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Bibliografía - artículo

Grammatical gender processing in L2 speakers of Spanish

Lauren Halberstadt, Jorge R. Valdés Kroff, Paola E. Dussias (2018)

En Journal of Second Language Studies 1:1

Recent findings indicate that native speakers (L1) use grammatical gender marking on articles to facilitate the processing of upcoming nouns. Conversely, adult second language (L2) learners for whom grammatical gender is absent in their first language appear to need near-native proficiency to behave like native speakers. The question addressed here is whether sensitivity to grammatical gender in L2 learners of Spanish is modulated by the cognate status of nouns due to their heightened parallel orthographic, phonological, morpho-syntactic and semantic activation. Additionally, the role of transparent and non-transparent word-final gender marking cues was examined because past studies have shown that native speakers of Spanish are sensitive to differences in gender transparency. Participants were English learners of Spanish and Spanish monolingual speakers. Data were collected using the visual world paradigm. Participants saw 2-picture visual scenes in which objects either matched in gender (same-gender trials) or mismatched (different-gender trials). Targets were embedded in the preamble Encuentra el/la ___ ‘Find the ___’. The monolingual group displayed an anticipatory effect on different gender trials, replicating past studies that show that native speakers use grammatical gender information encoded in prenominal modifiers predictively. The learners were able to use gender information on the articles to facilitate processing, but only when the nouns had gender endings that were transparent. Cognate status did not confer an advantage during grammatical gender processing

Hacia un modelo de diccionario en línea para aprendices de español como LE/L2

Antoni Nomdedeu-Rull, Sven Tarp (2018)

En Journal of Spanish Language Teaching 5.1

Los diccionarios para aprendices de español como LE/L2 existentes presentan carencias importantes, como el desaprovechamiento pleno de las nuevas tecnologías, la omisión de datos lexicográficos de acuerdo con la lengua y cultura maternas del grupo destinatario, la asistencia parcial a la recepción de textos o las insuficientes soluciones para la producción. De acuerdo con los presupuestos de la teoría funcional de la lexicografía, este estudio ofrece un esbozo de un modelo de diccionario en línea dirigido a aprendices adultos de español como LE/L2. Para ello, exponemos el concepto de diccionario para aprendices de una lengua extranjera y sus funciones más relevantes, una visión general de lo que un diccionario de este tipo debería contener para satisfacer las necesidades lexicográficas de estos usuarios y algunas sugerencias sobre cómo pueden tratarse las propiedades sintácticas a modo de ejemplo.

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The existing learners’ dictionaries for L2 learners of Spanish suffer from various shortcomings. They do not take full advantage of the new technologies, lack lexicographical data adapted specifically to the target users’ mother tongue and native culture, provide only partial assistance to text reception and offer unsatisfactory solutions to text production. Based on the lexicographical function theory, this article will outline a model of an online dictionary for adult L2 learners of Spanish. To that end, we will present a concept that includes the most important functions and the main content which a dictionary for learners of a foreign language should have in order to meet the lexicographical needs of its users. As a matter of example, the article also gives some suggestions on how to treat syntactic properties in a dictionary with these characteristics.

Hacia una identificación profesional de profesores e investigadores universitarios implicados en el campo del español de especialidad

Marcelo Tano (2021)

