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Bibliografía - inglés

Technology as Pharmakon: The Promise and Perils of the Internet for Foreign Language Education

Richard Kern (2014)

Globalization and networking technologies have transformed the contexts, means, and uses of foreign language learning. The Internet offers a vast array of texts, ?lms, music, news, information, pedagogical resources, sounds, and images from around the world as well as unprecedented opportunities for direct communication with native speakers in real time. However, the very technology that delivers the sematerials and interactions can produce subtle mediational effects that can influence how learners evaluate and interpret them. Focusing first on technological mediation broadly, and then on the specific ccontext of desktop videoconferencing in a telecollaboration project, this article outlines the benefits and the potential pitfalls that computer mediation presents for the learning of languages and cultures. Specific attention is given to the question of what it means to mediate the foreign culture through interfaces that are familiar from one’s home culture. The principal argument is that the dynamics ofonline language learning call for a relational pedagogy that focuses on how medium and context interact with language use. The goal of such an approach is to expose students to a broader scope of symbolic inquiry, to connect present text-making practices with those of the past, and to foster a critical perspective that will prepare young people to understand and shape future language and literacy practices.

Técnicas de escritura en español y géneros textuales / Developing Writing Skills in Spanish

Javier Muñoz-Basols, Yolanda Pérez Sinusía (2021)

Técnicas de escritura en español y géneros textuales / Developing Writing Skills in Spanish es la primera publicación concebida para desarrollar y perfeccionar la expresión escrita en español a partir de una metodología basada en géneros textuales. Cada capítulo se ocupa de un género y está diseñado para guiar al escritor en la planificación, el desarrollo y la revisión de textos.

Las novedades de esta segunda edición incluyen: un cuestionario sobre la escritura, listados con objetivos y prácticas escritas, nuevos materiales y actividades, repertorios de vocabulario temático, ejercicios de corrección gramatical y estilo, ampliación de las respuestas modelo y diferentes rutas para la escritura.

Contenidos

Índice
Introducción

Cuestionario: "Aprendiendo a escribir"

1. El texto narrativo (Narrative writing)
Los textos narrativos de carácter no literario
Los textos narrativos literarios
Características del texto narrativo (el espacio, el tiempo, el punto de vista y el narrador, los personajes, la acción)
La intertextualidad
La fase de creación
Vocabulario temático: contexto, contenido y estilo de una obra literaria
Actividades de corrección y estilo

Gramática y léxico
Los tiempos del pasado
El discurso directo e indirecto
Expresiones idiomáticas sobre personajes de la historia y de la cultura
Términos para abordar el análisis de una obra literaria

2. El texto descriptivo (Descriptive writing)
La descripción y su contexto
La posición del adjetivo (I)
La posición del adjetivo (II): adjetivos antepuestos y pospuestos que cambian de significado
La descripción en los textos no literarios
La descripción en los textos literarios
Vocbulario temático: describir (personas, sensaciones, lugares, cuadros e imágenes)
Actividades de corrección y estilo

Gramática y léxico
La posición del adjetivo y su significado
Adjetivos antepuestos y pospuestos
Figuras retóricas de la descripción (retrato, etopeya, caricatura, hipotiposis, topografía y écfrasis)

3. El texto expositivo (Expository writing)
La planificación del texto expositivo
La estructura general del texto expositivo: la introducción y la conclusión
La estructura interna del texto expositivo: el párrafo
Características del texto expositivo
Estrategias discursivas para elaborar textos expositivos
Vocabulario temático: exponer información
Actividades de corrección y estilo

Gramática y léxico
Expresiones útiles para introducir la información
Coherencia, cohesión y adecuación
Cómo evitar los verbos comodín (tener, poner, decir)
Expresiones para ejemplificar, comparar y contrastar, hacer una corrección, reformular y aclarar, poner énfasis, expresar certeza, duda, acuerdo y desacuerdo

4. El texto argumentativo (Argumentative writing)
La introducción de los textos argumentativos
Tipos de argumentos
La conclusión de los textos argumentativos
El proceso de la argumentación
Rasgos lingüísticos del texto argumentativo. La escritura académica y el estilo
Vocabulario temático: argumentar y contraargumentar
Actividades de corrección y estilo

