Listar Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras por financiación

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      Financiación
      The Spanish Ministerio de Ciencia e Innovación with international universities [1]
      The authors acknowledge financial support from the Slovenian Research Agency (research core funding No. P6-0265). [1]
      The authors gratefully acknowledge the funding from research grant FFI2012-32212 (Spanish Ministry of Economy and Competitiveness). [1]
      the Cambridge English Funded Research Program, Round Six, 2015, by Cambridge English Language Assessment. [1]
      The goal of our study is to show our University students’ level of writing in a Second Language at the initial stage of their University period, particularly regarding French descriptive texts. Our working corpus is formed by a questionnaire plus twenty texts. We can state that our students neither command text competence, nor they describe what they see and feel, but they rather reproduce familiar patterns for exercises. Their texts lack organisation, they show few connectors, little vocabulary and are poorly actualised. Our proposal it to modify writing situations in the classroom, to follow a pattern for marking the exercises (for both students and teachers), and finally, to devote more time to writing exercises. [1]
      The research project Inter_ECODAL: Interculturality and intercomprehension assessing plurilingual discourse competence: digital student feedback literacy (reference PID2020-113796RB-I00/MICINN/AEI/10.13039/501100011033) [1]
      The research reported in this paper is part of the work conducted within two research projects financed by the Spanish Ministerio de Economía y Competitividad (research grant FFI 2016-79763-P) and by Fundación Séneca (19463/PI/14). [1]
      The research stay of A. Ruyffelaert during the academic year 2013- 2014 at Ghent University was partially supported by the Spanish grant “Beca de Movilidad Internacional” of the University of Granada. [1]
      The research was supported by the following research grants: UFI11/06 from the University of the Basque Country (UPV/EHU), and IT-311-10 from the Basque Government. [1]
      The results presented in this paper are part of the following research projects: FFI2012- 34214 (Spanish Ministry of Economy and Competitiveness) and IT311-10 (Basque Government). [1]
      The starting point of this paper is the design and implementation of an cuasi-experimental research on the lexicon available of a group of students who do not have Spanish as their mother tongue, in spite of being residents in Melilla and that they attend the last academic year of primary education (6.º). This research is also useful for our university teaching, because we are trainers of future teachers and work with them also the development of this competence and their didactic applications. [1]
      This investigation was supported by the Spanish Ministry of Science and Technology (Grant no. BFF2003-04009-CO2-02) as part of the research project “The development of lexical competence in the acquisition of L2 English in primary education”, University of La Rioja, and Comunidad Autónoma de La Rioja (Grant F.P.I. 2005). [1]
      This paper has been possible thanks to the research networks (R 2014/043) funded by the Galician Government (Xunta de Galicia) and the European Regional Development Fund (ERDF), and FFI2015-71025-REDT, and to the research projects FFI2012-35872, and FEM2015-66937-P funded by the Spanish Ministry of Economy and Competitivity (Ministerio de Economía y Competitividad). These grants are hereby gratefully acknowledged. [1]
      This paper reports on some of the outcomes of the R&D projects FFI2012-32221 and P12-HUM-2348, funded by the Ministerio de Economía y Competitividad and the Junta de Andalucía, respectively. [1]
      This PhD research is sponsored by Foundation for Science and Technology (FCT), Portugal, with the grant reference SFRH/BD/24819/2005. [1]
      This research study was conducted under the auspices of research project FFI 2010- 19334 funded by the Spanish MICINN. [1]
      This research was supported by Ministry of Education, Science, Culture and Sport of the Republic of Slovenia. The Slovenian National Educational Institute and The European Social Funds. [1]
      This study has been supported by a grant offered by Payam-e- Nour University of Iran as the study sponsor in the decision to submit the paper for publication. [1]
      This study has been supported by the research project EDU2009-08669EDUC, financed by the Spanish Ministry of Science and Innovation, General Directorate for Research. [1]
      This study is part of a research project funded by (a) the Spanish Ministerio de Educación y Ciencia (HUM2004-04435/FILO), co-funded by FEDER, and (b) Fundació Universitat Jaume I and Caixa Castell ó-Bancaixa (P1.1B2004-34). [1]