En MarcoELE 32

No escapa al observador avezado que las evoluciones recientes en la enseñanza y la investigación en español como lengua extranjera acuerdan un papel preponderante a todos los aspectos relacionados con la comunicación especializada. Esto se debe a que los docentes e investigadores no permanecen ajenos a las exigencias del mundo del trabajo donde se advierte la necesidad de utilizar un español instrumental que refleje las prácticas discursivas propias de ciertas especialidades y profesiones. Para hacer frente a este desafío, muchos profesores se ven obligados a focalizarse menos en la lengua general y más en la lengua especializada, lo que está haciendo emerger una nueva identidad docente poco o mal identificada por la comunidad científica. La presente contribución busca, precisamente, identificar el perfil profesional de profesores e investigadores universitarios que intervienen en el amplio campo del español de especialidad. Para lograrlo, nos basaremos en los resultados de una primera encuesta internacional dedicada a indagar sobre el estado actual del tema a nivel mundial para luego realizar una especie de “retrato robot” de quienes se dedican a enseñar y a investigar esta disciplina en expansión. A través de un análisis pormenorizado de indicadores que permitirán sintetizar las principales tendencias actuales, transferiremos algunas conclusiones sobre el perfil mayoritario de quienes han incorporado el español de especialidad a su identidad laboral suministrando datos inéditos principalmente sobre la materia que se enseña, la formación recibida y las competencias clave que se necesitan para enseñarla, la modalidad de enseñanza, las temáticas que se investigan como así tambien los cambios que se consideran necesarios para consolidar el español de especialidad como objeto de estudio reconocible y reconocido.

Hacia una internacionalización del discurso sobre la enseñanza del español como lengua extranjera

Javier Muñoz-Basols, Micaela Muñoz-Calvo, Jesús Suárez García (2014)

En Journal of Spanish Language Teaching 1.1

Texto completo

Está claro que, debido a la proyección de todo lo relacionado con el español, ha llegado el momento de contribuir a internacionalizar la investigación sobre el aprendizaje y la enseñanza del español como lengua extranjera. Uno de los primeros pasos debe ser el de conseguir que el discurso que se genera en la disciplina posea igualmente un alcance global, y una de las maneras de ponernos manos a la obra – y de lograrlo – es mediante una revista especializada que de manera periódica canalice y disemine la investigación principal sobre la materia a nivel internacional.

Heritage language learners’ written texts across pair types and interaction mode

Julio Torres (2023)

En Language Teaching Research 27 - 1

Task-based research has investigated the learning opportunities (e.g. language related episodes) that emerge during heritage and second language learner interactions during writing tasks. However, to date, it is unknown how these peer interactions involving heritage language learners contribute to written texts. Further, given the rise of social technologies in educational settings, a need exists to examine how interactions in digital platforms affect the production of written texts. To address these issues, 13 heritage-second language learner and 16 heritage–heritage learner pairs enrolled in advanced Spanish content courses completed two distinct versions of writing tasks. Participants were instructed that they were hired as business consultants for clothing and cellphone companies in Spain. While each participant wrote her or his own version, the pairs had to interact to compose formal business letters in Spanish to the CEO of each company justifying the hiring (Task A) or laying off (Task B) of employees. The main results first revealed that heritage–heritage pairs produced more syntactically complex business letters, as evidenced by a greater ratio of syntactic subordination along with a minor trend of greater morphosyntactic accuracy. Second, synchronous computer-mediated communication interactions led to a higher production of syntactic coordination, especially for the heritage-second language pairs. Findings are discussed in light of the interplay between learner factors and task environment.

Herramientas para la codificación, el análisis y la explotación de un corpus oral de aprendices francófonos de español

Cristina Muñoz (2024)

En TEISEL.Tecnologías para la investigación en segundas lenguas 3

Texto completo

En este trabajo se analiza el uso de tres herramientas digitales para la codificación, el análisis y la explotación de un corpus oral de aprendices de L2. En primer lugar, se presenta la creación, codificación y actualización del corpus, que se compiló con el objetivo de analizar los errores cometidos en el plano oral por parte de un grupo compuesto por 51 informantes franceses, estudiantes de segundo año de Lenguas Extranjeras Aplicadas de la Universidad François Rabelais de Tours (Francia). Una vez conseguido el material auditivo, se procedió a la transcripción y anotación textual codificada, siguiendo la normativa que marca Text Encoding Initiative.

