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Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education

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Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education

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Alcaraz Mármol, G. (2021). Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education. Revista de Lingüística y Lenguas Aplicadas. 16(1):1-10. https://doi.org/10.4995/rlyla.2021.14691

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Título: Glossing and L2 vocabulary learning through dynamic instruction in the context of Primary Education
Autor: Alcaraz Mármol, Gema
Fecha difusión:
Resumen:
[EN] The present study deals with two types of L2 glosses, namely dynamic and traditional text-based glosses. The former were presented to students as a set of prompts designed to help learners identify the correct keyword, ...[+]
Palabras clave: L2 vocabulary acquisition , Dynamic glosses , Primary education
Derechos de uso: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Fuente:
Revista de Lingüística y Lenguas Aplicadas. (issn: 1886-2438 ) (eissn: 1886-6298 )
DOI: 10.4995/rlyla.2021.14691
Editorial:
Universitat Politècnica de València
Versión del editor: https://doi.org/10.4995/rlyla.2021.14691
Código del Proyecto:
info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2019-107652RB-I00/ES/TECNOLOGIAS DEL LENGUAJE PARA LA PROVISION DE SERVICIOS PERSONALIZADOS/
Agradecimientos:
This work was supported by the Spanish National Research Agency (AEI) through project LaTe4PSP (PID2019-107652RB-I00/AEI/10.13039/501100011033).
Tipo: Artículo

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