<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1659-3820</journal-id>
<journal-title><![CDATA[Comunicación]]></journal-title>
<abbrev-journal-title><![CDATA[Comunicación]]></abbrev-journal-title>
<issn>1659-3820</issn>
<publisher>
<publisher-name><![CDATA[Instituto Tecnológico de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1659-38202022000200051</article-id>
<article-id pub-id-type="doi">10.18845/rc.v31i43.6579</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Benefits of Pedagogical Translation on Learning the personal a in Spanish]]></article-title>
<article-title xml:lang="es"><![CDATA[Los beneficios de la traducción pedagógica en el aprendizaje de la «a personal» en español]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Iranzo]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Lindquist College of Arts and Humanities, Weber State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>31</volume>
<numero>2</numero>
<fpage>51</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1659-38202022000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1659-38202022000200051&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1659-38202022000200051&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Over the last few years, educators have been witnessing how pedagogical translation is being reincorporated into the language classroom (Carreres et al., 2018; Pintado Gutiérrez, 2020). The present study examines the effects of pedagogical translation on learning the personal a in Spanish, also known as Differential Object Marker (DOM), a grammatical property that posits a challenge for English-speaking learners of Spanish (Bowles &amp; Montrul, 2009), even among speakers who have resided in a Spanish-speaking community for an extended period of time. To this end, 10 anglophone advanced learners of Spanish, enrolled at a public university in Utah, completed a pretest, an immediate posttest, and a delayed posttest that examined their knowledge of the personal a in Spanish. Quantitative analyses revealed that the advanced second language learners clearly benefited from the use of pedagogical translation (English&gt;Spanish) in the classroom. Our findings are in line with those of Gasca Jiménez (2017) and Barbasán Ortuño et al. (2018) and contribute to the existing literature on pedagogical translation that highlights the benefits of translation in language learning and unreservedly advocates for the use of translation in the language classroom.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En los últimos años, los docentes han sido testigos de la reincorporación de la traducción pedagógica en el aula de idiomas (Carreres et al., 2018; Pintado Gutiérrez, 2020). El presente estudio examina los efectos de la traducción pedagógica en el aprendizaje de la «a personal» en español, también conocida como marcador de objeto directo diferencial (DOM, por sus siglas en inglés), una propiedad gramatical que supone un reto para los aprendices anglófonos de español (Bowles y Montrul, 2009), incluso entre aquellos que han residido en una comunidad hispanohablante durante un largo periodo. Con este objetivo, 10 estudiantes anglófonos de español de nivel avanzado, matriculados en una universidad pública de Utah, completaron un pretest, un postest inmediato y un postest diferido que examinaba su conocimiento de la «a personal» en español. El análisis cuantitativo mostró que los estudiantes avanzados se beneficiaron notablemente del uso de la traducción pedagógica (inglés&gt;español) en el aula. Los resultados coinciden con los de Gasca Jiménez (2017) y Barbasán Ortuño et al. (2018) y contribuyen a la literatura existente sobre traducción pedagógica que destaca los beneficios de la traducción en el aprendizaje de idiomas y aboga, sin reservas, por el uso de la traducción en el aula de idiomas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje del idioma]]></kwd>
<kwd lng="es"><![CDATA[traducción]]></kwd>
<kwd lng="es"><![CDATA[morfología]]></kwd>
<kwd lng="es"><![CDATA[sintaxis]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje de una segunda lengua]]></kwd>
<kwd lng="en"><![CDATA[language learning]]></kwd>
<kwd lng="en"><![CDATA[language instruction]]></kwd>
<kwd lng="en"><![CDATA[translation]]></kwd>
<kwd lng="en"><![CDATA[morphology]]></kwd>
<kwd lng="en"><![CDATA[syntax]]></kwd>
<kwd lng="en"><![CDATA[second language instruction]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Aissen]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Differential object marking: Iconicity vs. economy.]]></article-title>
<source><![CDATA[Natural Language &amp; Linguistic Theory,]]></source>
<year>2003</year>
<volume>21</volume>
<page-range>435-83</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Barbasán Ortuño,]]></surname>
<given-names><![CDATA[I]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez-Sabater]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
<name>
<surname><![CDATA[Montero Fleta]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La traducción en el aula de lenguas para fines específicos: antiguas herramientas en nuevos contextos]]></article-title>
<source><![CDATA[Elia. Estudios de Lingüística Inglesa Aplicada]]></source>
<year>2018</year>
<volume>18</volume>
<page-range>51-79.</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Benati]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Key questions in language teaching:]]></article-title>
<source><![CDATA[An introduction. Cambridge: Cambridge University Press]]></source>
<year>2020</year>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Birdsong]]></surname>
<given-names><![CDATA[D.,]]></given-names>
</name>
<name>
<surname><![CDATA[Gertken]]></surname>
<given-names><![CDATA[L. M.,]]></given-names>
</name>
<name>
<surname><![CDATA[Amengual]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Bilingual language profile: An easy-to-use instrument to assess bilingualism. COERLL]]></article-title>
