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This study investigated the potential of comprehensive corrective feedback forms as editing and learning tools and examined their effect on learners' cognitive and attitudinal engagement. Low-intermediate second language writers (N = 139) were randomly assigned to four experimental conditions (direct corrections of grammatical errors, metalinguistic codes for grammatical errors, direct corrections of grammatical and nongrammatical errors, or metalinguistic codes for grammatical and nongrammatical errors) and a control group (self-correction). Results from mixed-effects linear models showed that although direct corrections and codes were effective for enhancing learners' immediate grammatical and nongrammatical accuracy (i.e., during text revision), a long-term advantage (i.e., 4 weeks after feedback provision) was only evident for direct corrections. A mental effort measure of cognitive load revealed that participants' cognitive load was significantly lower when processing direct corrections targeting grammar issues. Questionnaire answers also yielded a significant attitudinal difference between the direct feedback groups and their metalinguistic counterparts.

MONOGRAFÍA: ENSEÑANZA DE LA GRAMÁTICA EN ELE: RESULTADOS DE INVESTIGACIÓN Y NUEVAS PROPUESTAS En la era de aprendizaje actual, el entorno M@estro surge como un concepto global del aprendizaje y enseñanza de la lengua, cuya visión didáctica permite formar a futuros profesores en una concepción consciente sobre cómo enseñar ELE en una sociedad cambiante. Concretamente, la enseñanza de contenidos gramaticales en ELE puede presentar obstáculos a la hora de llevarlos al aula de una manera consciente, eficaz y accesible tanto para docentes como discentes. Este entorno promueve el enriquecimiento y la diversificación de la enseñanza de la gramática, donde una práctica docente ecléctica y suficientemente flexible permite adaptarse a realidades y necesidades en constante evolución. Así, en el presente artículo pretendemos presentar y explicar este entorno didáctico, e ilustrar su funcionamiento por medio de la aplicación de cada uno de sus principios al tratamiento de los contenidos gramaticales en el aula. ABSTRACT In the current learning era, the M@estro environment emerges as a global concept of language learning and teaching. This didactic vision enables to train future teachers in how to teach ELE in a changing society. More specifically, teaching grammatical content in ELE can often represent a barrier in bringing it to the classroom in a conscious, effective and accessible way, both for teachers and students. This environment promotes the enrichment and diversification of grammar teaching, where an eclectic and sufficiently flexible teaching practice allows adapting to constantly evolving realities and needs. Therefore, in this article we intend to present and explain this teaching environment and illustrate its operation through the application of each of its principles to the treatment of grammatical content in the classroom.

Traditional contrastive grammars and translation manuals tend to make a sharp distinction between clitic pronouns with direct equivalents in the target language (the "haves") and others lacking an equivalent structure (the "have-nots"). This may leave (novice) translators with a feeling of insecurity, and lead to inconsistent translations. This article presents the results of a quantitative analysis of prosodic and pragmatic features of the target structures of these pronouns in representative parallel and comparable corpora. I will argue that (i) a universal translation mechanism seems to be at stake, enabling the native translator to search for structures sharing the main (prosodic and pragmatic) features with the original clitics, (ii) the traditional distinction between the "haves" and the "have-nots" needs to be replaced by a continuum, and that (iii) this analysis and the resulting translation strategies can be used to improve the translation competence of (non-native) translators and translation students. [ABSTRACT FROM AUTHOR]