Tipo: artículo

Metodología: estudio empírico

Temas: enfoques y métodos

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We investigated the effectiveness of two different teaching methods based on two different theoretical views of how languages are learned in oral proficiency after three years of L2 French instruction. The first method is commonly used in the Netherlands and is in line with structure-based (SB) principles, viewing language as a set of grammar rules that need to be explained to achieve accuracy, usually in the L1. The second method aligns with dynamic-usage-based (DUB) principles in that language is viewed as a set of conventionalized routines that are learned through frequent exposure and the L2 is spoken exclusively in class. In a large study (Rousse-Malpat et al., 2019), the DUB method proved...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

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Current willingness to communicate (WTC) scales center on WTC in general second language (L2) learning, while L2 writing WTC is underrepresented. This study intended to close this gap by developing and validating an L2 writing WTC scale. A three-phase sequential embedded mixed-methods design was adopted to overcome the over-reliance on quantitative data and provide adequate evidence of validity. Nineteen items were generated based on our literature search and thematic analysis of the interview data (n = 10). With quantitative data collected from 288 learners of English as a foreign language (EFL), the psychometric properties of the initial scale were examined by exploratory factor analysis. After...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

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While language anxiety is known to be a strong predictor of the second language (L2) achievement for decades, there has been a relative lack of empirical attention to establishing which one – anxiety or achievement – influences the other. The present study, based on a cross-lagged panel analysis, examined the causal relationships between language anxiety and L2 achievement, each of which was measured at three times points across 17 weeks. The results supported the directional relationship from L2 achievement at Time 2 to language anxiety at Time 3 while the opposite directional relationship from language anxiety at Time 2 to L2 achievement at Time 3 was not supported. Thus, our results suggest...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Negotiation serves to solve communication problems in second language (L2) learners’ peer interaction including negotiation of meaning (NoM), negotiation of form (NoF), negotiation of content (NoC) and negotiation of procedure (NoP). The four negotiation types are initiated through negotiation strategies. This study examined how negotiation types and negotiation strategies were distributed and how the distributions developed. The data came from five rounds of group interaction conducted by 52 Chinese postgraduate students in a semester. The findings reveal significant differences in the distributions of negotiation types and negotiation strategies. NoC occurred significantly more frequently than NoM and NoF. Each negotiation type had its major negotiation strategies and they had significantly higher percentages than the other...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group, each with twelve pairs. Each group completed two collaborative tasks of different cognitive complexity. The results showed that task complexity had an appreciable impact on the use of L1 and its functions. It is also found that the impact of task complexity was dependent on learners’ English proficiency. Specifically, the higher-proficiency group employed more L1 to perform complex tasks than they did in the simple versions of the tasks. These learners also devoted significantly more L1...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

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Because most real-life foreign language speech is naturally unpredictable, spontaneous speech should be practiced in the foreign language classroom. Student teachers of English as a foreign language (EFL) may benefit from practising methodology for spontaneous speech practice. This article reports the findings for a study into EFL student teachers’ experiences with using improvisation activities, exploring the relevance of improvisation activities for spontaneous speech practice. The data include semi-guided texts and reluctant speakers’ interviews. The findings showed that improvisation activities facilitated spontaneous speech practice and strengthened speaking confidence through enjoyment. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: storytelling/narración

Resumen:

English is a widely spoken language around the world and is taught in German schools. Even though acquiring English proficiency is vital in today’s globalized society, students with learning disabilities (LDs) or other severe academic difficulties in Germany are often considered incapable of learning English as a second language (L2) beyond a very rudimentary level. In this study, we examined the effects of an English-language storytelling program on the vocabulary of German secondary school students with and without LDs ( N = 45) for four weeks using a pretest–posttest control group design with follow-up measurements. Results showed significant gains for participants in the treatment group compared to the control group. Moreover, the participants in the English-language storytelling program developed more positive attitudes towards...

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Tipo: artículo

Metodología: estudio empírico

Temas: vocabulario

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Este estudio examina la percepción de 21 participantes de ELE sobre la enseñanza del léxico tabú en un curso introductorio de traducción español-inglés. Se investiga la efectividad de las actividades y el nivel de comodidad de los participantes al usar dicho léxico. Utilizando la práctica reflexiva basada en los principios de Schön (1987), la enseñanza se centró en la conciencia consciente y actividades estructuradas y comunicativas para desarrollar la competencia comunicativa. Con una metodología mixta, se buscan las mejores prácticas para enseñar y aprender el lenguaje tabú en ELE. Se evalúa la satisfacción de los estudiantes, se identifican mejoras para el curso y se presentan los resultados....

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Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

This study investigates the variations in multilingual students’ translingual practices across language proficiency levels in the context of Chinese as a second language (CSL) writing. The case study examined multilingual students’ CSL writing across different proficiency levels at a Sino-US joint-venture university in China, with the aim to understand the variations in translingual practices across these levels. The findings revealed that as language proficiency advanced, there was a corresponding increase in the sophistication of translingual practices, which was manifested in a rise in nuanced, strategic, and culturally inclusive writing. The gradual development in language proficiency allowed students to navigate beyond lexical boundaries and embrace linguistic and cultural diversity, which indicated a change from a monolingual...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Underdeveloped reading comprehension skills can limit academic success; a particular challenge for English language learners (ELLs). The current study investigated whether a web-based text structure strategy, delivered via the Intelligent Tutoring of Structure Strategy (ITSS) program to adult Chinese ELLs, improved students’ use of reading strategies and/or overall reading comprehension. Using a quasi-experimental nonequivalent control group design, 207 adult Chinese ELLs from four classes were assigned to intervention or control groups. The intervention group utilized the ITSS to support their English reading instruction, whereas the control group was exposed to only traditional instruction. Our results indicate that the ITSS intervention had a statistically significant positive effect on adult Chinese ELLs’ reading comprehension ( β...

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