<source><![CDATA[University of Texas at Austin]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bossong]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Empirical Universal Research. Differential Object Marking in the New Iranian Languages (Empirische Universalienforschung.]]></article-title>
<source><![CDATA[Differentielle Objektmarkierung in der Neuiranischen Sprachen). Tübingen, Germany: Narr]]></source>
<year>1985</year>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bossong]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Differential object marking in romance and beyond.]]></article-title>
<source><![CDATA[In D. Kibbee, &amp; D. Wanner (Eds.), New Analyses in Romance Linguistics]]></source>
<year>1991</year>
<page-range>143-70</page-range><publisher-name><![CDATA[Philadelphia, PA: John Benjamins]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Calis]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Dikilitas]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The use of translation in EFL classes as L2 learning practice]]></article-title>
<source><![CDATA[Procedia-Social and Behavioral Sciences]]></source>
<year>2012</year>
<volume>46</volume>
<page-range>79-84</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carreres]]></surname>
<given-names><![CDATA[Á]]></given-names>
</name>
<name>
<surname><![CDATA[Noriega-Sánchez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The translation turn: a communicative approach to translation in the language classroom.]]></article-title>
<source><![CDATA[In T. Beaven &amp; F. Rosell-Aguilar (Eds), Innovative language pedagogy repor]]></source>
<year>2021</year>
<page-range>83-9</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Carreres]]></surname>
<given-names><![CDATA[Á]]></given-names>
</name>
<name>
<surname><![CDATA[Muñoz-Calvo]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Noriega-Sánchez]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La traducción en la enseñanza del español: la quinta destreza.]]></article-title>
<source><![CDATA[Journal of Spanish Language Teaching]]></source>
<year>2017</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>99-109</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<collab>CEFR</collab>
<article-title xml:lang=""><![CDATA[Common European framework of reference for languages: learning, teaching, assessment]]></article-title>
<source><![CDATA[Cambridge University Press]]></source>
<year>2001</year>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<collab>CEFR</collab>
<article-title xml:lang=""><![CDATA[Common European framework of reference for languages: learning, teaching, assessment. Companion volume with new descriptors. Council of Europe. Cook, G.]]></article-title>
<source><![CDATA[Translation in language teaching: An argument for reassessment. Oxford: Oxford University Press]]></source>
<year>2018</year>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernández-Guerra]]></surname>
<given-names><![CDATA[A. B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Usefulness of Translation in Foreign Language Learning: Students' Attitudes.]]></article-title>
<source><![CDATA[International Journal of English Language &amp; Translation Studies]]></source>
<year>2014</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>153-70</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García Benito]]></surname>
<given-names><![CDATA[A. B]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Vuelta a escena de la traducción en la enseñanza de lenguas extranjeras: experiencia en PLE.]]></article-title>
<source><![CDATA[Hermeneus: Revista de Traducción e Interpretación,]]></source>
<year>2019</year>
<volume>21</volume>
<page-range>197-234</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García Medall,]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La traducción en la enseñanza de lenguas.]]></article-title>
<source><![CDATA[Hermeneus]]></source>
<year>2001</year>
<volume>3</volume>
<page-range>113-40</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[S. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La traducción pedagógica como vehículo entre lenguas tipológicamente diferentes]]></article-title>
<source><![CDATA[Studia Iberystyczne]]></source>
<year>2020</year>
<volume>19</volume>
<page-range>61-90.</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gasca Jiménez]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El efecto de la traducción pedagógica en la precisión morfosintáctica: un estudio preliminar con estudiantes avanzados de ESL]]></article-title>
<source><![CDATA[Comunicación]]></source>
<year>2017</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>16-28</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gatenby]]></surname>
<given-names><![CDATA[E. V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Popular fallacies in the teaching of foreign languages]]></article-title>
<source><![CDATA[ELT Journal]]></source>
<year>1967</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-9</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[González Davies]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Translation in foreign language learning: Sleeping with the enemy]]></article-title>
<source><![CDATA[APAC of news,]]></source>
<year>2002</year>
<page-range>64-74</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Guijarro Fuentes]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Marinis]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The acquisition of the personal preposition a by Catalan-Spanish and English Spanish bilinguals. In J. Collentine, M. Garcia, B. Lafford, &amp; F. Marcos Marin (Eds.) Selected]]></article-title>
<source><![CDATA[Proceedings of the 11th Hispanic Linguistics Symposium]]></source>
<year>2009</year>
<page-range>81-92</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hur]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Verbal lexical frequency and DOM in heritage speakers of Spanish.]]></article-title>
