Literals
- ou:extensionTelefonica
- 86848
- foaf:name
- JUAN DIOS MARTÍNEZ AGUDO
- ou:dedicacionPDI
- TIEMPO COMPLETO
- ou:dialnetId
- 256415
- foaf:lastName
- MARTÍNEZ AGUDO
- schema:gender
- ou:categoriaPDI
- A0504-PROFESOR TITULAR DE UNIVERSIDAD
- aiiso:code
- 39b52b45b88a456108cfbe1c7052dc95
- foaf:firstName
- JUAN DIOS
- schema:email
- jdmtinez@unex.es
- vivo:orcidId
- 0000000208655808
- vivo:scopusId
- 56244781700
- ou:urlOrcid
- http://orcid.org/0000000208655808
Typed Literals
- ou:esDoctor
- True (xsd:boolean)
- ou:indiceHscopus
- 5 (xsd:integer)
- ou:personalActual
- True (xsd:boolean)
Relations
- teach:teacherOf
- DIDÁCTICA DEL INGLÉS II
- ENSEÑANZA Y APRENDIZAJE DEL INGLÉS EN EDUCACIÓN PRIMARIA
- INICIACIÓN A LA INVESTIGACIÓN EN DIDÁCTICA DE LAS LENGUAS Y LAS LITERATURAS
- METODOLOGÍA, RECURSOS Y EVALUACIÓN PARA LA ENSEÑANZA BILINGÜE
- DIDÁCTICA DEL INGLÉS II
- INICIACIÓN A LA INVESTIGACIÓN EN DIDÁCTICA DE LAS LENGUAS Y LAS LITERATURAS
- INICIACIÓN A LA INVESTIGACIÓN EN DIDÁCTICA DE LAS LENGUAS Y LAS LITERATURAS
- METODOLOGÍA, RECURSOS Y EVALUACIÓN PARA LA ENSEÑANZA BILINGÜE
- METODOLOGÍA, RECURSOS Y EVALUACIÓN PARA LA ENSEÑANZA BILINGÜE
- ou:tienePublicacion
- Activities and Resources for Bilingual Classrooms
- An investigation into Spanish EFL learners' anxiety
- Analysing spanish learners' beliefs about EFL learning
- Emotions in learning to teach EFL in the practicum setting: Facing the emotional dilemmas and challenges associated with professional practice
- Emotions in second language teaching: Theory, research and teacher education
- English as a Foreign Language Teacher Education
- Errors in the Second Language Classroom
- How do Spanish EFL learners perceive grammar instruction and corrective feedback?
- Introduction
- Introduction and overview
- Native and Non-Native Teachers in English Language Classrooms
- Non-native teachers’ code-switching in L2 classroom discourse
- One Classroom, Two Languages in Contact
- Oral Communication in the EFL Classroom
- The effect of lexical inference strategy instruction on Iranian EFL learners’ vocabulary depth and breadth
- The emotions involved in the integration of ICT into L2 teaching: Emotional challenges faced by L2 teachers and implications for teacher education
- The impact of CLIL on English language competence in a monolingual context: a longitudinal perspective
- To what extent can CLIL learners’ oral competence outcomes be explained by contextual differences? Updated empirical evidence from Spain
- To what extent do affective variables correlate with content learning achievement in CLIL programmes?
- To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain
- What EFL student teachers think about their professional preparation: Evaluation of an english language teacher education programme in Spain
- What EFL student teachers think about their professional preparation
- What type of feedback do student teachers expect from their school mentors during practicum experience? The case of Spanish EFL student teachers
- Which instructional programme (EFL or CLIL)results in better oral communicative competence? Updated empirical evidence from a monolingual context
- ou:perteneceAGrupoInvestigacion
- ou:imparteDocenciaEnArea
- ou:adscritoADepartamento
- ou:adscritoACentro
Inverse Blank Nodes
- Has related: org:member
Recognized prefixes
- aiiso (http://purl.org/vocab/aiiso/schema#)
- foaf (http://xmlns.com/foaf/0.1/)
- org (https://www.w3.org/ns/org#)
- ou (http://opendata.unex.es/def/ontouniversidad#)
- schema (http://schema.org/)
- swrcfe (http://www.morelab.deusto.es/ontologies/swrcfe#)
- teach (http://linkedscience.org/teach/ns#)
- vivo (http://vivoweb.org/ontology/core#)