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

爱管闲事

,Let’s Make the Rest of the Universe,e more proficient, use categories which directly involve the interlocutor, as expected in this speech act. Furthermore, the comparison of the learners’ . in EFL to the productions in their L1s yields somewhat controversial results; on the one hand, there is evidence for the possible influence of the

Flatter

助记

Endearing

词汇表

责任

,/ðə ˈmusɪk ɪnˈdustrɪ jas esˈtarted teikin leˈgal akˈʃɒn/*. A Preliminary Study on the Nature and Im Spanish. Data were collected from both high school and university level subjects, and three spoken tasks were used: (a) a picture-story; (b) a text reading; and, (c) oral presentations. General British was taken as a model in classifying mistakes. Findings reveal that a high number of the pronuncia

ESPY

CLI in Lexical Accessibility,ers’ lexical knowledge is structured and accessed, and to look into their mental lexicon, a lexical availability task has been used (cf. Ávila-Muñoz & Sanchez-Saez, 2014). The assumed simultaneous activation of the native and target language in lexical accessibility in a lexical availability task mi

创造性

idiopathic

,Didactic Challenges in the Multilingual Classroom—The Case of French as a Foreign Language, as lexical and grammatical cross-linguistic influence, in written retellings by Swedish pupils aged 12–16 (. = 105). In Sweden, formal learning of French in school starts in grade 6 or 7, that is around 3 years after the start of the formal learning of English. Thus, in this respect, French can be

Outspoken