Vigo International Journal
of Applied Linguistics VIAL
Contents of Number 13,
* The effects and effectiveness of contrastive form-focused instruction on mastering tense-aspect. Newsha Ahmadi. Islamic Azad University, North Tehran Branch, Iran: 9-30. Abstract
* Measuring the productive vocabulary of secondary school CLIL students: Is Lex30 a valid test for low-level school learners? Rafael Alejo González and Ana María Piquer Píriz. Universidad de Extremadura, Spain: 31-53.
* Language-specific information structure in German and Spanish route directions. Renate Delucchi Danhier and Barbara Mertins. TU Dortmund, Germany: 63:90.
* Motivation in a French L2 context: Teacher motivational practices and student attitudes in relation to proficiency
Katrijn Denies (1), Ilse Magnus (2,3), Piet Desmet (2,3), Sarah Gielen (4), Liesbet Heyvaert (5) and Rianne Janssen (1).
(1) Centre for Educational Effectiveness and Evaluation, KU Leuven, Leuven, Belgium. (2) French Specific Teacher Training Programme, KU Leuven, Leuven, Belgium. (3) French, Italian and Comparative Linguistics, KU Leuven Kulak, Kortrijk, Belgium. (4) Education and Training, KU Leuven Kulak, Kortrijk, Belgium. (5) Functional and Cognitive Linguistics, KU Leuven Kulak, Kortrijk, Belgium: 93-126.
* Are CLIL learners simply faster or also different? Evidence from L1 use in the repair sequences and discourse markers of CLIL and EFL learners.
Amparo Laázaro Ibarrola. Universidad de Navarra, Pamplona, Spain: 127-145.
* Age of onset, socio-affect and cross-linguistic influence: a long-term classroom study. Simone E. Pfenninger (1) and David Singleton (2). (1) University of Zurich, Switzerland. (2) University of Pannonia, Hungary: 147-179.