Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

Resumen:

This article addresses visual literacy as a crucial competence for fostering intercultural literacy and intercultural dialogue. Visual literacy has been defined as a combination of skills needed to interpret the meaning of images, latent reasons behind their making and their impact on audiences. Individuals need to develop such skills to critically read the ‘vocabulary’ (content) and ‘grammar’ (composition) of images they are constantly flooded with to fully understand and appreciate the underlying meaning of visual representations of their own culture and other cultures, as well as the people belonging to different cultural groups. The Council of Europe’s Autobiography of Intercultural Encounters through Visual Media (AIEVM) has been designed to promote interculturality through the reflection on the other, as portrayed in visuals. By...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Texto completo

As an effective teaching approach that allows teachers and students to interact collaboratively and actively build on each other’s ideas, dialogic teaching can enhance classroom engagement and learning outcomes. This study addresses the use of dialogic teaching for improving English language learning among Chinese children with varied levels of English vocabulary. It focuses on the effects of dialogic teaching on vocabulary knowledge and phonological awareness. Seventy-two first graders from Hong Kong primary schools were tested on English vocabulary knowledge and phonological awareness and were assigned to control and experimental conditions. A 12-week dialogic teaching intervention was...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Set against the backcloth of increasing recognition and attention to literature in foreign language education (FLE) globally, this article reports part of a large-scale study of 1,190 secondary-level learners’ views of the benefits of literature, as instantiated by short stories (ShS) and poems and songs (PS) in their English-as-a-foreign-language learning. An inventory of 27 items (13 language-related and 14 non-language-related) was compiled with reference to previous studies and curricular documents. The analyses compared the two modules through independent t-tests, as well as including an exploratory factor analysis to examine latent factors. Findings reveal a three factor structure and a slightly positive view of the benefits of literature. ShS were perceived to be generally more beneficial than PS, especially in the domains of...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This quasi-experimental study reports on the outcomes of a video-synchronous learning program in which an element of project-based foreign language learning was integrated. The project chosen was to cooperatively create a homepage. American students learning Japanese in the United States and Japanese students learning English in Japan made pairs and communicated in both their native and target languages via Skype to complete the project. The goals of this educational program were to increase intrinsic motivation in learners and improve their target language oral abilities, and identify challenges and problems with implementation. The program was conducted during the spring semester in 2017 and evaluated both quantitatively (via pre- and posttests) and qualitatively (via surveys and reflection papers). The results show that both groups...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

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...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: lingüística cognitiva

Resumen:

Texto completo

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

The increasing linguistic diversity of the students in schools poses a major challenge for inclusive educational systems in which everyone can learn the language of instruction effectively and, likewise, can have access to contents, being language the necessary tool to the latter end. Research suggests that there is a robust connection between interaction and language acquisition. Therefore, there is a need to identify the forms of interaction that are most effective for that purpose. In this sense, a greater emphasis on dialogic teaching and learning that increases quality interactions among students may facilitate the learning process. The present study analyses the implementation of a dialogue-based educational action called Dialogic Literary Gatherings (DLG) to promote teaching and learning Basque, a minority language, in a...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: input

Resumen:

This article reports on two studies, testing how three different types of input (skewed first, skewed random and balanced) affect second language (L2) learning of English present counterfactual (IF-Is) and past counterfactual (IF-IIs) conditionals, two constructions differing in complexity. The experiment included a proficiency test, a pretest, a posttest and a delayed posttest for both IF-Is and IF-IIs. Results suggest that the three types of input did not affect learning gains within the two complexity conditions. However, there was a difference in learning gains between the two conditions, namely that more gains were made in the simpler condition (i.e. IF-Is). In a follow-up study, effects of intralingual influence were tested. Participants who had studied IF-Is were taught the more complex construction, IF-IIs. Again, there were...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students’ writing performance, whether and how the instructional approaches relate to students’ writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale for University/College students and investigated how the three L2 writing instructional approaches (i.e. product-, process-, and genre-oriented) were associated with L2 students’ writing motivation and engagement. A sample of 1,190 students from 35 universities in China participated in the study. Results show that the product-oriented approach induced both adaptive and maladaptive motivation and engagement whereas the process-oriented approach led to student engagement in writing with limited...

Ver ficha completa

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-...

Ver ficha completa