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: 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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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

Resumen:

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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: enfoque por tareas

Resumen:

This study explores the interplay between task repetition and task motivation in second language (L2) writing, specifically focusing on syntactic complexity, accuracy, and lexical complexity (CAL). Aligning with Dörnyei’s call to balance cognitive and affective factors in task-based language teaching (TBLT), the research involved 100 advanced mid-level learners of English as a second language (ESL) aged between 18 and 20 years. Participants completed both simple and complex argumentative writing tasks in a counterbalanced order, with a one-week interval between tasks. A perception questionnaire was administered immediately after each task performance to validate cognitive task complexity manipulations. Subsequently, participants repeated the same tasks with the same time interval, complemented by the completion of a task motivation...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

An extensive number of corrective feedback (CF) studies have examined learners’ errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners’ uptake of CF and their second language development. However, learners’ errors with formulaic sequences (FSs) comprising idioms, collocations, lexical bundles, and compounds (formulaic forms) have received scant attention in CF research. This study investigated any associations among formulaic vs. non-formulaic errors, CF types, uptake, and successful uptake rate by drawing on the audio-recordings of 36 hours of primarily meaning-oriented teacher–learner interactions in three advanced English as a foreign language classes. The findings demonstrated that learners made more errors with FSs, whereas CF was provided significantly...

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

Resumen:

Developing teachers’ professional agency through standard models of instructional designs is critical in helping them deal with the barriers in designing and implementing online learning environments. Therefore, the purpose of this study was to explore the role of an ADDIE (Analysis–Design–Development–Implementation–Evaluation) model of the computer-assisted language learning (CALL) teacher preparation program (TPP) in developing TEFL (teaching English as a foreign language) student-teachers’ professional agency (PA). We conducted an instrumental (exploratory) case study to explore the PA development of 18 TEFL student-teachers who took a CALL course that was designed based on ADDIE. The deductive thematic analysis of student-teachers’ autobiographical narratives, unstructured interviews, and course projects showed that each stage of...

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Tipo: libro

Temas: storytelling/narración

Resumen:

El objetivo de la obra es mostrar y analizar el potencial de la narrativa transmedia en ELE y en el aprendizaje de lenguas en general, con perspectivas teóricas y estrategias prácticas para que el profesorado la integre en sus clases.

• Diseñar experiencias efectivas de narrativa transmedia.
• Construir historias y personajes transmediales.
• Involucrar múltiples medios y canales en un proyecto narrativo.
• Experimentar a través de múltiples perspectivas narrativas.
• Trabajar en una comunidad de usuarios con distintos niveles de interacción.
• Evaluar el proceso de aprendizaje.

Cierra el libro un anexo de proyectos para llevar la narrativa transmedia al aula en los distintos niveles, y da acceso a recursos digitales con proyectos descargables, soluciones y...

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Tipo: libro

Temas: lingüística

Resumen:

Lingüística histórica del español/The Routledge Handbook of Spanish Historical Linguistics ofrece una síntesis actualizada de los diversos campos que componen la lingüística histórica del español.

Este volumen, pionero en su género, estudia la historia interna y externa de la lengua española con atención a los desarrollos teóricos y conocimientos contemporáneos sobre la naturaleza del cambio lingüístico y sobre el papel de los factores no lingüísticos en tales procesos. El volumen, escrito íntegramente en español, reúne contribuciones de un nutrido grupo de expertos internacionales. Con capítulos tanto de destacados filólogos como de lingüistas de orientación más teórica, el volumen ofrece a los lectores una panorámica equilibrada y completa del objeto de estudio desde muy diversas perspectivas de investigación.

Esta...

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