Gramática y léxico
Marcadores discursivos y expresiones útiles para argumentar
Proverbios y refranes
Cómo evitar los verbos comodín (hacer, haber, dar)
Verbos para expresar un punto de vista o poner énfasis
Expresiones para introducir un tema, argumentar, contraargumentar y concluir

5. El texto periodístico (Journalistic writing)
Características y objetivos de la noticia
El titular y el subtítulo
La entradilla y el cuerpo de la noticia
El lenguaje de la prensa
Los géneros periodísticos
Géneros periodísticos de carácter objetivo: el reportaje y la entrevista
Géneros periodísticos de carácter subjetivo: la crítica, el artículo y la columna de opinión
Vocabulario temático: los medios de comunicación y la tecnología
Actividades de corrección y estilo

Gramática y léxico
La voz pasiva
Vocabulario relacionado con el cine y el espectáculo
Sustantivos, verbos y colocaciones léxicas para escribir sobre los medios de comunicación

6. El texto publicitario (The language of advertising)
Los elementos de la comunicación en la publicidad
Los tópicos y estereotipos en la publicidad
El significado del texto publicitario: lo implícito y lo explícito
Tipos de argumentos publicitarios
La publicidad comercial y la institucional
El formato del texto publicitario
Otros rasgos del texto publicitario
Las marcas publicitarias y el lenguaje metafórico
Vocabulario temático: el mensaje, el formato y el producto
Actividades de corrección y estilo

Gramática y léxico
El imperativo
El lenguaje metafórico
Términos y expresiones para describir y analizar el lenguaje de un anuncio o una campaña publicitaria

7. El texto jurídico y administrativo (Legal and administrative documents)
La estructura del texto jurídico y administrativo (la circular, el acta, el certificado, el contrato, la instancia, la demanda, la sentencia, la ley)
Características de los textos jurídicos y administrativos
Otros textos administrativos (I): las cartas comerciales
Otros textos administrativos (II): el currículum vitae, la carta de presentación y la carta de recomendación
Vocabulario temático: derecho, entorno laboral y formación académica
Actividades de corrección y estilo

Gramática y léxico
Expresiones del ámbito administrativo
Expresiones y frases hechas para la correspondencia comercial
Latinismos
Sustantivos, verbos y colocaciones léxicas para escribir sobre entornos laborales

8. El texto científico-técnico (Scientific and technical writing)
Características generales del texto científico-técnico
Los textos técnicos o especializados
Los textos de divulgación científica
Vocabulario temático: salud, medio ambiente, economía y ciencia
Actividades de corrección y estilo

Gramática y léxico
Vocabulario especializado de varios campos semánticos
Prefijos y sufijos de origen griego y latino
Extranjerismos de uso común
Términos para escribir sobre disciplinas técnicas y científicas

9. Consejos adicionales para escribir correctamente (Revising, refining and proofreading)
El diario de aprendizaje, el borrador y la revisión
La precisión en el uso del lenguaje
La acentuación y la ortografía
La puntuación
Tipos de diccionarios y otros recursos para la escritura
Marcadores discursivos y expresiones útiles
Las 10 reglas de oro del buen escritor

Gramática y léxico
Ortografía, acentuación y puntuación
Cómo utilizar varios tipos de diccionarios
Colocaciones léxicas y locuciones de uso común
Tabla de marcadores discursivos

Soluciones

Bibliografía

Ten things polyglots do differently

Lýdia Machová (2017)

There seems to be a gap between the way polyglots learn languages and the way they are taught in most language courses. Why is that? And what exactly makes polyglots’ ways of learning languages different?

Lýdia’s mission as a language mentor is to help people learn languages more effectively by applying learning strategies that polyglots use. In this talk, she provides a few insights on where the methods of polyglots and of foreign language teachers seem to differ. She’s helped thousands of Slovaks change their approach to learning foreign languages by applying polyglots’ principles in practice.

