Sfoglia per Autore Forti, Luciana
Deaf centered E-learning Environment: challenging deafness in EFL
2014-01-01 Roccaforte, Maria; Forti, Luciana
Reading Comprehension and Deafness: the Impact of E-learning in an Italian EFL Context
2016-01-01 Forti, Luciana; Roccaforte, Maria
Recensione di: Leńko-Szymańska, Agnieszka - Boulton, Alex (a cura di), “Multiple Affordances of Language Corpora for Data-driven Learning”, John Benjamins, Amsterdam/Philadelphia, 2015.
2016-01-01 Forti, Luciana
Recensione di: Gonzáles-Lloret, Marta (2016), A Practical Guide to Integrating Technology into Task-Based Language Teaching, Washington DC, Georgetown University Press.
2017-01-01 Forti, Luciana
Data-driven learning and the acquisition of Italian collocations: from design to student evaluation
2017-01-01 Forti, Luciana
Learning Italian verb-noun collocations through corpora: a pilot study
2017-01-01 Forti, Luciana
Recensione di: Dobrić, N., Graf, E.M., Onysko, A. (2016), Corpora in Applied Linguistics. Current Approaches, Cambridge, Cambridge Scholars Publishing.
2017-01-01 Forti, Luciana
Recensione di: Wang, Y. (2016), The Idiom Principle and L1 Influence, Amsterdam/Philadelphia, John Benjamins
2017-01-01 Forti, Luciana
Recensione di: Riazi, A.M. (2017), Mixed Methods Research in Language Teaching and Learning
2018-01-01 Forti, Luciana
Recensione di: Niemeier, S. (2017). Task-based grammar teaching of English. Where cognitive grammar and task-based language teaching teaching meet, Tübingen, Narr Francke Attempto Verlag
2018-01-01 Forti, Luciana
Learning Italian verb + noun collocations through Data-driven learning: first insights into the role of semantic transparency
2019-01-01 Forti, Luciana
Learner attitudes towards data-driven learning: Investigating the effect of teaching contexts
2019-01-01 Forti, Luciana
Modeling Data-driven learning effects through the properties of the learning aims: a combined view of frequency and L1 congruency in collocations
2019-01-01 Forti, Luciana
Corpora for Linguists vs. Corpora for Learners: Bridging the Gap in Italian L2 Learning and Teaching
2019-01-01 Forti, Luciana; Spina, Stefania
Evaluating Data-Driven Learning Effects in the Italian L2 Classroom: Etic and Emic Perspectives Combined
2019-01-01 Forti, Luciana
Measuring Text Complexity for Italian as a Second Language Learning Purposes
2019-01-01 Forti, Luciana; Milani, Alfredo; Piersanti, Luisa; Santarelli, Filippo; Santucci, Valentino; Spina, Stefania
Phraseology in second and foreign language learning: towards an integrated view of research findings and related empirical evidence
2020-01-01 Forti, Luciana
Learning to Classify Text Complexity for the Italian Language Using Support Vector Machines
2020-01-01 Santucci, Valentino; Forti, Luciana; Santarelli, Filippo; Spina, Stefania; Milani, Alfredo
Data-driven learning for languages other than English: The case of French, German, Italian and Spanish
2020-01-01 Jablonkai, Reka; Forti, Luciana; Abad Castelló, Magdalena; Salengros Iguenane, Isabel; Shaeffer-Lacroix, Eva; Vyatkina, Nina
Automatic Classification of Text Complexity
2020-01-01 Santucci, Valentino; Santarelli, Filippo; Forti, Luciana; Spina, Stefania
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