Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

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  Año 2026, Número 45. Texto Completo Ejemplar. Dedicado a: January

  • Committees & Journal/Issue Data

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      Committees & Journal/Issue Data

      Editorial Team

      • Texto completo

      págs. 1-1

      

  • Edited & Co-Financed

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      Edited & Co-Financed

      Editorial Team

      • Texto completo

      págs. 1-1

      

  • Introduction

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      Introduction

      Editorial Team

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      págs. 7-9

      

  • Article

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      Unpacking the relationship between L2 grit profiles and foreign language engagement among Chinese university students

      Wei Sun, Yi Yan

      • Resumen
      • Texto completo

      págs. 11-26

      
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      Development and validation of a questionnaire to assess students’ perceptions of EMI degree programmes

      Anna Grazynna Szczesniak , Elvira Barrios

      • Resumen
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      págs. 27-42

      
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      Second language pragmatic competence in digitally mediated communication: Exploring requests and refusals

      Anastasia Kulyagina, Ester Ariadna Sánchez Hernández

      • Resumen
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      págs. 43-58

      
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      A corpus-based analysis of patterned structures and semantic types used by learners of English

      Buse Uzuner, Ali Şükrü Özbay, Ceyhun Yukselir

      • Resumen
      • Texto completo

      págs. 59-77

      
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      The differential impacts of domain-specific anxiety on L2 writing performance across different levels of topic familiarity

      Ning Fan, Xuan Yu

      • Resumen
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      págs. 79-93

      
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      How linguistic repertoires contribute to the formation of linguistic competence of Primary School preservice teachers in Asturias and Catalonia

      Ana Fernández Viciana, Nuria Sánchez Quintana

      • Resumen
      • Texto completo

      págs. 95-111

      
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      Teacher training in CLIL: Teachers’ perceptions in a public school in Bogotá. A case study

      Patricia Bermúdez Baracaldo

      • Resumen
      • Texto completo

      págs. 113-135

      
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      Motivation, trait anxiety and hope, and their relationship to academic achievement of Spanish foreign language learners: A case study in Secondary Education

      Víctor Delgado García, Presentación A. Caballero García, Álvaro Moraleda Ruano

      • Resumen
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      págs. 137-153

      
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      Examining English pronunciation instruction in Galician secondary education textbooks

      Celia Veiga Pérez

      • Resumen
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      págs. 155-172

      
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      Found in translation: English as a decoder for financial education

      Sarah G. Hansen, José Luis Ortega Martín , Francisco Rodríguez Fernández

      • Resumen
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      págs. 173-189

      
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      Longitudinal effect of learning environment, learner motivation, and self-regulation strategies on EFL students’ L2 achievement

      Youngmi Kim, Shinyu Oh, Tae Young Kim

      • Resumen
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      págs. 191-214

      
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      Inclusion in bilingual education: Assessment of the SPI-BE scale for measuring student perceptions of inclusive practices

      José Buz Delgado, Ramiro Durán Martínez , Eva González Ortega, María Elena Martín Pastor

      • Resumen
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      págs. 215-231

      
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      Assessing academic language proficiency in meaning construction in Physics-Chemistry: a bilingual educational case study

      Cristina Morilla García

      • Resumen
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      págs. 233-248

      
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      Influencia del contexto sociolingüístico y educativo de Gibraltar en la ortografía del español como L2

      Alicia María Mariscal Ríos

      • Resumen
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      págs. 249-264

      
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      Textbook analysis for literacy development in CLIL

      Cynthia Pimentel Velázquez, Maria Ellison

      • Resumen
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      págs. 265-284

      
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      Teaching research methods in foreign language teacher training: Results from expert interviews

      Nurcihan Sönmez Genç

      • Resumen
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      págs. 285-301

      
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      Análisis de contenidos culturales en manuales de ELE para sinohablantes universitarios

      Zhongyi Zhao, Dimitrinka G. Níkleva

      • Resumen
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      págs. 303-324

      
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      Re-evaluating the SILL in the post pandemic times

      Zrinka Fišer, Luka Pongračić

      • Resumen
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      págs. 325-341

      

  • Book Review

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      Data-driven Learning in and out of the Language Classroom. Pérez-Paredes, P., & Boulton, A. (2025). Cambridge University Press, 102 pages, ISBN: 978-1-009-51143-8

      Jing Zhang

      Es reseña de:

      • Data-driven Learning In and Out of the Language Classroom

        P. Pérez Paredes, A. Boulton

        Cambridge University Press, 2025

      • Texto completo

      págs. 343-345