Testing Aptitude: Investigating Meara’s (2005) LLAMA tests

Vivienne Rogers, Paul Meara, Rachel Aspinall, Louise Fallon, Thomas Goss, Emily Keey, Rosa Thomas (2016)

En EUROSLA Yearbook 16

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Paul Meara developed the LLAMA tests as a free, language-neutral, user-friendly suite of aptitude tests incorporating four separate elements: vocabulary learning (LLAMA_B), phonetic (implicit) memory (LLAMA_D), sound-symbol correspondence (LLAMA_E) and grammatical inferencing (LLAMA_F) based on the standardised MLAT tests (Carroll & Sapon, 1959). Recently, they have become increasingly popular in L2 acquisition research. However, Meara has expressed concern about the wide use of these tests without validity testing. We investigated several areas relating to the LLAMA tests. 1. What is the role of gender in LLAMA test performance? 2. Are the LLAMA tests language neutral? 3. What is the role of age? 4. What is the role of formal education qualifications? 5. Does playing logic puzzles affect LLAMA scores? 6. What difference would changing the test timings make to scores?229 participants from a range of language backgrounds, aged 10-75 with various education levels, typologically distinct L1s, and varying levels of multilingualism were tested. A subset of participants was also tested with varying timings for the tests. The results showed that the LLAMA tests are gender and language neutral. The younger learners (10-11s) performed significantly worse than the adults in the sound/symbol correspondence task (LLAMA_E). Formal education qualifications show a significant advantage in 3 of the LLAMA subcomponents (B, E, F) but not the implicit measure (LLAMA_D). Playing logic puzzles did not improve LLAMA test scores. The timings appear to be optimal apart from LLAMA_F, which could be shortened.

The Acquisition of Heritage Languages

Silvina Montrul (2022)

Heritage speakers are native speakers of a minority language they learn at home, but due to socio-political pressure from the majority language spoken in their community, their heritage language does not fully develop. In the last decade, the acquisition of heritage languages has become a central focus of study within linguistics and applied linguistics. This work centres on the grammatical development of the heritage language and the language learning trajectory of heritage speakers, synthesizing recent experimental research. The Acquisition of Heritage Languages offers a global perspective, with a wealth of examples from heritage languages around the world. Written in an accessible style, this authoritative and up-to-date text is essential reading for professionals, students, and researchers of all levels working in the fields of sociolinguistics, psycholinguistics, education, language policies and language teaching.

Contenidos
1. Introduction
2. Heritage languages and heritage speakers
3. The language of heritage speakers
4. The bilingual development of heritage speakers
5. Theoretical approaches
6. Methodological considerations
7. How native are heritage speakers?
8. Are heritage speakers like second language learners?
9. Implications.

The Biggest Myth In Education

Derek Alexander Muller (2021)

En Veritasium

Vídeo dedicado al tema de los estilos de aprendizaje. En él se revisan y desmontan las ideas en las que se apoya este concepto.

The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication

Carly Henderson (2019)

En Language Teaching Research 25 - 2

The benefits of corrective feedback (CF) for second language (L2) learning are empirically attested, and multiple factors mediating CF effectiveness have been investigated. However, the timing of oral CF has received less attention given most research examines corrections provided immediately after an error. Delayed CF also warrants investigation; it occurs naturally in L2 classrooms and may be an appealing alternative in online learning contexts. Existing CF timing research shows either no significant differences between immediate and delayed CF, or advantages for immediate CF. To elucidate mixed findings, more CF timing studies are needed, especially those considering the effects of factors such as CF type, linguistic target and communication mode. Regarding communication mode, the effect of CF timing on errors made during text-based synchronous computer-mediated communication (SCMC), for instance, has received less attention. Examining text-based SCMC is important given its empirically attested benefits for L2 learning, and in some cases its advantage over face-to-face interaction for fostering CF effectiveness. Investigating the role of CF timing on errors made in text-based SCMC will contribute to efforts to maximize CF effectiveness in online learning environments, which are becoming increasingly common. In this study, 30 third-year learners of Spanish as a foreign language completed a one-way information-gap task with an interlocutor using Skype text-chat. On vocabulary errors, learners received either immediate or delayed error repetition plus recast, or no CF. Results revealed both CF groups significantly outperformed the comparison group on an oral picture description task, with no significant differences between immediate and delayed CF. Results may be due to the salience of the CF modality, type, and target.

