2023 | Bibliografía fecha

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although...

Language mindsets, perceived instrumentality, engagement and graded performance in English as a foreign language students

Altay Eren, Anıl Rakıcıoğlu-Söylemez (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study aimed to examine the relationships between English as a foreign language (EFL) students’ language mindsets (i.e. entity and incremental beliefs about general language intelligence, second language aptitude, and age sensitivity in language learning) and graded performance by considering the mediating roles of their perceived instrumentality as well as four aspects of engagement (i.e. agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement) within English classes. A total of 526 EFL students voluntarily participated in the present study. A latent factor correlation analysis, a series of multiple regression analyses, and a structural equation modeling analysis were conducted to analyse the data. The results showed that EFL students’ language mindsets, four aspects of engagement, perceived...

Key principles for an integrated intercultural literary pedagogy: An educational design research project on arts integration for intercultural competence

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

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

Resumen:

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Intercultural competence in foreign language teaching has gained importance in recent times. Although current work has highlighted the advantages of content and language integrated learning (CLIL) for intercultural development, little is known about its potential for teaching literature in secondary schools. Treating literature itself as an art form, the aim of this article is to formulate research-based design principles for an integrated intercultural literary pedagogy (IILP) that may foster intercultural competence through arts integration in foreign language classes. This article reports on the process of evaluating IILP-based pilot lesson materials in pre-university education in the...

Implementing explicit pronunciation instruction: The case of a nonnative English-speaking teacher

Joshua Gordon (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Studies in second language teacher cognition (SLTC) of pronunciation teachers have increased in the last 10 years, due mainly to the fact that the decisions teachers make about explicit instruction are critical for the development of second language (L2) pronunciation in learners. Although recent research has indicated that nonnative-speaking teachers (NNSTs) can be as effective as native-speaking teachers (NSTs) in pronunciation instruction, and that their training needs resemble those of NSTs, the way NNSTs implement L2 pronunciation instruction has not been studied extensively. This is important to understand given the number of NNSTs of English worldwide at present, and because of the potential benefits of nonnative-speaking pronunciation teaching models in general. In this study, I analysed the way an experienced NNST implemented...

Pre-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments

Aki Tsunemoto, Pavel Trofimovich, Sara Kennedy (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Teacher cognition has attracted increased attention among second language (L2) researchers and practitioners, likely because of its potential consequences for classroom practices, such as teaching and assessment. Prior research has revealed links between teacher beliefs about pronunciation teaching and teachers’ own experience (e.g. amount of teacher training and teaching experience). However, no research has to date focused on how teachers’ experience and their beliefs are intertwined, possibly affecting teacher assessments of L2 speakers’ pronunciation. For this study, 77 Japanese pre-service teachers of English completed an online questionnaire examining their beliefs about the teaching of English pronunciation and eliciting details about their L2 teaching and learning experience. Additionally, pre-service teachers assessed 40...

Aportaciones de la lingüística cognitiva al ámbito de ELE: la enseñanza-aprendizaje de las metáforas lingüísticas

Clara Ureña Tormo (2023)

Foro de profesores de ELE

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: lingüística cognitiva

Resumen:

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En los últimos años han aumentado las contribuciones de la lingüística cognitiva al ámbito de la enseñanza de lenguas segundas y extranjeras (L2/LE) en general y al ámbito del español como lengua extranjera (ELE) en particular. En ese marco, este artículo pretende ofrecer una visión general sobre los principios teóricos de la lingüística cognitiva destacando las implicaciones más relevantes para la didáctica de la lengua. Asimismo, el trabajo pone el foco en la enseñanza-aprendizaje de las metáforas, considerado un aspecto esencial en la adquisición de una LE/L2 desde la óptica cognitivista. Tras desarrollarse conceptos clave como la competencia metafórica y la conciencia metafórica, se...

Adapting multiple-choice comprehension question formats in a test of second language listening comprehension

Stefan O’Grady (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

The current study explores the impact of varying multiple-choice question preview and presentation formats in a test of second language listening proficiency targeting different levels of text comprehension. In a between-participant design, participants completed a 30-item test of listening comprehension featuring implicit and explicit information comprehension questions under one of four multiple-choice question preview and presentation conditions. Interactions between preview, presentation and comprehension in the participants’ test scores were analysed using many facet Rasch analysis. The results suggest that the measurement of participants’ listening ability was directly influenced by the presentation of multiple-choice questions. Test scores were highest when participants were able to preview the multiple-choice question stems...

Social interaction in the Spanish classroom: How proficiency and linguistic background impact vocabulary learning

C. Cecilia Tocaimaza-Hatch, Jonathan Santo (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

Resumen:

Spanish learners engaged in two-way interaction gap tasks where, through social interaction, they identified and defined low-frequency vocabulary. Participants (referred to as actors to differentiate them from task partners) completed two such tasks. Each time, they collaborated with different partners of varying degrees of Spanish proficiency and linguistic background, either an L2 learner or a heritage speaker (HS). The purpose of the study was thus to shed light on if and how features of the collaborating partners in mixed (HS–L2) and matched (L2–L2; HS–HS) partnerships impacted vocabulary learning. Through a mixed methods analysis of the data (perception measures and qualitative responses, plus pre- and post-vocabulary tests), it was deduced that learners’ language proficiency level alone was not associated with differences in...

The effects of different task sequences on novice L2 learners’ oral performance in the classroom

Nayoung Kim (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

This study investigated the optimum task sequence for second language (L2) novice learners of English. One set of task sequences was manipulated using a deductive and theoretical SSARC (simplify–stabilize–automatize–restructure–complexify) model, and two sets of task sequences were manipulated based on a teacher’s inductive classroom observations. A total of 76 undergraduates at a private university in Korea were divided into three groups for the task sequences: task complexity (TC), guided planning with vocabulary (GPV), and guided planning with content (GPC). While the four oral tasks were sequenced according to the resource-directing dimensions [± elements] and [± reasoning] in all three groups, the TC group received pretask planning, the GPV group received teacher-led guided planning with words, and the GPC group received teacher-...

Direct and indirect data-driven learning: An experimental study of hedging in an EFL writing class

Xiaoya Sun, Guangwei Hu (2023)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This article reports on an experimental study that set out to investigate and compare the effectiveness of a direct and an indirect approach to data-driven learning (DDL) in facilitating Chinese learners’ mastery of a challenging type of lexico-grammatical resource (i.e. hedges) in an undergraduate English-as-a-foreign-language (EFL) writing class. The study adopted a pretest/posttest/delayed posttest randomized two treatment design. The two experimental groups received, respectively, direct and indirect DDL instruction in the use of hedges in English academic writing. The direct approach involved students in conducting guided searches and analyses of target hedges in online corpora, whereas the indirect approach featured the use of corpus-informed, paper-and-pen learning tasks. Within- and between-group analyses of the participants’...