María Martínez-Adrián
Biographic Data
| ID | 3531565 |
|---|---|
| NAME | María Martínez-Adrián |
| GIVEN NAMES | María |
| FAMILY NAME | Martínez-Adrián |
| SIGNATURE | MARTÍNEZ-ADRIÁN M |
| AFFILIATIONS | Department of English, German , and Translation and Interpretation Studies , Faculty of Arts, University of the Basque Country UPV/EHU-Campus de Álava , Vitoria-Gasteiz , Spain |
| ORCID | 0000-0002-0324-0443 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Peer-to-peer interaction in task-based learning and the development of young EFL learners’ productive vocabulary
Peer-to-peer interaction research contends that learning stems from both language-related episodes (LREs), which feature overt discussions about the language, and overall peer-to-peer interaction that does not focus on the language itself. However, most studies examining language gains have centred on the former and the extent to which learning can occur without paying joint attention to the language (i.e. implicitly) remains under-researched, es…
Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners
CLIL studies on language specific areas such as morphosyntax are still quite limited, particularly those with young learners. Likewise, the pseudo-evolution of morphosyntactic aspects across age and proficiency deserves particular attention. This paper will fill these gaps by investigating production accuracy and syntactic complexity in two different age/proficiency groups of CLIL primary school learners (grade 4 and 6). In terms of accuracy, L1 …
Task Modality Effects on the Production and Elaboration of Language-Related Episodes
Task-modality has been found to constrain the production of LREs in adults and children. However, there are no studies with young learners that have offered a comprehensive analysis of LREs. To this end, this paper will examine the effect of task-modality on the features targeted in them, as well as on their level of engagement/elaboration during primary-school learners' performance of a task containing both an oral and a written component (OW), …
Introduction
This is an introduction to an edited volume on L1 use in content-based and CLIL settings. The aim of the volume is to fill in the gaps in the literature on L1 use in content-based and CLIL settings so that language teachers and policy-makers are able to make effective and informed decisions as to how to best accommodate the use of non-target languages in content-based education
Target language proficiency and reported use of compensatory strategies by young CLIL learners
Studies investigating compensatory strategies (CSs) by means of questionnaires in English‐as‐a‐Foreign‐Language (EFL) contexts with young learners are lacking, particularly in Content‐and‐Language‐Integrated‐Learning (CLIL) environments. Three different proficiency groups of young English learners in a CLIL programme were administered a survey to explore the existence of intergroup differences regarding the amount and types of CSs used. Learners …
L2 English Receptive and Productive Vocabulary in Senior Learners
This study aims to analyse the effect of previous foreign language (FL) contact on the acquisition of receptive and productive vocabulary by senior learners in the early stages of English acquisition. Additionally, we also explore the relationship between receptive vocabulary and productive vocabulary as well as the link between lexical competence and reading comprehension. Results confirm that false beginners consistently outperform true beginne…
Task Modality Effects on the Production and Elaboration of Language-Related Episodes
Task-modality has been found to constrain the production of LREs in adults and children. However, there are no studies with young learners that have offered a comprehensive analysis of LREs. To this end, this paper will examine the effect of task-modality on the features targeted in them, as well as on their level of engagement/elaboration during primary-school learners' performance of a task containing both an oral and a written component (OW), …
L2 English Receptive and Productive Vocabulary in Senior Learners
This study aims to analyse the effect of previous foreign language (FL) contact on the acquisition of receptive and productive vocabulary by senior learners in the early stages of English acquisition. Additionally, we also explore the relationship between receptive vocabulary and productive vocabulary as well as the link between lexical competence and reading comprehension. Results confirm that false beginners consistently outperform true beginne…
Introduction
This is an introduction to an edited volume on L1 use in content-based and CLIL settings. The aim of the volume is to fill in the gaps in the literature on L1 use in content-based and CLIL settings so that language teachers and policy-makers are able to make effective and informed decisions as to how to best accommodate the use of non-target languages in content-based education
Target language proficiency and reported use of compensatory strategies by young CLIL learners
Studies investigating compensatory strategies (CSs) by means of questionnaires in English‐as‐a‐Foreign‐Language (EFL) contexts with young learners are lacking, particularly in Content‐and‐Language‐Integrated‐Learning (CLIL) environments. Three different proficiency groups of young English learners in a CLIL programme were administered a survey to explore the existence of intergroup differences regarding the amount and types of CSs used. Learners …
Task Modality Effects on the Production and Elaboration of Language-Related Episodes
Task-modality has been found to constrain the production of LREs in adults and children. However, there are no studies with young learners that have offered a comprehensive analysis of LREs. To this end, this paper will examine the effect of task-modality on the features targeted in them, as well as on their level of engagement/elaboration during primary-school learners' performance of a task containing both an oral and a written component (OW), …
Exploring the pseudo-longitudinal development of specific morphosyntactic features and syntactic complexity in CLIL young learners
CLIL studies on language specific areas such as morphosyntax are still quite limited, particularly those with young learners. Likewise, the pseudo-evolution of morphosyntactic aspects across age and proficiency deserves particular attention. This paper will fill these gaps by investigating production accuracy and syntactic complexity in two different age/proficiency groups of CLIL primary school learners (grade 4 and 6). In terms of accuracy, L1 …
Peer-to-peer interaction in task-based learning and the development of young EFL learners’ productive vocabulary
Peer-to-peer interaction research contends that learning stems from both language-related episodes (LREs), which feature overt discussions about the language, and overall peer-to-peer interaction that does not focus on the language itself. However, most studies examining language gains have centred on the former and the extent to which learning can occur without paying joint attention to the language (i.e. implicitly) remains under-researched, es…
Psychology (6 works) · Linguistics (5 works) · Second Language Learning and Teaching (5 works) · EFL/ESL Teaching and Learning (4 works) · Mathematics education (4 works) · Second Language Acquisition and Learning (4 works) · Computer Science (3 works) · Foreign language (3 works) · English as a foreign language (2 works) · Philosophy (2 works)