The effect of integrating Kahoot! and peer instruction in the Spanish flipped classroom: the student perspective

Cristina González Ruiz (2021)

En Journal of Spanish Language Teaching 8.1

In recent years, the use of Student Response System (SRS) technology in higher education settings has gained popularity as research demonstrates its effectiveness in achieving desired outcomes, especially when paired with peer interaction. This article explores students’ perceptions of integrating the Game-based Student Response System (GSRS) Kahoot! in two Spanish flipped classrooms, supported by the Peer Instruction (PI) technique, at a university in Singapore. Adopting an action research approach, quantitative and qualitative data from 32 undergraduates were gathered through a questionnaire. The findings revealed that students perceived the use of Kahoot! to be beneficial in terms of: (1) increasing engagement and motivation to learn; (2) improving the understanding of concepts; and (3) contributing to a positive learning environment. Moreover, students found that PI, in particular, contributed to deepening their grammatical and pragmatic knowledge of Spanish. Implications that may be useful to language teachers are also presented.

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En años recientes, el uso de tecnologías de Sistema de Respuesta del Estudiante (SRE) en entornos de educación superior ha ganado popularidad por la efectividad mostrada para lograr los resultados deseados, especialmente, cuando se combina con la interacción entre pares. Este artículo explora las percepciones de los estudiantes a raíz de la integración del Sistema de Respuesta del Estudiante basado en Juegos (SREJ) Kahoot! en dos clases de aula invertida de español como lengua extranjera o segunda (ELE/EL2), apoyado por la técnica de Instrucción entre Pares (IP), en una universidad de Singapur. Mediante un enfoque de investigación-acción, se recopilaron datos cuantitativos y cualitativos de 32 estudiantes universitarios mediante un cuestionario. Los resultados mostraron que los estudiantes percibieron el uso de Kahoot! beneficioso para: (1) aumentar el compromiso y la motivación para aprender; (2) mejorar la comprensión conceptual; y (3) contribuir a crear un ambiente positivo de aprendizaje. Además, los estudiantes encontraron que la instrucción entre pares en particular contribuyó a profundizar su conocimiento gramatical y pragmático del español. Se presentan también algunas implicaciones que pueden ser útiles para docentes de lenguas.

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The effect of textual glosses on L2 vocabulary acquisition: A meta-analysis

Chao Zhang, Rong Ma (2024)

En Language Teaching Research 28 - 3

Texto completo

Despite the growing interest in incorporating textual glosses into second language (L2) reading in hypermedia and paper media, no agreements have been reached as to whether and what extent a textual gloss facilitates L2 learners’ vocabulary acquisition in hypermedia and paper media. The present study meta-analysed the overall effects of textual glosses and different glossing types (i.e. language, location, and mode) on L2 vocabulary acquisition, as well as the moderation effects on the variability of L2 vocabulary acquisition effect sizes. Based on a comprehensive search, 20 studies involving 2,291 participants that have quantitatively documented the changes of L2 vocabulary gains through a pre-and-post textual glosses design were identified and coded in order to retrieve moderator variables. The results show the following: (1) textual glossing has a medium effect on L2 vocabulary acquisition; (2) the effect of textual glosses on L2 vocabulary acquisition persists over time; (3) glossing location and glossing mode significantly impact the effect of textual glosses on L2 vocabulary acquisition but glossing language has no definite effect; and (4) outcome measure is the only moderator variable among the three influencing factors on vocabulary acquisition. These results are further discussed with reference to existing studies and theory of second language acquisition.

The effects of explicit instruction on written accent mark usage in basic and intermediate Spanish heritage language courses

Antoni Fernández Parera, Andrew Lynch (2021)

En Journal of Spanish Language Teaching 8.1

This study measured the impact of explicit instruction on accent usage in the written production of Spanish heritage language (SHL) learners. 163 university students were divided into two types of basic—and intermediate—level SHL courses: one in which they received explicit instruction regarding accent marks (EI), and another in which they did not (non-EI). Findings suggest that the effectiveness of explicit instruction depends upon level of study and task type. In EI, the accuracy of first semester SHL students improved significantly, while their counterparts in non-EI course showed no appreciable gains. The case of intermediate-level learners, who had some prior formal study, was more variable. Although high-, mid-, and low-performing learners in second semester EI courses showed significant improvement in a dictation task (while their non-EI counterparts did not), performance on open-ended exam responses did not reflect significant improvement. In the analysis we consider task effects and within-group differences.

