Las variables sexo, edad y lugar de trabajo en las actitudes de los profesores hacia la interacción oral en L1 y L2 en la clase de inglés de segundo de Bachillerato

Referencias bibliográficas

• Akcan, S. (2004). «Teaching methodology in a first-grade French-immersion class», en Bilingual Research Journal, 28, 2: 267-277.
• Bachman, L. F. (2004). Statistical Analyses for Language Assessment. Cambridge: Cambridge University Press.
• Belz, J. A. (2002). Identity, deficiency, and first language use in foreign language education, en C. Blyth (ed.), The sociolinguistics of foreign language classrooms: Contributions of the native, near-native and the non-native speaker. Boston, MA: Heinle & Heinle, 209-250.
• Cabañeros, J., García Cueto, E. y Lozano, L. M. (2003). El efecto de la deseabilidad social en preguntas sobre temas comprometidos. Ponencia presentada en la IX Conferencia Española de Biometría. La Coruña, 28-30 mayo, 2003. Disponible en Internet en http://www.udc.es/dep/mate/biometria2003/Archivos/ps44.pdf
• Chavez, M. (2006). Classroom-language use in teacher-led instruction and teachers' self-perceived roles, en International Review of Applied Linguistics in Language Teaching (IRAL), 44, 1: 49-102.
• Cook, V. (2001). Using the first language in the classroom, en Canadian Modern Language Review, 57, 3: 402-423.
• Crawford, J. (2004). Language choices in the foreign language classroom: Target language or the learners' first language?, en RELC Journal: A Journal of Language Teaching and Research, 35, 1: 5-20.
• Crichton, H. (2009). Value added' modern languages teaching in the classroom: An investigation into how teachers' use of classroom target language can aid pupils' communication skills, en Language Learning Journal, 37, 1: 19-34.
• Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
• García Mayo, M. P. y Pica, T. (2000). Interaction among proficient learners: Are input, feedback and output needs addressed in a foreign language context?, en Studia Linguistica: A Journal of General Linguistics, 54, 2: 272-279.
• Kim, S. H. y Elder, C. (2008). Target language use in foreign language classrooms: Practices and perceptions of two native speaker teachers in New Zealand, en Language, Culture and Curriculum, 21, 2: 167-185.
• Kraemer, A. (2006). Teachers' use of English in communicative German language classrooms: A qualitative analysis, en Foreign Language Annals, 39, 3: 435-450.
• Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
• Levine, G. S. (2003). Student and Instructor Beliefs and Attitudes about target language use, first language use, and anxiety: Report of a questionnaire study, en Modern Language Journal, 87, 3: 343-364.
• Liang, X. (2006). Identity and language functions: High School Chinese immigrant students' codeswitching dilemmas in ESL classes, en Journal of Language, Identity & Education, 5, 2: 143-167.
• Macaro, E. (1997). Target language, collaborative learner and autonomy. Clevedon: Multilingual Matters.
• Macaro, E. (2001). Analysing student teachers' codeswitching in foreign language classrooms: Theories and decision making, en Modern Language Journal, 85, 4: 531-548.
• Morales Vallejo, P. (2006). Medición de actitudes en psicología y educación. Madrid: Servicio de publicaciones de la Universidad Pontificia de Comillas.
• Polio, C. y Duff, P. (1994). «Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation», en Modern Language Journal, 78, 3: 313-326.
• Rolin-Ianziti, J. C. y Varshney, R. (2008). «Students' views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use», en Canadian Modern Language Review, 65, 2: 249-273.
• Turnbull, M. (2001). «There is a role for the L1 in second and foreign language teaching, but...», en Canadian Modern Language Review, 57, 4: 531-540.
• Van Lier, L. (1995). The use of L1 and L2;, in Babylonia, 2: 37-43.
• Wall, D., & Alderson, J. C. (1993). «Examining washback: The Sri Lankan impact study», en Language Testing, 10, 1: 41-69.