关注
Nausica Marcos Miguel
Nausica Marcos Miguel
其他姓名Nausica Miguel, Nausica Marcos
在 ugent.be 的电子邮件经过验证 - 首页
标题
引用次数
引用次数
年份
Textbook consumption in the classroom: Analyzing a classroom corpus
N Marcos Miguel
Procedia-Social and Behavioral Sciences 198, 309-319, 2015
472015
Vocabulary Coverage and Lexical Characteristics in L2 Spanish Textbooks
C Sánchez-Gutiérrez, N Marcos Miguel, MK Olsen
AAUSC 2018 Volume Issues in Language Program Direction: Understanding …, 2019
202019
Grapho-morphological awareness in Spanish L2 reading: how do learners use this metalinguistic skill?
N Marcos Miguel
Language Awareness 21 (1-2), 197-213, 2012
20*2012
Analyzing Instruction and Learning of Derivational Morphology in the Spanish Foreign Language Classroom
N Marcos Miguel
University of Pittsburgh, 2013
18*2013
Exploring tasks‐as‐process in Spanish L2 classrooms: Can corpus‐based tasks facilitate language exploration, language use, and engagement?
N Marcos Miguel
International Journal of Applied Linguistics 31 (2), 211-228, 2021
122021
Instruction in derivational morphology in the Spanish L2 Classroom: What do teachers believe and do?
N Marcos Miguel
Konin Language Studies 5 (1), 37-60, 2017
11*2017
Analyzing morphology-related strategies in Spanish L2 lexical inferencing: how do suffixes matter?
N Marcos Miguel
International Review of Applied Linguistics in Language Teaching, 2020
102020
Introduction: classroom discourse at the intersection of language education and materiality
CS Mathieu, N Marcos Miguel, T Jakonen
Classroom Discourse 12 (1-2), 1-14, 2021
92021
What derivational suffixes should we teach in Spanish as a Second Language courses?
CH Sánchez-Gutiérrez, N Marcos Miguel, P García Robles
Hispanic Linguistics: Current issues and new directions 26, 75, 2020
52020
¿Solamente o solamento?: desafíos en el aprendizaje de forma y significado de-mente y-miento/-mento por hablantes de ele
N Marcos Miguel, CH Sánchez Gutiérrez
Revista de Filología de la Universidad de La Laguna, 147-165, 2020
52020
Voluntad y viabilidad en la enseñanza de morfología léxica en el aula de español como L2
N Marcos Miguel
Los lindes de la morfología 37, 2016
5*2016
Grapho-morphological awareness in Spanish L2 reading
N Marcos Miguel
University of Pittsburgh, 2010
42010
Vocabulary in Spanish L2 content-based courses: how do classroom elaborations provide a space for learning general and specialised vocabulary?
N Marcos Miguel
The Language Learning Journal 50 (6), 684-697, 2022
32022
Exploring the use of corpus tools for teaching language variation to L2 Spanish majors
N Marcos Miguel
Language 98 (2), e80-e107, 2022
32022
Aplicaciones para la didáctica de ELE del Corpus del Español/Corpus del Español in the teaching of Spanish as an L2
N Marcos Miguel
E-SEDLL 3, 32-44, 2020
3*2020
Analyzing the relationship and development of proficiency, derivational knowledge, and vocabulary size in Spanish L2 learners
N Marcos Miguel
Revista Española de Lingüística Aplicada/Spanish Journal of Applied …, 2018
32018
TEACHERS’PERSPECTIVES ON FLIPPING THE LANGUAGE CLASS: MORE THAN CREATING MATERIALS
MJ Peters, M Calzas Hernández, C Jara Maroto, AI Díaz Garrido, ...
XII Jornadas Internacionales de Innovación Universitaria Educar para …, 2015
32015
Human Subjects Research Guidelines for Undergraduate Researchers: An Analysis of Institutional Review Board (IRB) Websites at Top Liberal Arts Colleges in the United States
N Marcos Miguel, S Noy
Journal of Empirical Research on Human Research Ethics 18 (4), 263-277, 2023
22023
The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison
J Stewart, D Brown, P Bennett, P Robles-García, CH Sánchez-Gutiérrez, ...
System 115, 103035, 2023
22023
Tipologías textuales, géneros discursivos y procesos cognitivos en tareas de escritura de Lengua Castellana y Literatura (4º de ESO):¿ cómo integran los libros de texto el …
S González Berrio, N Marcos Miguel
Didáctica (Madr.) 35, 27-41, 2023
22023
系统目前无法执行此操作,请稍后再试。
文章 1–20