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El presente estudio evaluó el impacto de la instrucción explícita en el uso del acento ortográfico en la escritura de estudiantes de herencia hispanohablante. Un total de 163 estudiantes universitarios se dividieron en dos tipos de cursos de nivel básico e intermedio de español como lengua de herencia: uno en el que recibieron instrucción explícita (IE) sobre el uso del acento escrito y otro en el que no la recibieron (sin IE). Los resultados sugieren que el efecto de la instrucción explícita depende del nivel de estudio y del tipo de tarea. En las secciones con IE, la precisión de los estudiantes de español como lengua de herencia de primer semestre mejoró de modo significativo a lo largo del semestre, a diferencia de sus pares en las secciones sin IE quienes parecieron no mejorar. El caso de los estudiantes de nivel intermedio, quienes habían estudiado la lengua previamente, fue más variable. Aunque los estudiantes de alto, medio y bajo rendimiento en los cursos con IE de segundo semestre mostraron una mejora significativa en una tarea de dictado (a diferencia de sus pares en el curso sin IE), parecieron no mejorar en respuestas a preguntas abiertas. El análisis tiene en cuenta los efectos del tipo de tarea así como las diferencias dentro de los grupos.

The effects of word frequency and typographical enhancement on incidental vocabulary learning in reading

Claudia H. Sánchez Gutiérrez, Mercedes Pérez Serrano, Pablo Robles García (2019)

En Journal of Spanish Language Teaching 6.1

This study examines the effects of word frequency and typographical enhancement (i.e., words in bold) on the learning of single words in Spanish L2 reading activities in a classroom setting. Learners read a text in which target words appearing in bold occurred one, five or 10 times. A parallel text was also provided in which those same words appeared un-bolded. Students were tested three times on both spelling and meaning of the target words: before, immediately after and two weeks after the reading activity. Results show that: (1) after five or 10 encounters, both spelling and meaning recognition skills increase; (2) words appearing in bold only lead to learning gains at a form recognition level immediately after the test is taken and do not contribute to the acquisition of meaning in the post-test; and (3) there is no interaction between typographical enhancement and frequency.

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Este trabajo pretende examinar los efectos de la frecuencia y el realce tipográfico (negrita) en el aprendizaje de palabras individuales a través de la lectura en el aula de español como L2. Los aprendientes leyeron un texto con palabras meta que aparecían 1, 5 o 10 veces. Este tenía a su vez una versión paralela en la cual dichas palabras aparecían en negrita. Los estudiantes fueron examinados en el reconocimiento de la forma y del significado de las palabras meta en tres ocasiones: antes, inmediatamente después y dos semanas después de la actividad de lectura. Los resultados demostraron que (1) el reconocimiento de la forma y del significado se incrementa cuando la palabra aparece repetida 5 o 10 veces; (2) el realce únicamente favorece el reconocimiento ortográfico inmediatamente después de la realización de la prueba y no contribuye al aprendizaje del significado; y (3) no existe interacción entre frecuencia y realce.

The imagination effect when using textual or diagrammatic material to learn a second language

Olga Ignatova, Slava Kalyuga, John Sweller (2023)

En Language Teaching Research 27 - 4

The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available working memory resources and increased productive, intrinsic cognitive load. The effect has been found in numerous empirical studies. However, in the majority of studies demonstrating the effect, visual/spatial information has been used: the type of information that is believed to be easy for imagining. The reported two experiments investigated if an imagination effect could be obtained using verbal information in the area of learning a second language. The results indicated that while textual material was expectedly more difficult for learning than diagrammatic material, asking learners to imagine textual material did improve performance. Cognitive load theory has been used as a theoretical framework to interpret the results.

