Tipo: libro

Temas: vocabulario

Resumen:

Vocabulary is now well recognized as an important focus in language teaching and learning. Now in its third edition, this book provides an engaging, authoritative guide to the teaching and learning of vocabulary in another language. It contains descriptions of numerous vocabulary learning strategies, which are supported by reference to experimental research, case studies, and teaching experience. It also describes what vocabulary learners need to know to be effective language users. This new edition has been updated to incorporate the wealth of research that has come out of the past decade. It also includes a new chapter on out of-classroom learning, which explores the effect of the Internet and electronic resources on learning. This vital resource for all vocabulary researchers shows that by taking a systematic approach to vocabulary...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enfoques y métodos

Resumen:

This study systematically reviewed previous research on the effects of task repetition (TR) on second language (L2) learners’ writing performance (WP) and conducted a meta-analysis to analyse the moderating variables. A total of 17 independent studies involving 442 participants were included. The results showed that TR could significantly enhance L2 learners’ WP (g = 0.25, p < .01), though the effect size varied across different dimensions. Specifically, a significant positive medium effect size was found for fluency in L2 learners’ WP (g = 0.51, p < .01), while accuracy and lexical complexity showed significant positive small effect sizes (g = 0.24 for both, p < .01 for both). In contrast, the positive effect on syntactic complexity was minimal and not statistically...

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Tipo: libro

Metodología: revisión bibliográfica

Temas: cognición y procesamiento

Resumen:

A critical synthesis of over 150 years of research on the brain’s networks that enable us to communicate through language.

The neural architecture of language has been a hotly debated topic in neurology, cognitive neuroscience, linguistics, and philosophy since the early 1800s. Is language separable from intelligence? Is it enabled by dedicated and localizable neural networks? Do we speak and understand with our left hemisphere? How did language emerge? Is language grounded in sensorimotor systems, or is it abstract and amodal? Will we ever have a clear picture of how syntax, the pinnacle of human linguistic prowess, is organized neurologically-

Wired for Words answers these questions and more. Gregory Hickok tells the stories behind the big ideas, revealing the source of both modern progress and...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

This study explores the potential of a pedagogical model based on Flipped Learning (FL) to support the development of speaking interaction skills in Spanish as a foreign language (SFL). A preliminary instructional framework grounded in FL principles was designed specifically for A2-level SFL learners, and its implementation was examined through a pre-experimental quantitative research approach. The study involved 20 Singaporean students enrolled in an A2-level SFL course who participated in an 11-week intervention using FL methodologies. Data collection included pre- and posttests focused on the speaking interaction component of the DELE (Diploma de Español como Lengua Extranjera) A2 exam. To address the research question—whether students' speaking interaction skills showed measurable changes after applying the FL model—the Wilcoxon...

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Tipo: artículo

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

Engagement with research has long been recognized as a key driver of improved language teaching practices and teachers’ professional growth. Yet, language teaching practitioners often remain distanced from research activities, thus perpetuating a well-documented gap between research and practice. While much of the existing scholarship has centered on English language teaching, this study shifts the focus on the rapidly growing field of Spanish language teaching (SLT). Drawing on data from 738 SLT professionals in Spain and the United States, we explore their research engagement and demographic profiles through the lens of communities of practice. Furthermore, we argue that combining these demographic insights with the concept of life capital—the accumulated wealth of one's personal and professional experiences—may uncover the human...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This study investigates the impact of an artificial intelligence (AI) assistant on reader response theory in novel analysis using a mixed-methods approach. It examines how AI-generated real-time feedback, powered by advanced machine learning and natural language processing, enhances interpretive possibilities beyond conventional methods, aligning with reader response theory’s emphasis on reader-text interaction. The AI assistant, designed with Real-Time Theme Identification, Character Relationship Mapping, Symbolism Detection, and Interactive Literary Simulation, supports nuanced interpretations, uncovers underlying patterns, and fosters deeper engagement with literary texts. Participants (n = 100), aged 15–18 years, were divided into an experimental group (n = 50), which used the AI assistant for novel analysis, and...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Given that the classroom is a social context that can either satisfy or frustrate learner motivation, pedagogical strategies bound by controlling evaluative frameworks, such as traditional grading systems (TGS), provide little support for long-term learning. This is especially concerning in the world language (WL) classroom where successful learning outcomes are determined by both affective and contextual factors. To this end, this action research examines the design and implementation of an ungrading pedagogical framework we have titled Contract-Based Ungrading (CBU), in order to explore how evaluative systems interplay with motivational factors in the WL classroom. Data sources included teacher and learner artifacts as well as anonymous questionnaires, analyzed using content analysis and extreme case sampling. Following a...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study empirically investigated the application of a large language-model-driven artificial intelligence (AI) chatbot in self-regulated vocabulary acquisition among Chinese private college students. An 8-week experiment comparing AI-chatbot-assisted and conventional self-regulated vocabulary learning demonstrated that AI chatbot assistance could significantly improve vocabulary performance both across and within groups. Results revealed that the use of AI chatbot not only improved learning outcomes directly through personalized, self-paced learning but also indirectly by enhancing vocabulary learning strategy use and satisfying basic psychological needs. Notably, metacognitive strategy use fully mediated the relationship between perceived autonomy and vocabulary performance. Moreover, perceived autonomy moderated the effect of the...

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Tipo: artículo

Metodología: estudio empírico

Temas: vocabulario

Resumen:

The mental lexicon is a complex cognitive system representing information about the words/concepts that one knows. Over decades psychological experiments have shown that conceptual associations across multiple, interactive cognitive levels can greatly influence word acquisition, storage, and processing. How can semantic, phonological, syntactic, and other types of conceptual associations be mapped within a coherent mathematical framework to study how the mental lexicon works? Here we review cognitive multilayer networks as a promising quantitative and interpretative framework for investigating the mental lexicon. Cognitive multilayer networks can map multiple types of information at once, thus capturing how different layers of associations might co-exist within the mental lexicon and influence cognitive processing. This review starts...

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Tipo: artículo

Metodología: trabajo teórico

Temas: tecnología educativa

Resumen:

Given the strong influence of vocabulary knowledge on L2 learners’ text comprehension (Schmitt et al., 2011), assessing the vocabulary demands of foreign language (L2) input is a crucial challenge for both L2 educators and researchers. To do so, a well-established step for the design, selection, and empirical analysis of L2 input is to use tools for lexical profiling. This involves categorising a text’s vocabulary across levels in a word frequency list to estimate the vocabulary knowledge learners need in order to achieve satisfactory comprehension. However, current tools are mainly available for English and are built on word family-based frequency lists derived from broad corpora, which have been suggested to have more limited predictive power of learner knowledge than previously presumed (Schmitt et al., 2021). This article presents...

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