El efecto de la planificación en la expresión oral de alumnos de primaria

Referencias bibliográficas

• Arnaiz, P. y Peñate, M. (2004). El papel de la producción oral (output) en el proceso de aprendizaje de una lengua extranjera (LE), en Porta Linguarum, 1: 37-59.
• Anderson, J. R. (1995). Learning and Memory: an Integrated Approach. New York: Wiley.
• Camacho Rosales, J. (2000). Estadística con SPSS con versión 9 para Windows. Madrid: RA-MA.
• Coyle, Y. (2005). El papel de la gramática en la enseñanza-aprendizaje inicial de la lengua extranjera, en Porta Linguarum, 3: 147-159.
• Crookes, G. (1989). Planning and interlanguage variation, en Studies in Second Language Acquisition, 11: 367-83.
• Cumming, A. (1990). Metalinguistic and Ideational Thinking in Second Language Composing, en Written Communication, 7: 482-511.
• Donato, R. (1994). Collective scaffolding in second language learning, en J.P. Lantolf y G. Appel, (eds.), Vygotskian Approaches to Second Language Research. Norwood. N.J.: Ablex.
• Ellis, R. (1987). Interlanguage variability in narrative discourse: Style in the use of the past tense, en Studies in Second Language Acquisition, 9: 12-20.
• Foster, P. and Skehan, P. (1996). The influence of planning and task type on second language performance, en Studies on Second Language Acquisition, 18: 299-323.
• Foster, P. y Skehan, P. (1999). The influence of source of planning and focus on planning on taskbased performance, en Language Teaching Research, 3/3:215-47.
• Kellerman, E. and Sharwood Smith, M. (eds.) (1986). Cross-Linguistic Influence in Second Language Acquisition. Oxford: Pergamon.
• McLaughlin, B. (1987). Theories of Second Language Learning. London: Edward Arnold.
• Lantolf, J. P. (ed.) (2000). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press.
• Lantolf, J. P. y Appel, G. (eds.) (1994). Vygotskyan Approaches to Second Language Research. Norwood, NJ: Ablex.
• Mehnert, U. (1998). The effects of different lengths of time for planning on second language performance, en Studies in Second Language Acquisition, 20: 52-83.
• Mori, J. (2002). Task design, plan, and development of talk-in-interaction: an analysis of a small group activity in a Japanese language classroom, en Applied Linguistics, 23/3: 323-347.
• Ortega Martín, J.L. y Madrid, D. (2009). Qué técnicas de comunicación oral valoran más los profesores y alumnos en la clase de inglés?, en Porta Linguarum, 12: 183-204.
• Ortega, L. (1999). Planning and focus on form in L2 oral performance, en Studies in Second Language Acquisition, 21: 108-48.
• Peñate, M., Castellano, A. y Bazo, P. (2003). El análisis estadístico con programas informáticos, en Lenguaje y Textos, 21:37-50.
• Rodríguez Juárez, C. y Oxbrow, G. (2008). L1 in the EFL classroom: more a help tan a hindrance?, Porta Linguarum. 9: 93-109.
• Seligson, P. (1997). Helping Students to Speak. London: Richmond.
• Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
• Skehan, P. y Forster, P. (1997). Task type and task processing conditions as influences on foreign language performance, en Language Teaching Research, 1/3: 1-27.
• Swain, M. (1985). Communicative competence: some roles of comprehensible input and comprehensible output in its development, en S. Gass, y C.G. Madden (eds.), Input and Second Language Acquisition. Rowley, MA: Newbury House.
• Swain, M. (1995). Three Functions of output in second language learning, in Cook, G. and B. Seidlehofer (eds.), en Principle and Practice in Applied Linguistics: Studies in Honour of H. G. Widdowson. Oxford: Oxford University Press, 125-144.
• Swain, M. (1996). Collaborative dialogue: its contribution to second language learning, en Revista Canaria de Estudios Ingleses, 34:115-132.
• Swain, M y Lapkin, S. (1995). Problems in output and the cognitive processes they generate: a step towards second language learning, en Applied Linguistics, 16: 371-91.
• Swain, M y Lapkin, S. (1998). Interaction and second language learning: two adolescent French immersion students working together, en The Modern Language Journal, 82,3: 320-337.
• Swain, M., Brooks, L. y Tocalli-Beller, A. (2002). Peer-peer dialogue as means of second language Learning, en Annual Review of Applied Linguistics, 22: 171-85.
• Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press.
• Vygotsky, L.S. (1978). Mind and Society. Cambridge, MA: Harvard University Press Press.
• Watanabe, Y. y Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: collaborative dialogue between adult ESL learners, en Language Teaching Research, 11, 2: 121-142.
• Wakabayashi, S. (2002). The acquisition of non-null subjects in English: a minimalist account, en Second Language Research, 18, 1:28-71.
• Wendel, J. N. (1997). Planning and Second Language Narrative Production. Unpublished doctoral dissertation. Temple University: Japan.
• Wigglesworth, G. (1997). An investigation of planning time and proficiency level on oral test discourse, en Language Testing, 14: 85-106.
• Wigglesworth, G. (2005).Current approaches to researching second language learner processes, en Annual Review of Applied Linguistics, 25:98-111.
• Yuan, F. y Ellis, R. (2003). The effects of pre-task planning and online planning and online planning on fluency, complexity and accuracy in L2 monologic oral production, en Applied Linguistics, 24/1: 1-27.