The impact of direct and indirect feedback on the development of Spanish aspect

Idoia Elola, Ariana M. Mikulski, Timothy E. Buckner (2017)

En Journal of Spanish Language Teaching 4.1

This study explores the impact of direct and indirect feedback on the improvement of Spanish past aspect (imperfect/preterit) in writing activities in a third-semester Spanish course. Ninety learners were divided into three groups: direct feedback, indirect feedback, and control (no feedback). Learners completed a pretest, a posttest, and a delayed posttest. Although it remains unclear which type of feedback is more effective, results indicate that both types improved preterit–imperfect performance. As the delayed posttest showed, however, learners exhibited more lasting improvement (as indicated by the delayed posttest) when working on the production Activity than on the terminology and selection activities.

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Este estudio explora el impacto de la retroalimentación directa e indirecta en la mejora del aspecto de pasado (pretérito/imperfecto) con actividades de escritura en un curso de tercer semestre de español. Se dividió noventa estudiantes en tres grupos: retroalimentación directa, retroalimentación indirecta, y un grupo de control (sin retroalimentación). Completaron un pretest, postest, y postest tardío. Aunque no hubo diferencias significativas entre los grupos experimentales, los resultados indican que los participantes mejoraron en el uso de aspecto verbal. No obstante, fue una mejora más perdurable (postest tardío) en la actividad de producción que en las actividades de terminología y selección.

The impact of first as opposed to second language pre-task planning on the content of problem-solving task performance

Scott Aubrey, Craig Lambert, Paul Leeming (2022)

En Language Teaching Research 26 - 5

Research on pre-task planning to date has mainly focused on task performance. However, the effects of planning are contingent on what learners actually do during planning time. One important factor that may determine the quality and usefulness of planning is whether it is done in the first language (L1) or the second language (L2). This research addresses this issue by investigating the relative benefits of collaborative planning in the L1 and L2 in terms of ideas generated and transferred to an oral problem-solving task. Seventy-two Japanese university EFL learners were randomly assigned to one of two planning conditions: L1P (L1 planning, Japanese) and L2P (L2 planning, English). Dyads in each group were given 10 minutes to plan the content of a problem-solving task in the respective languages before individually performing the timed 2.5-minute oral task. Data took the form of transcribed planning discussions and transcribed task performances. All data were coded for idea units and sorted into categories of problem–solution discourse structure (situation, problem, response, evaluation). A qualitative comparison of L1 and L2 planners’ generation of idea units during planning, transfer and performance was conducted to supplement the quantitative analysis. Findings indicate the L1P condition has significant advantages over the L2P condition in terms of idea conceptualization, but this advantage had a limited impact on subsequent L2 task performance. Pedagogical implications are discussed in terms of possibilities for productively incorporating L1 planning during task implementation in foreign language contexts where learners share a common first language.

The interplay between corrective feedback timing and foreign language anxiety in L2 development

Ehsan Rassaei (2023)

En Language Teaching Research

Recent research indicated the effectiveness of immediate and delayed corrective feedback (CF) on second language (L2) learning. What is little known is the moderating effects of learner individual factors such as foreign language anxiety (FLA) on the efficacy of immediate and delayed CF. The primary aim of the present study is thus to investigate if learners’ FLA can moderate the effectiveness of immediate and delayed feedback. To this end, 82 learners of English as a foreign language (EFL) were randomly assigned to two treatment conditions as well as a control group. During three treatment sessions, the participants performed storytelling tasks in groups of four and received either immediate or delayed metalinguistic feedback for the errors they made. Regarding the immediate feedback condition, each participant received metalinguistic feedback immediately following an error while doing the storytelling task. For the delayed feedback condition, metalinguistic feedback was offered for each error at the end of each storytelling task. Two testing instruments, a writing task and an error correction test were used as pretest, posttest and delayed posttest to measure learners’ development as a result of the treatment sessions. Without considering learners’ FLA, the findings revealed that immediate and delayed CF are equally effective to promote L2 development. However, when taking into consideration learners’ FLA through regression analysis, the results revealed that immediate CF was more beneficial for learners with low FLA compared to high anxiety learners, but no significant associations were found between FLA and delayed CF efficacy.