Tipo: artículo

Metodología: estudio empírico

Temas: expresión escrita

Resumen:

This study explored how the iterative continuation task can be incorporated into a writing course in a setting for English as a foreign language (EFL). It investigated the effectiveness of the iterative continuation task in influencing senior high school students’ writing performance and their writing attitudes. Eighty-four year-one students from a China’s provincial senior high school participated in the study. They were divided into two groups: an experimental group and a control group, each consisting of 42 students. The experimental group was subjected to six turns of reading–writing continuation tasks, whereas the control group continued with the previous practice of a single turn of reading–writing continuation tasks. Data were collected from writing tests and questionnaires. The results show that the iterative continuation task...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The use of concurrent data elicitation procedures (e.g. think-alouds, eye-tracking, response time) to investigate learners’ cognitive processing and processes is becoming more prominent in research designs as researchers seek to acquire a better understanding of how second language (L2) learners process L2 data (e.g. Martin et al., 2019; Rogers, 2019; Thinglum, 2019; for more recent studies employing concurrent procedures, see Leow, 2019). At the same time, an increasing number of studies have empirically investigated the reactivity of think-aloud protocols in second language acquisition (e.g. Medina, 2019; Morgan-Short et al., 2012). While the studies that have addressed the reactivity issue have yielded mixed findings, only a few studies (e.g. Adrada-Rafael & Filgueras-Gómez, 2019; Sachs & Polio, 2007) have addressed the...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoques y métodos

Resumen:

Traditional English teaching in China is predominantly teacher-centered, which limits student engagement and reflective learning. Transformative learning theory (TLT) advocates a student-centered approach that fosters critical reflection and active participation, potentially enhancing English listening and speaking skills. This study examines the effectiveness of a TLT-based curriculum intervention in improving Chinese college students’ English proficiency. Using a quasi-experimental design, 135 freshmen at a comprehensive university in China participated in the study. The experimental group (EG) received a 10-week TLT-based curriculum, while the control group (CG) underwent traditional instruction. Language proficiency was assessed using the Cambridge English Language Assessment’s Preliminary English Test (PET), and multivariate...

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Tipo: artículo

Metodología: estudio empírico

Temas: dramatización

Resumen:

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This article intends to add to the rising discussion related to the employment of authentic plays and drama within a high school compulsory curriculum for enhancing learners’ foreign language (L2) oral skills. In particular, it examines the pedagogical use of authentic contemporary plays for developing learners’ L2 oral production in terms of (1) complexity – syntactic and mean length of AS-units (MLAS) and (2) accuracy – global and pronunciation accuracy. For this purpose, a class of 10 final year high school students with a lower-intermediate to upper-intermediate level of language in an Italian context was exposed longitudinally to a blended-drama approach – the use of literary play scripts,...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

The present study investigated the effects of integrating the flipped classroom (FC) with Massive Open Online Courses (MOOCs) on intermediate English as a foreign language (EFL) learners’ writing, measured in complexity, accuracy, and fluency (CAF). To this end, 60 university students with intermediate proficiency in English were randomly divided into experimental and control groups. The former experienced the FC integrated with MOOCs; the latter underwent traditional face-to-face classes. All participants took two essay writing tests: one at the beginning of the study as the pretest and another at the end as the posttest. The results showed that integrating the FC with MOOCs had a significantly positive effect on the experimental group’s writing in terms of CAF and its subcomponents. However, there was no significant difference...

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Tipo: artículo

Metodología: estudio empírico

Temas: aprendizaje colaborativo

Resumen:

Collaborative writing is a pedagogical activity increasingly used in second language education. Despite the increased research on L2 students’ participation in collaborative writing, scant attention has been paid to student engagement in project-based collaborative writing and the possible engagement changes. This article reports on a longitudinal case study investigating the changes in student engagement of a group of five Chinese EFL undergraduates in project-based collaborative writing. The analysis of the data gathered by observations of group interactions, interviews, and student texts reveals three patterns of engagement changes: from active collaborators to ‘team escapers’, from a supporter to a ‘free rider’, and unchanged dedicated writers. The findings are discussed concerning the factors that could account for the engagement...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The contribution of self-regulated learning (SRL) strategies to second language (L2) education has recently garnered significant attention in various contexts. However, the way these strategies interact with task engagement in the domain of specific language skills such as L2 writing has been overlooked. To fill this gap, this study employed an experimental–comparison group, pretest–posttest design, conducted within a mixed-methods sequential explanatory design, to investigate whether and how SRL strategies-based writing instruction of English argumentative essays affected L2 learners’ task engagement in the short and long term. The intervention and control intervention consisted of a 14-session instructional program on writing English argumentative essays. The intervention was enhanced with an SRL strategies-based instruction based...

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Tipo: libro

Temas: pragmática

Resumen:

The Routledge Handbook of Spanish Pragmatics is the first volume to offer a comprehensive overview of advances in Spanish Pragmatics, addressing different types of interaction and the variables, both social and linguistic, that can affect them.

Written by a diverse set of experts in the field, the handbook unifies two major approaches to the study of pragmatics, the Anglo-American and European Continental traditions. Thirty-three chapters cover in detail both pragmatic foundations (e.g. speech act theory, implicature and relevance, deixis) and interfaces with other concepts, including:

• Discourse
• Variation; Culture and interculture
• (Im)politeness; humor
• Learning contexts and teaching
• Technology

This is an ideal reference for advanced undergraduate and postgraduate students...

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Tipo: artículo

Metodología: trabajo teórico

Temas: adquisición de segundas lenguas

Resumen:

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Krashen parte del fenómeno descrito por Elizabeth Barber —el «runrún en la cabeza» (din in the head), la repetición involuntaria de palabras y frases de la lengua que se está adquiriendo— y propone que es el resultado de la estimulación del dispositivo de adquisición del lenguaje. De ahí deriva varios corolarios: lo provoca el input comprensible que contiene elementos algo más avanzados que la competencia del aprendiente, tarda una o dos horas en aparecer y no se da con ejercicios mecánicos ni en hablantes muy avanzados.

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: adquisición de segundas lenguas

Resumen:

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Síntesis divulgativa de cuarenta años de debate entre dos explicaciones de cómo se adquiere una lengua: la hipótesis de la comprensión, según la cual adquirimos cuando entendemos lo que oímos y leemos, y la hipótesis del desarrollo de destrezas, que parte del estudio de reglas, la práctica y la corrección. Krashen repasa las comparaciones de métodos, los estudios de lectura en clase, las historias de casos y los análisis multivariantes que respaldan la primera, y los límites de la enseñanza gramatical y de la corrección de errores.

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