Memorias Congreso - Facultad de Idiomas Ensenada - Universidad ...

Bartolí Rigol, M. (2005). La pronunciacion en la clase de lenguas extranjeras. Phonica, 1.Recuperado de http://www.publicacions.ub.edu/revistes/phonica1/Cahill, M. A. & Gregory, A. E. (2011). Putting the fun back into fluency instruction. TheReading Teacher, 65(2), 127-131.Cantero, F. J. (2003). Fonética y didáctica de la pronunciación. En A. Mendoza y E. Briz(coords.), Didáctica de la lengua y la literatura (pp. 545-572). Madrid: Prentice Hall.Dowhower, S. (1994). Repeated reading revisited: Research into practice. Reading & WritingQuarterly: Overcoming Learning Difficulties, 10(4), pp. 343-358.Green, J. M. & Oxford, R. L. (1995). A closer look at learning strategies, L2 proficiency andgender. TESOL Quarterly, 29, 261-297.Griffith, L. W. & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporatedfluency with her reading curriculum. The Reading Teacher, 58(2), 126-137.Kenworthy, J. (1987). Teaching English pronunciation. London: Longman.Krashen, S. (2004). The status of whole language, phonemic awareness, and the value of implicitinstruction: Comments on Shen (Author’s response). Foreign Language Annals, 37(2),310-311. doi: 10.1111/j.1944-9720.2004.tb02203.xHeath, S. B. (1992). Foreword. En D. Murray (ed.), Diversity as resource: Redefining culturalliteracy. Washington, DC: TESOL.Li K. (2010). Project-based College English: An approach to teaching non-English majors.Chinese Journal of Applied Linguistics, 33(4), 99-112.Martinez, M., Roser, N. L. & Strecker, S. (1998). 'I never thought I could be a star': A reader’stheatre ticket to fluency. The Reading Teacher, 52(4), 326-334.74Memorias en extenso. Congreso Internacional de Idiomas 2012.