type on native and non-native con 4 : Hardison, D. Bimodal speech perception by native and nonnative speakers of English: Factors influencing the McGurk effect.

Acquisition of second-language speech: Effects of visual cues, context, and ,24, Hazan, A. Massaro, D. Bimodal speech perception: ,21, McGurk, H. Hearing lips and seeing voices. Sekiyama, K. Inter-language differences in the influence of visual cues in speech 21, Wang, Y. Linguistic experience and audiovisual perception of nonnative.

The effect of proficiency and interlocutor on learners' performance during refusal focused tasks The effect of interaction on language learning has been examined in second Long, , ; Pica, , ; Mackey, and foreign language contexts Alcon Soler and Garcia Mayo, ; Alegria de la Colina and Garcia Mayo, ; Salazar, Given the fact that pragmatics has received scant tion can be influenced by several variables, the purpose of this study is to examine learners' strategies to refuse during refusal focused tasks and to explore whether learners' proficiency and type of interlocutor L-L vs.

T-L influence learners' performance of that speech act. Twenty-two secondary school learners of English, whose age ranged from 16 to 19 years old, participa ted in the study. They were divided according to their level of proficiency into two groups lower and situations to elicit refusals.

The role plays were graded taking into account Brown and Levinson sociopragmatic factors influencing conversation, and they were based on school events learners were familiar to. There were four peer dyads and three teacher-learner dyads for each level. The interaction Results of the study revealed that there are differences in learners' use of refusals depending on their level of proficiency.

In particular, it is found that low proficiency learners use more direct strategies, while higher proficiency learners tend to elaborate more their refusals. Besides, our data offer evidence that students Alcon, E. Alcon, E. P Incidental focus on form and learning outcomes with young foreign language classroom learners, In: Philp, J.

Amsterdam: John Benjamins, pp. Alegria de la Colina, A. Clevedon: Multilingual Matters, pp. Brown, P. San Diego: Academic Press, pp.

Oxford: Oxford Uni versify Press. Pica, T. Salazar, P. P, and Codina-Espurz, V. The effects of recasts and metalinguistic feedback on the acquisition of the regular and irregular We propose presenting the results of a small-scale quantitative study on the effects of two corrective [1] irregular past simple tense in English. The study was designed as a pilot study in order to investigate ther research on different types of CF.

The effects of the two aforementioned CF-types on the acquisition for MF. They also found a greater effect for prompts on regular one type of CF during the telling of part of a fairytale. They then told another part of the same story without receiving feedback. They could use keywords, including the infinitives of all verbs and most whereas MF always led to uptake and in most cases also to repair see table 2. These findings confirm earlier findings on feedback types in relation to uptake and repair.

Moreover, our data were consistent with earlier CF studies that accounted for beneficial effects for CF and they also confirmed a higher effect for MF over recasts see table 3. Unfortunately we were not able to draw conclusions about possible One problem with the task proved to be that half of the students were consciously monitoring their past- provide them with all the verbs as keywords, but only with the most difficult verbs and nouns. Another problem that arose was the difficulty of separating students' knowledge of the past tense from their pronunciation.

We therefore suggest pre-testing students' pronunciation of past tense endings. Cambridge University Press, pp. Bardovi-Harlig, K. And D. Amsterdam: Doughty, C. Doughty and J. New York: Cambridge Uni versity Press. Dulay, H. Natural sequences in child second language acquisition.

Ellis, Nick. Selective attention and transfer phenomena in L2 acquisition: Contingency, cue com 27, Ellis, R. Ellis, R, Loewen, S. Re-examining the role of recasts in L2 acquisition. Havranek, G. Factors affecting the success of corrective feedback. Housen, Alex.

The development of tense-aspect in English as a second language and the variable influence of inherent aspect. Shirai eds. Larsen-Freeman, D. The acquisition of grammatical morphemes by adult ESL students. Leeman, J. Recasts and second language development: Beyond negative evidence. Lyster, R. Corrective feedback and learner uptake. Differential effects of prompts and recasts in form-focused instruction. Prompts versus Recasts in Dyadic Interaction. Mackey, A.

Conversational interaction and second language development: Recasts, , Muranoi, H. Focus on form through interaction enhancement: Integrating formal instruction into , Rohde, Andreas. The aspect hypothesis in naturalistic L2 acquisition: What uninflected and non- target-like verb forms in earlyl interlanguage tell us. Sharwood 26, Russell, J. The effectiveness of corrective feedback for the acquisition of L2 gram mar.

A meta-analysis of the research. Ortega Eds. Truscott, J. What's wrong with oral grammar correction. Yang, Y. SA research has analysed the impact of this learning context on overall L2 speaking proficiency Brecht et al. The present study thus aims at uncovering the under-investigated impact of SA on learners' speech production development.

More specifically it has a twofold objective. First, it explores the effect of SA on learners' speech production accuracy, as the SA learning context is char L2 speech production. The participants were recorded during a reading aloud task before SA pre-test and after SA post-test. Preliminary analyses seem to indicate a slight improvement after SA in both learner groups, in line with previous research Perez-Vidal et al.

These results will be discussed in relation with the mixed results that can be , , Mora Brecht, R. Predictors of foreign language gain during study abroad. Amsterdam: John Ben jamins Publishing Company. Talker and listener effects on degree of perceived foreign accent. Context of learning and second language fluency in French: ,26 2 Diaz-Campos, M.

Studies in Second Language Acquisition, 26, Klee, and T. Face Eds. Mora, J. Perez-Vidal, M. Juan-Garau and A. Konnikov, Peter the Great St. Shanygin, St. Shukhov, Russia Elizaveta A. Gromova, Peter the Great St. Klimin, Peter the Great St. Stepanova, St.

Ivanova, Peter the Great St. Goncharova, Peter the Great St. Kiseleva, Peter the Great St. Yeltsin, Russia Yulia Y. Kichigin, Peter the Great St. Dubolazova, Peter the Great St.

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Hotel Address :. Conference Proceedings. Conference Presentation Guidelines:. Conference Program. Wednesday 10 April hr — hr. Session W1. Analysis of the company's activities as an open economic system in order to form a financial strategy Tamara N.

Problems of Using Agricultural Aviation in St. Petersburg and Leningrad Region Tamara N. Networking Coffee Break hr — hr. Wednesday 10 April hr — hr Session W2. Session W2. The Cases of Rotterdam Vs. Session W3. Speaker: Khalid S. Soliman, Ph. Business agility. Special Session W4. Food frauds in Romania.

Session W4. The role of information and communication technologies in the creation and support of touristic routes Aida Carvalho, Carlos R. Indicadores de desarrollo sostenible para Rumania. End of first day conference activities.

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