Prof. María J. De la Fuente

The George Washington University, USA

Professor

Email: mjfuente@gwu.edu

Qualifications

1998 Ph.D., Georgetown University, USA, Spanish Linguistics Specialization: Applied Linguistics/Second Language Acquisition

1992 M.A., University of Salamanca, USA, Spain (Diploma de Grado) Concentration: Spanish Applied Linguistics

1988 B.S., University of Salamanca, USA, Hispanic Philology

Publications (Selected)

1. de la Fuente, M. J., & Goldenberg, C. (2022). Understanding the role of the first language (L1) in instructed second language acquisition (ISLA): Effects of using a principled approach to L1 in the beginner foreign language classroom. Language Teaching Research, 26(5), 943-962.
2. de la Fuente, M. J. (2021). Problem-based pedagogy for the advanced college language curriculum: Becoming a multicompetent language user through sustainability education. In Education for sustainable development in foreign language learning (pp. 65-84). Routledge.
3. de la Fuente, M. J. (2021). Introduction: Toward Education for Sustainable Development (ESD) in foreign languages. In Education for Sustainable Development in Foreign Language Learning (pp. 1-13). Routledge.
4. De la Fuente, M. J. (2015). Explicit corrective feedback and computer-based, form-focused instruction: The role of L1 in promoting awareness of L2 forms. A psycholinguistic approach to technology and language learning, 173-199.
5. de la Fuente, M. J. (2014). Learners' attention to input during focus on form listening tasks: The role of mobile technology in the second language classroom. Computer Assisted Language Learning, 27(3), 261-276.
6. De la Fuente, M. J. (2009). The role of pedagogical tasks and focus on form in acquisition of discourse markers by advanced language learners. Little words. Their History, Phonology, Syntax, Semantics, Pragmatics, and Acquisition, 211-221.
7. Scott, V. M., & FUENTE, M. J. D. L. (2008). What's the problem? L2 learners' use of the L1 during consciousness‐raising, form‐focused tasks. The Modern language journal, 92(1), 100-113.
8. De la Fuente, M. J. (2006). Classroom L2 vocabulary acquisition: Investigating the role of pedagogical tasks and form-focused instruction. Language teaching research, 10(3), 263-295.
9. Fuente, M. J. (2003). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning, 16(1), 47-81.
10. De la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in second language acquisition, 24(1), 81-112.

Profile Details

WoS ResearcherID: AFP-3329-2022

https://my.gwu.edu/mod/directory/?dept_id=181

https://scholar.google.com/citations?user=yqXc66QAAAAJ&hl=en

https://www.researchgate.net/profile/Maria-De-La-Fuente-5