IDIHCS   22126
INSTITUTO DE INVESTIGACIONES EN HUMANIDADES Y CIENCIAS SOCIALES
Unidad Ejecutora - UE
artículos
Título:
Research on English language teaching and learning in Argentina (2007-2013)
Autor/es:
ANN MONTEMAYOR-BORSINGER; MARIO LOPEZ BARRIOS; MELINA PORTO
Revista:
Language Teaching
Editorial:
Cambridge University Press
Referencias:
Año: 2016 vol. 49
ISSN:
0261-4448
Resumen:
Revista indexada en (http://journals.cambridge.org/action/displayJournal?jid=LTA):IBZ International Bibliography of Periodical LiteratureIBR International Bibliography of Book Reviews of Scholarly LiteraturePeriodicals Index OnlineLinguistic Abstracts OnlineBritish Education IndexERIC (European Reference Index for the Humanities)Linguistics & Language Behavior AbstractsMLA International BibliographyBibliographie Moderner FremdsprachenunterrichtScopusArts and Humanities Citation IndexSocial Sciences Citation Index (SSCI)European Reference Index for the Humanities and Social Sciences (ERIH PLUS)In this article we review research on EFL teaching and learning published in Argentina between 2007 and 2013. This is the first review of a Latin American country in this series. Argentina has a century-long tradition of training EFL teachers but a comparatively shorter though fruitful history of foreign language research. The article examines 88 articles that appeared in locally published peer-reviewed conference proceedings, academic journals and one edited collection. The contributions cover a wide spectrum of topics that illustrates prominent research interests in the country, such as the role of imagination, emotion and affect in language comprehension and production, intercultural dimensions, foreign language teacher education and development, CLIL, CALL, the teaching of English for academic or specific purposes, testing, assessment and evaluation, and materials design and course development. The review includes work by specialists whose research may not be known outside the boundaries of Argentina but who produce high-quality situated research that accounts for the specificity of the local educational setting.
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