| Textbook consumption in the classroom: Analyzing a classroom corpus N Marcos Miguel Procedia-Social and Behavioral Sciences 198, 309-319, 2015 | 46 | 2015 |
| Vocabulary Coverage and Lexical Characteristics in L2 Spanish Textbooks C Sánchez-Gutiérrez, N Marcos Miguel, MK Olsen AAUSC 2018 Volume Issues in Language Program Direction: Understanding …, 2019 | 20 | 2019 |
| Grapho-morphological awareness in Spanish L2 reading: how do learners use this metalinguistic skill? N Marcos Miguel Language Awareness 21 (1-2), 197-213, 2012 | 20* | 2012 |
| Analyzing Instruction and Learning of Derivational Morphology in the Spanish Foreign Language Classroom N Marcos Miguel University of Pittsburgh, 2013 | 18* | 2013 |
| Exploring tasks‐as‐process in Spanish L2 classrooms: Can corpus‐based tasks facilitate language exploration, language use, and engagement? N Marcos Miguel International Journal of Applied Linguistics 31 (2), 211-228, 2021 | 12 | 2021 |
| Instruction in derivational morphology in the Spanish L2 Classroom: What do teachers believe and do? N Marcos Miguel Konin Language Studies 5 (1), 37-60, 2017 | 11* | 2017 |
| Analyzing morphology-related strategies in Spanish L2 lexical inferencing: how do suffixes matter? N Marcos Miguel International Review of Applied Linguistics in Language Teaching, 2020 | 9 | 2020 |
| Introduction: classroom discourse at the intersection of language education and materiality CS Mathieu, N Marcos Miguel, T Jakonen Classroom Discourse 12 (1-2), 1-14, 2021 | 8 | 2021 |
| What derivational suffixes should we teach in Spanish as a Second Language courses? CH Sánchez-Gutiérrez, N Marcos Miguel, P García Robles Hispanic Linguistics: Current issues and new directions 26, 75, 2020 | 5 | 2020 |
| Voluntad y viabilidad en la enseñanza de morfología léxica en el aula de español como L2 N Marcos Miguel Los lindes de la morfología 37, 2016 | 5* | 2016 |
| ¿Solamente o solamento?: desafíos en el aprendizaje de forma y significado de-mente y-miento/-mento por hablantes de ele N Marcos Miguel, CH Sánchez Gutiérrez Revista de Filología de la Universidad de La Laguna, 147-165, 2020 | 4 | 2020 |
| Grapho-morphological awareness in Spanish L2 reading N Marcos Miguel University of Pittsburgh, 2010 | 4 | 2010 |
| Vocabulary in Spanish L2 content-based courses: how do classroom elaborations provide a space for learning general and specialised vocabulary? N Marcos Miguel The Language Learning Journal 50 (6), 684-697, 2022 | 3 | 2022 |
| Utilización de corpus de español L1 en el aula de LE/L2/LH:¿ por qué y para qué? N Marcos Miguel, CL Bonilla Journal of Spanish Language Teaching 9 (2), 148-160, 2022 | 3 | 2022 |
| Exploring the use of corpus tools for teaching language variation to L2 Spanish majors N Marcos Miguel Language 98 (2), e80-e107, 2022 | 3 | 2022 |
| Aplicaciones para la didáctica de ELE del Corpus del Español/Corpus del Español in the teaching of Spanish as an L2 N Marcos Miguel E-SEDLL 3, 32-44, 2020 | 3* | 2020 |
| Analyzing the relationship and development of proficiency, derivational knowledge, and vocabulary size in Spanish L2 learners N Marcos Miguel Revista Española de Lingüística Aplicada/Spanish Journal of Applied …, 2018 | 3 | 2018 |
| TEACHERS’PERSPECTIVES ON FLIPPING THE LANGUAGE CLASS: MORE THAN CREATING MATERIALS MJ Peters, M Calzas Hernández, C Jara Maroto, AI Díaz Garrido, ... XII Jornadas Internacionales de Innovación Universitaria Educar para …, 2015 | 3 | 2015 |
| The contribution of affixes to productive English vocabulary knowledge for Chinese, German and Spanish learners: A comparison J Stewart, D Brown, P Bennett, P Robles-García, CH Sánchez-Gutiérrez, ... System 115, 103035, 2023 | 2 | 2023 |
| Tipologías textuales, géneros discursivos y procesos cognitivos en tareas de escritura de Lengua Castellana y Literatura (4º de ESO):¿ cómo integran los libros de texto el … S González Berrio, N Marcos Miguel Didáctica (Madr.) 35, 27-41, 2023 | 2 | 2023 |
Claudia H. Sánchez GutiérrezAssociate Professor at University of California, DavisBestätigte E-Mail-Adresse bei ucdavis.edu
