Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

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Willingness to communicate (WTC) reflects an intersection between instructed second language acquisition and learner psychology. WTC results from the coordinated interaction among complex processes that prepare second language (L2) learners to choose to use their L2 for authentic communication. Prior research has revealed considerable complexity in the influences on dynamic changes in WTC from moment-to-moment. The heuristic ‘pyramid model’ of WTC (MacIntyre et al., 1998) proposes interactions among approximately 30 different variables that may influence WTC. The present study uses the pyramid model to interpret data from three focal participants, all English as a second language (ESL) learners...

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Tipo: artículo

Metodología: estudio empírico

Temas: español para fines específicos

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Este artículo tiene como objetivo señalar la importancia de incluir y aprovechar en el aula de español con fines profesionales (Efp) los nuevos materiales del ámbito del turismo que han surgido en los últimos años. El trabajo parte del análisis pragmalingüístico de un corpus de elaboración propia de comentarios negativos de TripAdvisor. Después se señalan sus posibilidades didácticas para su implementación en el aula de español del turismo.

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Task repetition (TR) is a valuable tool to direct learners’ attention from meaning to language form. The first time learners perform a task their focus is on conveying meaning, whereas during the second enactment they tend to focus on the form of their message. Collaborative writing also promotes learners’ focus on form, allowing extra time to pay attention to language use, and providing multiple opportunities for learners to pool their linguistic resources and co-construct meaning. Despite the increasing body of research on young learners’ (YLs) second language acquisition process, few studies have addressed the effect of the repetition of collaborative writing tasks on this population’s output. The present study aims to fill this gap by analysing the impact of TR on YLs’ (age 11–12) attention to form, operationalized as language-...

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Tipo: artículo

Metodología: estudio empírico

Temas: study abroad/estudios en el extranjero

Resumen:

The present study investigates the effects of two subsequent learning contexts, formal instruction (FI) at home and a 3-month stay abroad (SA), on vocabulary acquisition in English as a foreign language (EFL) writing and speaking. Data were collected from 30 Catalan/Spanish learners of English before and after each learning period using a written composition and an oral interview. These samples were examined in terms of quantitative measures of lexical proficiency in the domains of diversity, sophistication, density and accuracy. Native-speaker baseline data were also obtained through the same tasks for comparison purposes. Results reveal that SA is particularly beneficial for written productive vocabulary, and less so for oral, and that progress occurs especially in lexical diversity. FI, however, shows a modest effect on the...

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Tipo: artículo

Metodología: trabajo teórico

Temas: diferencias individuales

Resumen:

This article explores intersections between two subfields of second language acquisition research: learner psychology (LP) and instructed second language acquisition (ISLA). Despite the common goal of discovering second language (L2) learning processes and products, the two inquiries have taken distinct paths. We argue that it is necessary to unite the knowledge and methods in the two inquiries, in order to answer theoretical and practical questions pertaining to classroom L2 teaching and learning. We make the case that the L2 classroom may be an ideal venue to explore the intersections of the two fields. Three intersections will be discussed. First, research can address the relationship between LP and interactional behaviors during classroom activities that have been investigated in ISLA research. Second, the roles of teachers, the...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: pragmática

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Enseñar español implica algo más que cubrir contenidos léxico-gramaticales e introducir a los alumnos en la herencia cultural o histórica del país que lo acoge. Olvidar que una lengua se inscribe en unas coordenadas pragmático-sociales tiende a convertirse con frecuencia en una asignatura pendiente en la enseñanza de una lengua extranjera, dada la subjetividad que entraña su tratamiento en el aula. La necesidad de concienciación de que nuestros estudiantes adquieran una competencia pragmático-intercultural —además de una meramente lingüística— empieza a pesar sobre los hombros del profesor de E/LE por falta de herramientas didácticas específicas. Por todo ello, este artículo describe y presenta...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: estrategias de aprendizaje

Resumen:

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Major advances have been made in research on language learning strategies (LLS) since it was triggered by good language learner studies (e.g. Rubin, 1975). Numerous accounts of strategy use have been compiled, key classifications have been proposed, some progress has been made towards furthering our understanding of the complex relationship between LLS use and attainment, an array of factors impacting strategy use has been investigated, some evidence has been gathered for the beneficial role of strategies-based instruction, and new data collection tools have been developed (see e.g. Cohen, 2011; Cohen & Griffiths, 2015; Cohen & Macaro, 2007; Griffiths, 2018, 2019; Griffiths & Oxford,...

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

Despite previous research suggesting that first language (L1) use fulfills important functions in collaborative writing (CW) tasks, research has yet to examine whether L1 or second language (L2) use may lead to variation in the lexico-grammatical aspects of learners’ collaborative texts and the pair talk. Using a corpus-based approach, this study examined how interacting in the L1 or the L2 during CW tasks influenced the use of lexico-grammatical features in learners’ co-constructed texts and the focus areas of their pair talk. The results suggest that L1 interaction significantly facilitates the production of lexico-grammatical features typical of academic writing in learners’ co-constructed texts. Additionally, compared with L2 interaction, L1 interaction allows learners to focus more on language and task management in pair talk....

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Although the effects of different types of written corrective feedback (WCF) have been examined in great detail, learners’ revision behavior in response to WCF has not been systematically investigated. The current study compared students’ classroom revision behaviors when they worked in pairs and when they worked individually. It further compared the effects of students’ collaborative and individual revision of teachers’ indirect WCF on accuracy development in their subsequent writing. A total of 36 learners of English as a second language (ESL) completed four timed essays over an 8-week academic session. The instructor provided indirect WCF on students’ essays, and the students revised their writing either individually (the self-correction group) or in pairs (the pair-correction group). The students’ revision behavior was analysed in...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher...

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