Esta investigación se valió de ciertas herramientas digitales, como XML Formatter (https://jsonformatter.org/xml-formatter), XML Validator (https://codebeautify.org/xmlvalidator), VS Studio (https://code.visualstudio.com/), Git (https://git-scm.com/), GitHub (https://github.com/), SpaCy (https://SpaCy.io/), CATMA (https://catma.de/) y Google Colaboratory (https://colab.google/), que contribuyeron al desarrollo del análisis y la explotación del corpus oral, sirviendo para la configuración y validación de la cabecera del corpus (XML Formatter - Validator), para el etiquetado del corpus (VS Studio), para el control y almacenaje de las versiones (Git-GitHub) y para la actualización del corpus (SpaCy permite nuevos análisis, Google Colaboratory es un instalador de software usado junto a SpaCy, y con CATMA se desarrolla el nuevo etiquetado).

How teacher behaviour shapes foreign language learners’ enjoyment, anxiety and attitudes/motivation: A mixed modelling longitudinal investigation

Jean-Marc Dewaele, Kazuya Saito, Florentina Halimi (2022)

En Language Teaching Research

The current study investigates how foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) and attitude/motivation (AM) of 360 learners of English, German, French and Spanish in a Kuwaiti university was shaped over the course of one semester by three teacher behaviours: frequency of using the foreign language (FL) in class, predictability and frequency of joking. Linear mixed modelling revealed a positive relationship between the three teacher behaviours and FLE as well as AM, but no significant relationship emerged with FLCA. Multiple comparison analyses showed that levels of FLE dropped significantly among students whose teacher joked very infrequently and infrequently. It thus seems that the absence of teacher jokes had a delayed cumulative effect on FLE. No interaction effects were found with time for FLCA and for AM. We conclude that teacher behaviours affect both AM and FLE, and that frequency of joking actually shapes FLE over time.

How to Read Difficult Books

Daniel T. Willingham (2023)

En American Educator 47 - 2

Texto completo

Learning by reading is a substantial challenge, but with a few strategies under your belt, you can be much more successful in connecting the ideas as the author hoped you will.

How to Remember Anything Forever-ish

Nicky Case (2018)

Presentación interactiva sobre la repetición espaciada como método para memorizar. Se muestra su funcionamiento de una manera muy clara.

Implementation of an integrated intercultural literary pedagogy intervention in Spanish-as-a-foreign-language classrooms in the Netherlands: An effect study at the secondary level

Esther Schat, Ewout van der Knaap, Rick de Graaff (2023)

En Language Teaching Research

Texto completo

In today’s globalized world, teaching intercultural competence in educational contexts is of great importance. The potential of foreign language literary texts has been emphasized repeatedly. The present study investigates the value of a content and language integrated learning (CLIL) approach to the teaching of literature in foreign language classrooms for the simultaneous development of intercultural competence and foreign language reading proficiency. An intervention based on integrated intercultural literary pedagogy (IILP) was developed. This longitudinal quasi-experimental study examined the effects of the IILP treatment in a sample of 274 Dutch secondary school students (from seven schools) who were learning Spanish as a foreign language using a switch replication design with two conditions. Three Spanish novels were read in both conditions in two consecutive school years. For the experimental condition, students performed dialogical tasks based on IILP pedagogical principles; for the control condition, the tasks consisted of comprehensive reading questions. Multilevel analysis of the data revealed that the students in the experimental condition significantly improved their intercultural competence when compared with the students in the control condition. For reading proficiency, main effects were found in both conditions. The results demonstrate that a CLIL approach adds considerably to intercultural development; a broad inclusion of literary texts in foreign language teaching environments is therefore recommended.

Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions

Xavier Gutiérrez (2024)

En Language Teaching Research

Texto completo

Most research on task-based language teaching (TBLT) has focused on specific factors that play a role in task-based performance and learning, whereas considerably fewer studies have paid attention to how TBLT curricula have been developed and delivered in second language (L2) teaching contexts. However, it has been argued that the latter type of evaluative inquiry is crucial in order to advance the educational significance of the approach. While more evaluation studies have been published in recent years, few of them adopt a multi-methodological, longitudinal and cyclical perspective. The current study examines the planning and implementation of task-based instruction in a university-level Spanish as a foreign language program over a five-year period, with a particular emphasis on instructors’ and students’ perceptions about the approach. Data sources consisted of notes from meetings with instructors, classroom observations, students’ perceptions collected through journals, focus groups and questionnaires, and instructors’ perceptions collected through a questionnaire. The qualitative and quantitative analysis of these data revealed critical aspects of the planning phase, positive and challenging components of the approach, modifications made in response to participants’ perceptions, as well as a gradual increase regarding the level of acceptance of task-based instruction throughout the implementation. Implications for the implementation and evaluation of TBLT in other second language educational contexts are discussed.

Improving linguistic and cultural competence in the health sector: a medical Spanish curriculum for resident physicians

Avik Chatterjee, Li Qin, María de la Paz García, Jaideep S. Talwalkar (2015)

En Journal of Spanish Language Teaching 2.1

Existing medical Spanish curricula have improved language skills, but are incompatible with resident-physician schedules, and do not always integrate cultural education. A 2009 survey at our institution revealed that residents saw Spanish-speaking patients regularly and wanted a medical Spanish curriculum designed for them. Our objective was to improve medical Spanish and cultural competency among resident physicians at our institution. Kramsch's (1998) principle of combining language and cultural instruction, Gardner's (1983) theory of multiple intelligences, and the American Council for the Teaching of Foreign Languages 5Cs provided a framework for the self-directed curriculum, which consisted of nine-month long modules with online and in-person grammar, vocabulary, listening comprehension and conversation practice. We conducted pre-intervention, midterm and final assessments of language and cultural competency. We found moderate correlations between the number of modules completed and self-reported fluency, understanding of health-related cultural beliefs, and change in receptive language. While revisions are necessary, we found a self-directed resident medical Spanish curriculum, combining language and cultural instruction, to be feasible.

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Los planes actuales de estudio de español para médicos que existen han contribuido a mejorar las habilidades lingüísticas del personal sanitario. Sin embargo, son en su mayor parte incompatibles con los horarios de los médicos residentes y frecuentemente no incluyen formación cultural. En 2009, una encuesta realizada en nuestra institución mostró que los médicos veían a pacientes hispanohablantes regularmente y deseaban un plan de estudio de español diseñado para ellos. Nuestro objetivo era mejorar el español médico y el entendimiento cultural de este grupo. El principio de Kramsch (1998) de combinar instrucción lingüística y formación cultural, la teoría de Gardner (1983) de las inteligencias múltiples, y las 5C del American Council for the Teaching of Foreign Languages nos guiaron para formar el plan de estudio, que consistía en nueve módulos de gramática, vocabulario y práctica de conversación en línea y en persona. Se llevaron a cabo evaluaciones de competencia lingüística y cultural preliminares, a mitad de programa y finales. Encontramos correlaciones moderadas entre el número de módulos completados y el nivel de fluidez reportado, la comprensión de las creencias culturales relacionadas con la salud, y la capacidad de entendimiento del lenguaje. Aunque el curso amerita revisiones, constatamos que el desarrollo de un currículum autogestionado de español para médicos residentes es factible.

Improving Spanish classroom assessment via logistic regression: lessons from the Rasch model

Glen H. Wallace (2020)

En Journal of Spanish Language Teaching 7.1

Each year in the United States, hundreds of thousands of undergraduate students enroll in introductory Spanish courses. For many students, passing these classes is a prerequisite for graduation. Consequently, it is imperative that the exams used in these courses are of the highest possible quality. For decades, the Rasch model (a special case of logistic regression) has been used to evaluate high-stakes language assessment, but has rarely been applied to exams used in classrooms. The current study employs the Rasch model to evaluate a midterm exam administered in the fourth week of an introductory Spanish class (n = 399 across 17 sections). This model identifies which questions best evaluate students at different proficiency levels and shows that the test reliably assigns scores near the pass-fail cutoff. The results of this study suggest that for this sample, items testing article-noun agreement were the most appropriate for the average student.