<source><![CDATA[In The Acquisition of Differential Object Marking. Edited by Alexandru Mardale and Silvina Montrul. Amsterdam: John Benjamins,]]></source>
<year>2020</year>
<page-range>207-35</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Källkvist]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The effect of translation exercises versus gap-exercises on the learning of difficult l2 structures.]]></article-title>
<source><![CDATA[In K. Malmkjær (Ed.), Translation in undergraduate degree programmes]]></source>
<year>2004</year>
<volume>59,</volume>
<page-range>163-84</page-range><publisher-name><![CDATA[Amsterdam/ Philadelphia: John Benjamins Publishing Company]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Källkvist]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[L1-l2 translation versus no translation: A longitudinal study of focus-on forms within a meaning focused curriculum. In L. B. Ortega, Heidi (Ed.),]]></article-title>
<source><![CDATA[The longitudinal study of advanced l2 capacities]]></source>
<year>2008</year>
<page-range>182-202</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lado]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Language teaching. A scientific approach. New York: McGraw-Hill]]></source>
<year>1964</year>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lerma Sanchis]]></surname>
<given-names><![CDATA[M. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La traducción en clase de lengua extranjera: una perspectiva comunicativa]]></article-title>
<source><![CDATA[]]></source>
<year>2020</year>
<volume>14</volume>
<page-range>77-100</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Leonardi]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<source><![CDATA[The role of pedagogical translation in second language acquisition. Bern: Peter Lang]]></source>
<year>2010</year>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lo]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Language-related Episodes Patterns Engendered in L2 Classrooms: Pedagogical Translation Tasks Versus Monolingual Writing Tasks.]]></article-title>
<source><![CDATA[International Journal of Linguistics, Literature and Translation,]]></source>
<year>2021</year>
<volume>4</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>01-19</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montrul]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Subject and object expression in Spanish heritage speakers: A case of morpho-syntactic convergence.]]></article-title>
<source><![CDATA[Bilingualism: Language and Cognition]]></source>
<year>2004</year>
<volume>7</volume>
<page-range>125-42</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montrul]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Interfaces and incomplete acquisition. Lingua]]></source>
<year>2011</year>
<volume>121</volume>
<page-range>591-604</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montrul]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Bowles]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Back to basics: Incomplete knowledge of differential object marking in Spanish heritage speakers]]></article-title>
<source><![CDATA[Bilingualism: Language and Cognition]]></source>
<year>2009</year>
<volume>12</volume>
<page-range>363-83</page-range></nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montrul]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez-Walker,]]></surname>
<given-names><![CDATA[N]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Differential object marking in child and adult Spanish heritage speakers]]></article-title>
<source><![CDATA[Language Acquisition]]></source>
<year>2013</year>
<volume>20</volume>
<page-range>1-24</page-range></nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nediger]]></surname>
<given-names><![CDATA[Will]]></given-names>
</name>
<name>
<surname><![CDATA[Acrisio]]></surname>
<given-names><![CDATA[Pires]]></given-names>
</name>
<name>
<surname><![CDATA[Guijarro-Fuentes]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[An Experimental Study of the L2 Acquisition of Spanish Differential Object Marking]]></article-title>
<source><![CDATA[In Proceedings of the 13th Generative Approaches to Second Language Acquisition. Cascadilla Proceedings Project; Somerville: Cascadilla Press]]></source>
<year>2016</year>
<page-range>151-60</page-range></nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pintado Gutiérrez,]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Fundamentos de la traducción pedagógica: traducción, pedagogía y comunicación.]]></article-title>
<source><![CDATA[Sendebar]]></source>
<year>2012</year>
<volume>23</volume>
<page-range>321-53</page-range></nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pintado Gutiérrez]]></surname>
<given-names><![CDATA[L]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Inverse translation and the language student: A case study.]]></article-title>
<source><![CDATA[Language Learning in Higher Education]]></source>
<year>2020</year>
<volume>10</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>171-93</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodríguez-Mondoñedo,]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The acquisition of differential object marking in Spanish]]></article-title>
<source><![CDATA[Probus]]></source>
<year>2008</year>
<volume>20</volume>
<page-range>111-45</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Snell-Hornby]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Translation as a means of integrating language teaching and linguistics.]]></article-title>
<source><![CDATA[In C. H. Titford y A. E. Hieke (Eds.), Translation in foreign language teaching and testing]]></source>
<year>1985</year>
<page-range>21-8</page-range><publisher-name><![CDATA[Germany: Gunter NarrVerlag Tübingen]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
