La fraseologĂ­a de las emociones estudia cĂłmo el hablante conceptualiza y expresa verbalmente sus emociones. AsĂ­, resulta productivo conectar unidades fraseolĂłgicas (UF) al proceso cognitivo o motivaciĂłn subyacente a su significado. En este sentido, resaltar valor metafĂłrico metonĂ­mico una UF con carga afectiva ayuda identificaciĂłn, aprendizaje retenciĂłn en lengua extranjera (LE). prese...

There has been much research done on online learning including research on online educational activities and methods. The use of technology is gaining rising importance in higher education due to the benefits that it brings. In terms of adopting new technologies to teaching, new forms of teaching, such as massive open online courses (MOOCs), are increasingly seen as a feasible future form of le...

Humans are adapted to spontaneously transfer relevant cultural knowledge to conspecifics and to fast-learn the contents of such teaching through a human-specific social learning system called 'pedagogy' (Csibra & Gergely, 2006). Pedagogical knowledge transfer is triggered by specific communicative cues (such as eye-contact, contingent reactivity, the prosodic pattern of 'motherese', and being a...

The need for change and development in pedagogical approaches in infant classes in Ireland is clearly indicated by a number of recent reports. These reports, reviewed here, present a picture of pedagogy in infant classes as overly formal, insufficiently interactive and incoherent with current knowledge about learning in early childhood. Future developments in early childhood pedagogy will need ...

The growing number of recent publications on pedagogical stylistics indicates that this area is still of much interest to those who invest in the integration of language and literature. However, evidencebased assessments of pedagogical stylistics are still few and depend mostly on teachers’ intuitions. The present study contributes towards filling this gap by examining 28 reflective accounts pr...

This study was carried out to uncover the pedagogical gaps by characterizing teaching practices of chemistry within a teacher education institution and subsequently, identifying prevalent, non-prevalent unobserved practices. Accordingly, this implementation employed classroom observation method. The one-semester 11 lessons university lecturer observed using psychometrically-validated checklist ...