Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de aprendizaje

Resumen:

While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their contribution to grammar proficiency. In the qualitative phase, 13 participants partook in stimulated recall and semi-structured interviews after completing consciousness-raising (CR) tasks. Then, the grounded theory (GT) methodology was applied to conceptualize a theoretical model. For the quantitative phase, a modified version of Pawlak’s Grammar Learning Strategy Inventory and a grammar proficiency test were administered to 249 participants. The theoretical model of GT indicated that learners...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

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The present study tested the hypothesis that phonological vocabulary knowledge consists of declarative and automatized dimensions, which develop at different rates. Chinese students of English as a foreign language completed three tasks (recognition, recall, and lexicosemantic judgements) to assess learning gains of 18 multiword expressions before and after short intentional audiovisual training. The results showed that (1) task effects were minor at the outset due to participants’ limited prior knowledge of target items, (2) training facilitated greater gains in the declarative than in the automatized dimension, and (3) clearer task effects (declarative > automatized knowledge) emerged...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

The present study seeks to explore the effects of participating in a content and language integrated learning (CLIL) programme in terms of second language (L2) content-specific vocabulary learning in a primary education school. CLIL instruction has been found to benefit the development of English L2 vocabulary, more receptive than productive. Nonetheless, little is known on content-specific vocabulary learning in CLIL and how it is supported through classroom input with young learners. We explore the impact of a 4-week CLIL programme implemented in a Catalan primary education school with a group of 16 Catalan/Spanish first language (L1) children, aged 10–11 years. Vocabulary learning was measured by means of ad hoc tests, designed on the basis of the input from the CLIL materials and targeting vocabulary depth and breadth. The results...

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Tipo: artículo

Metodología: estudio empírico

Temas: influencia de la L1

Resumen:

This study investigates the impact of learners’ first language on their detection of indirect positive evidence presented in their second language while learning the plural morphology of an additional foreign language. The goal is to explore an alternative approach to learning foreign language grammars. The participants were 43 native Thai-speaking and 42 native Spanish-speaking learners of Mandarin who had advanced proficiency in second language English. They were divided into experimental and control groups and learned 12 Mandarin nouns in their singular form over 2 consecutive days. Only the experimental group was exposed to indirect positive evidence that provided evidence of the unmarked plural feature in Mandarin. After the learning phase, participants’ knowledge of the learned words was tested using singular and plural prompts...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

While previous studies have examined the impact of digital multimodal composing (DMC) as a new literacy activity on second language (L2) learners’ language development, L2 teachers’ engagement with DMC is under-conceptualized and underexplored. Based on a qualitative analysis of five teachers of English as a foreign language (EFL) who implemented in their curriculum a year-long DMC program within which students produced multimodal videos, this study presents three forms of teacher engagement with DMC. In the first form, the teachers used DMC as an instrument for traditional exercises of speaking and writing with incidental attention to the multimodal aspects of DMC, while in the second, the teachers manifested ambivalence about the means and the ends of using DMC. The teacher in the third form used DMC as integral to pedagogy with...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

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Vocabulary card learning stands out as one of the most efficient methods for memorizing a large number of words in a short period of time. Multilinguals have the possibility to use their multilingual repertoire to their advantage when learning new words, for example in the acquisition of formally overlapping words. This study aims to answer the as-yet unexplored question of whether the use of bilingual translations in vocabulary cards can provide advantages for multilinguals when learning vocabulary even in a linguistically distant language. Furthermore, predictions based on the ‘type of processing – resource allocation’ (TOPRA) model regarding trade-offs through semantic processing are taken...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The present study examines how learners’ language mindsets (beliefs about the malleability of language intelligence) and achievement goals predict learners’ preferences for different types of corrective feedback (CF). Questionnaire data were collected from 537 learners of Spanish as a foreign language at two North-American universities. Factor analytic and multiple regression results showed two clear patterns. A growth language mindset (the belief that language learning ability is malleable) predicted preferences for all types of CF whereas a fixed language mindset predicted a preference for conversational recast and absence of CF. A development-approach goal (concerned with improving one’s language competence) positively predicted learners’ preference for the explicit types of CF whereas a development-avoidance goal (concerned with...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study explores what young Danish learners found anxiety-provoking or difficult in their English as a foreign language (EFL) classes. Participants (n = 32) were early and later starters (ages 8 years vs. 10 years) at two primary schools where children were not assessed in English. The qualitative inquiry aimed to examine what differences characterized 8- and 10-year-old children’s views and how their foreign language classroom anxiety (FLCA) changed over time. Semi-structured interviews were conducted with each child in one-on-one settings and the answers were analysed by thematic analysis. The emerging themes revealed three main categories of situations that made children anxious. The first one concerned being afraid of making mistakes. The second category comprised social situations in which children were asked to speak in...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: identidad

Resumen:

The resolution of identity tensions has become an important theme in language teacher identity development, but an identity tension approach to language teacher researcher identity is missing from the literature. This systematic literature review examines the inherent tensions and conflicts in teacher researcher identity development. A search across multiple academic databases yielded studies that problematize identity conflicts and tensions. We reviewed a total of 25 studies published between 2008 and 2024 and analysed how challenges related to teachers’ engagement in research shape the experiences of teachers who engage in various forms of research. After compiling a list of tensions across studies, the authors used thematic analysis to determine three categories of tensions: those relating to the research itself, teacher...

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Tipo: artículo

Metodología: estudio empírico

Temas: aula invertida/flipped learning

Resumen:

This study investigates the effects of the flipped classroom approach on five aspects of written communicative competence of learners of English as a foreign language (EFL): lexis, syntax, cohesion, pragmatics, and discourse. It experimented on two groups of Chinese undergraduates in a regular college English course, using a flipped learning approach on one group and a traditional lecture approach on the other. The results from a pre-test and post-test revealed that the flipped approach had differential effects on the aforementioned five sub-competencies. More specifically, the flipped group’s overall performance was better than the control group in the post-test, indicating an overall positive role of the flipped approach on EFL learners’ development of communicative competence. However, significant group differences were found only...

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