Almudena Fernández Fontecha
Biographic Data
| ID | 4517837 |
|---|---|
| NAME | Almudena Fernández Fontecha |
| GIVEN NAMES | Almudena Fernández |
| FAMILY NAME | Fontecha |
| SIGNATURE | FONTECHA A F |
| AFFILIATIONS | Universidad de La Rioja |
| ORCID | 0000-0002-6557-0296 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Vocabulary Opens the Door; Creativity Guides the Search
Semantic fluency, the ability to retrieve words within a category, relies on lexical knowledge, semantic memory and executive control mechanisms. A richer, interconnected semantic memory and optimal executive control, as seen in creative individuals, enhance fluency through broad associative searches and quicker access to remote concepts. However, the extent to which this creativity‐related advantage in the first language (L1) extends to second l…
Lexical production and organisation in L2 EFL and L3 EFL learners
Research is scarce about the lexical processes undertaken by thousands of L2 learners worldwide who already command one or more languages. Some aspects involved in lexical organisation and production, such as clustering and switching, have been traditionally approached through manual methods, which depend on subjective judgments of semantic relatedness between words. The present study seeks to provide a more objective exploration of EFL lexical p…
The role of learner creativity in L2 semantic fluency. An exploratory study
Research about individual learner variables in L2 learning has not yet addressed in depth creativity as potentially relevant in the field. This study seeks to examine whether creativity is related to the L2 lexical production of a group of 35 12th grade Spanish EFL (English as a Foreign Language) learners. Four EFL semantic fluency tasks are used to obtain the vocabulary activated in the learner's mental lexicon as a response to four semantic cat…
Scaffolding CLIL in the science classroom via visual thinking
A multimodal approach to visual thinking
There is a growing interest in the use of visual thinking techniques for promoting conceptual thinking in problem solving tasks as well as for reducing the complexity of ideas expressed in scientific and technical formats. The products of visual thinking, such as sketchnotes, graphics and diagrams, consist of ‘multimodal complexes’ that combine language, images, mathematical symbolism and various other semiotic resources. This article adopts a so…
CLIL in the Foreign Language Classroom
A shortage of materials and guidelines that link CLIL theory to classroom practice has been reported in research about the European context. In all versions of CLIL implementation, the sequence of non-linguistic contents should be the point of departure for the sequence of linguistic contents. However, the teacher’s previous work to materials delivery will differ depending on the particularities of each possible CLIL scenario. In content-oriented…
Semantic derogation in animal metaphor
Semantic derogation in animal metaphor
The role of learner creativity in L2 semantic fluency. An exploratory study
Research about individual learner variables in L2 learning has not yet addressed in depth creativity as potentially relevant in the field. This study seeks to examine whether creativity is related to the L2 lexical production of a group of 35 12th grade Spanish EFL (English as a Foreign Language) learners. Four EFL semantic fluency tasks are used to obtain the vocabulary activated in the learner's mental lexicon as a response to four semantic cat…
A multimodal approach to visual thinking
There is a growing interest in the use of visual thinking techniques for promoting conceptual thinking in problem solving tasks as well as for reducing the complexity of ideas expressed in scientific and technical formats. The products of visual thinking, such as sketchnotes, graphics and diagrams, consist of ‘multimodal complexes’ that combine language, images, mathematical symbolism and various other semiotic resources. This article adopts a so…
Lexical production and organisation in L2 EFL and L3 EFL learners
Research is scarce about the lexical processes undertaken by thousands of L2 learners worldwide who already command one or more languages. Some aspects involved in lexical organisation and production, such as clustering and switching, have been traditionally approached through manual methods, which depend on subjective judgments of semantic relatedness between words. The present study seeks to provide a more objective exploration of EFL lexical p…
Semantic derogation in animal metaphor
CLIL in the Foreign Language Classroom
A shortage of materials and guidelines that link CLIL theory to classroom practice has been reported in research about the European context. In all versions of CLIL implementation, the sequence of non-linguistic contents should be the point of departure for the sequence of linguistic contents. However, the teacher’s previous work to materials delivery will differ depending on the particularities of each possible CLIL scenario. In content-oriented…
A multimodal approach to visual thinking
There is a growing interest in the use of visual thinking techniques for promoting conceptual thinking in problem solving tasks as well as for reducing the complexity of ideas expressed in scientific and technical formats. The products of visual thinking, such as sketchnotes, graphics and diagrams, consist of ‘multimodal complexes’ that combine language, images, mathematical symbolism and various other semiotic resources. This article adopts a so…
Scaffolding CLIL in the science classroom via visual thinking
Lexical production and organisation in L2 EFL and L3 EFL learners
Research is scarce about the lexical processes undertaken by thousands of L2 learners worldwide who already command one or more languages. Some aspects involved in lexical organisation and production, such as clustering and switching, have been traditionally approached through manual methods, which depend on subjective judgments of semantic relatedness between words. The present study seeks to provide a more objective exploration of EFL lexical p…
The role of learner creativity in L2 semantic fluency. An exploratory study
Research about individual learner variables in L2 learning has not yet addressed in depth creativity as potentially relevant in the field. This study seeks to examine whether creativity is related to the L2 lexical production of a group of 35 12th grade Spanish EFL (English as a Foreign Language) learners. Four EFL semantic fluency tasks are used to obtain the vocabulary activated in the learner's mental lexicon as a response to four semantic cat…
Vocabulary Opens the Door; Creativity Guides the Search
Semantic fluency, the ability to retrieve words within a category, relies on lexical knowledge, semantic memory and executive control mechanisms. A richer, interconnected semantic memory and optimal executive control, as seen in creative individuals, enhance fluency through broad associative searches and quicker access to remote concepts. However, the extent to which this creativity‐related advantage in the first language (L1) extends to second l…
Linguistics (6 works) · Computer Science (5 works) · Psychology (5 works) · Artificial Intelligence (4 works) · Language, Metaphor, and Cognition (4 works) · Fluency (3 works) · Vocabulary (3 works) · Cognition (2 works) · Content and language integrated learning (2 works) · Creativity (2 works)