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The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available working memory resources and increased productive, intrinsic cognitive load. The effect has been found in numerous empirical studies. However, in the majority of studies demonstrating the effect, visual/spatial information has been used: the type of information that is believed to be easy for imagining.

This study focuses on understanding language teachers? lived experiences of their stressors and positive uplifts from a holistic perspective covering their professional lives in school, their personal lives beyond, and the connection between the two. The aim was to explore the nature of teachers? experiences of stress and how they spilled over from work into home domains. We also were keen to understand the dynamics of their experiences of stress and how their perception of daily stressors was related to their overall sense of wellbeing as well as their life and chronic stressors.

El presente estudio de investigación recoge los datos y opiniones de profesionales dentro del campo del español como lengua de herencia en Alemania y de dos expertos sobre la existencia o falta de formación específica en la intersección existente entre la competencia comunicativa intercultural y la enseñanza del español como lengua de herencia. Primeramente, es necesario una contextualización del ELH en Alemania y unos conocimientos sobre diferentes modelos de competencia comunicativa intercultural.

This article lies within the field of applied cognitive linguistics (ACL) and presents empirical work that addresses overlooked effects of assessment typology in second language (L2) learning. It examines whether pairing a cognitive instructional approach with matching assessment design results in greater learning outcomes over the more pervasive notional-functional approaches.

Repeated viewing of the same video is a common strategy among autonomous language learners as well as a much used pedagogical strategy among foreign language (FL) teachers. Learners may watch the same video more than once, to increase global comprehension of the target language or to focus their attention on linguistic aspects, such as new vocabulary or pronunciation. This study sought to examine to what extent repetition is more efficient for vocabulary learning if the second viewing follows the first immediately, or a week later.

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El profesor y doctor Brian Tomlinson está considerado como uno de los mayores expertos mundiales en el desarrollo de materiales para el aprendizaje de lenguas. A lo largo de su vida ha trabajado como profesor, formador de profesores, redactor curricular y docente universitario en Japón, Indonesia, Nigeria, Singapur, el Reino Unido, Vanuatu y Zambia.