| Textual genres and writing difficulties in specialized domains |
4 |
| Challenges and opportunities for heritage language learners in interpreting courses in the US context |
4 |
| Performance in the quality of explanations and arguments in 8th Chilean graders |
2 |
| Assigning proficiency levels to the collocations of the 'Diccionario de Colocaciones del espanol' |
2 |
| The grammatical production in the narrative discourse of pupils with Specific Language Impairment (SLI) |
2 |
| Recontextualization of knowledge in Chilean textbooks |
2 |
| Favoring skills of learning to read in 5 and 6 years students |
2 |
| Markers of politeness and impoliteness in student-teacher interaction in the discourse genre of emails |
1 |
| Neological Anglicized Phrases in Spanish: Calques and Loanwords |
1 |
| Analytical and Holistic Approaches Influence the Semantic Integration: Evidence from the N400 effect |
1 |
| Simultaneous learning of English and Spanish in China: A Q-method study on motivation |
1 |
| Redefining dot objects through their corpus behavior |
1 |
| Nos hacemos un/una selfie con la/el tablet? Cross-Linguistic Lexical Influence, Gender Assignment and Linguistic Policy in Spanish |
1 |
| Heritage language learners and Spanish for specific purposes: Bridging the gap through community service learning |
0 |
| Toward a framework for heritage learner service learning in languages for specific purposes |
0 |
| Experiential processes in narratives about daily situations written by primary schools students |
0 |
| Critical reading skills in high school textbooks |
0 |
| Beliefs influence on author's voice in an L2 argumentative text |
0 |
| Ideational grammatical metapbor: A key resource for advanced and academic literacy |
0 |
| Arguing by analogy: The emotion in the analysis of a socio-scientific issue |
0 |
| Didactics strategies to develop the narrative discourse in preschool children with Specific Language Impairment (SLI) |
0 |
| Linguistic Configuration of Anglicisms from Twitter in US Spanish |
0 |
| A four-category intervention analysis of EFL teachers' Scaffolding Roles in Short-Focused Conversations |
0 |
| Verb similarity: Comparative analysis between theoretical linguistics and corpus data |
0 |
| Cognitive Strategies Usefulness Perception in Female and Male Learners of Spanish: An International Empirical Study |
0 |
| Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection |
0 |
| Labelling nouns: A study of cohesive labels in research articles in English and Spanish |
0 |
| Neologisms from a functional perspective: Correlation between perception and empirical data |
0 |
| Noun formation in Mapudungun: Productivity, genuineness and language planning |
0 |
| Semantics and productivity of the nominal class in Mocovi |
0 |
| From sublexical features to syntax: Resumption, relational nouns and part-whole nouns |
0 |
| Lexical recategorization. Collective nouns and nouns recategorized as collective |
0 |
| Temporal nouns: Towards a classification according to abstraction degrees |
0 |
| The concrete and the abstract in deadjectival nominalizations |
0 |
| The syntax of (non) symmetric relational nouns |
0 |
| Qualities, states and resultant states: Their distribution in derivatives with shared adjectival base |
0 |
| Analysis of polysemy of non deverbal names events from the Lexicon-Grammar and the Generative Lexicon Theory |
0 |
| On the computational representation of constructions: The place of locative constructions in a knowledge base |
0 |
| Immediate testing is more beneficial than delayed testing when learning novel words in a foreign language |
0 |
| Feedback practices in Humanities university classrooms: Teachers' written digital comments and students' writers profiles |
0 |
| Generic Structure Potential in electric engineering dissertations center dot Contrasts between languages and educational stages |
0 |
| Teachers' beliefs and practices towards communicative language teaching in the expanding circle |
0 |
| Feedback during the process of writing thesis of teacher training programs: Description of the written comments of thesis supervisor |
0 |
| The role of the pragmatic expectation of consistency in the resolution of the repeated definite reference during dialogue |
0 |
| Special issue: Advances in Spanish for specific purposes in the United States: Connecting the heritage language pedagogy and the Hispanic community |
0 |
| Verb and context of usage: A corpus-based analysis with quantitative and qualitative methods |
0 |
| Hispanic linguistics as a source of community connections for heritage language learners of Spanish |
0 |
| Intercultural competence development via service-learning in Spanish for the professions |
0 |
| Transforming the community's linguistic landscape in a mixed-learner service learning capstone course in a Spanish for specific purposes program |
0 |
| The learning and teaching of Spanish as a heritage language through community service-learning in New York City |
0 |