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Cada año en EE.UU. cientos de miles de estudiantes universitarios se matriculan en clases de español LE/L2 de nivel elemental. Para muchos estudiantes aprobar estas clases es un requisito para la graduación. Por lo tanto, resulta imprescindible que los exámenes sean de la mejor calidad posible. Durante décadas, se ha usado el modelo de Rasch para evaluar exámenes estandarizados. No obstante, dicho modelo apenas se ha empleado con exámenes de clase. Este estudio toma como base el modelo de Rasch para evaluar un examen de una clase de español elemental (n = 399 en 17 secciones). El modelo indica qué preguntas sirven para evaluar mejor a los estudiantes con diferentes niveles de competencia y demuestra que este tipo de examen puede identificar de manera fiable a los estudiantes con el riesgo de suspender. Los resultados del estudio sugieren que, a partir de la muestra analizada, las preguntas sobre la concordancia entre artículo y sustantivo son las más apropiadas para el estudiante medio.

Instructional task modality and teacher effects on L2 vocabulary learning: Evidence from adolescent learners

Hye Won Shin (2024)

En Language Teaching Research

This study investigated which type of instructional modality is most conducive to vocabulary learning. A total of 6 classrooms (N = 121), all from one 6th grade cohort, were randomly assigned to one of three conditions: (1) vocabulary training anchored in listening, (2) vocabulary training anchored in reading, or (3) vocabulary training anchored in writing. Three parallel versions of the tasks involved 21 target words embedded in contexts, but the students encountered these words explicitly through either listening or reading or writing modality. The study found, first, that there were statistically significant differences in favor of the reading and writing groups in terms of word association ability and vocabulary knowledge. Students in the reading and writing groups showed roughly the same level of vocabulary knowledge. Second, the study found that the results varied depending on the experience level of the teacher, which has implications for understanding how to improve vocabulary learning.

Instrumentos de medición de la competencia comunicativa intercultural en español LE/L2

Yeray González Plasencia (2020)

En Journal of Spanish Language Teaching 7.2

Pese a que existe un cierto consenso en la didáctica de lenguas extranjeras respecto a la conceptualización de la Competencia Comunicativa Intercultural (CCI), surgen discrepancias en cuanto a cómo medirla, aspecto al que se dedica este artículo. Así, en primer lugar, se revisan diversos marcos teóricos de la CCI para, posteriormente, abordar los obstáculos conceptuales, éticos e instrumentales que supone la evaluación y medición de esta competencia. Partiendo de esta base, se analiza un conjunto de herramientas de medición de la interculturalidad de acuerdo con sus características psicométricas. Dada la ausencia de instrumentos enfocados hacia la enseñanza de lenguas extranjeras y, en concreto, hacia el español como lengua extranjera, se ofrecen los resultados obtenidos mediante una nueva herramienta, la Escala de Recursos Interculturales (ERI): un cuestionario Likert de 5 puntos y 97 ítems administrado a 663 estudiantes de lenguas extranjeras de diez universidades diferentes de Egipto, España, Italia y Reino Unido.

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Although there is a certain consensus in Foreign Language Teaching concerning the concept of Intercultural Communicative Competence (ICC), there are differing views regarding its measurement, which forms the basis of this article. Firstly, various theoretical frameworks of the ICC are reviewed followed by an analysis of the conceptual, ethical and methodological obstacles regarding the evaluation and measurement of this competence. At this stage, a set of tools to measure interculturality is analyzed according to their psychometric characteristics. Due to the absence of research instruments focused on the teaching of foreign languages and, specifically, of Spanish as a Foreign Language, the results obtained through the use of a new tool, the Escala de Recursos Interculturales (ERI), are offered consisting of a five-point Likert scale with 97 items administered to 663 foreign languages students from ten different universities, located in Egypt, Spain, Italy and the United Kingdom.