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Bibliografía - inglés

Exploring L1-L2 Relationships: The Impact of Individual Differences

Richard L. Sparks (2022)

This book traces and summarizes the author's theoretical insights and empirical findings in the field of foreign language education. The volume explores themes such as individual differences in L1 ability and their connection to L2 aptitude and L2 achievement, L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading. The book includes the author's previously published works, presented together with newly written commentaries on those topics, as well as commentaries on new empirical work. It will be of interest to students and researchers in SLA, educational practitioners and language policymakers.

CONTENIDOS

Richard L. Sparks: Introduction and Overview

Part 1: Theoretical Insights into L1-L2 Relationships: IDs in L1 Attainment and the Linguistic Coding Differences Hypothesis (LCDH)

1. Richard L. Sparks and Leonore Ganschow: Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning

2. Richard L. Sparks and Leonore Ganschow: The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis

3. Richard L. Sparks: Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning

Part 2: Empirical Support for L1–L2 Relationships and Cross-linguistic Transfer

4. Richard L. Sparks, Jon Patton, Leonore Ganschow, Nancy Humbach and James Javorsky: Long-term Cross-linguistic Transfer of Skills from L1 to L2

5. Richard L. Sparks, Jon Patton and Julie Luebbers: Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Cross-linguistic Transfer of L1 Skills to L2

6. Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach: Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

Part 3: Relationships Among IDs in L1 Attainment, L2 Aptitude, and L2 Proficiency

7. Richard L. Sparks, Jon Patton and Leonore Ganschow: Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study

8. Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach: Long-term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect and Later Second Language Proficiency

9. Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach: Subcomponents of Second Language Aptitude and Second Language Proficiency

Part 4: L2 Anxiety: Affective Variable or Cognitive Variable?

10. Richard L. Sparks and Leonore Ganschow: Foreign Language Learning Difficulties: Affective or Native Language Aptitude Differences?

11. Richard L. Sparks and Leonore Ganschow: Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills?

12. Richard L. Sparks and Jon Patton: Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

Part 5: Relationships between L1 and L2 Reading Ability

13. Richard L. Sparks: Language Deficits in Poor L2 Comprehenders: The Simple View

14. Richard L. Sparks, Jon Patton and Julie Luebbers: L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too

15. Richard L. Sparks: Identification and Characteristics of Strong, Average and Weak Foreign Language Readers: The Simple View of Reading Model

Part 6: Individual Differences in L1 Achievement, L2 Aptitude and L2 Achievement

16. Richard L. Sparks: Explaining Individual Differences in L1 Ability and their Relationship to IDs in L2 Aptitude and L2 Achievement

Part 7: Epilogue and Future Directions

17. Richard L. Sparks: Conclusion: Toward a Model of Language Aptitude

Appendices

References

Exploring repeated captioning viewing as a way to promote vocabulary learning: time lag between repetitions and learner factors

Carmen Muñoz, Anastasia Pattemore, Daniela Avello (2022)

En Computer Assisted Language Learning

Repeated viewing of the same video is a common strategy among autonomous language learners as well as a much used pedagogical strategy among foreign language (FL) teachers. Learners may watch the same video more than once, to increase global comprehension of the target language or to focus their attention on linguistic aspects, such as new vocabulary or pronunciation. This study sought to examine to what extent repetition is more efficient for vocabulary learning if the second viewing follows the first immediately, or a week later. Participants were upper intermediate-level college learners who were distributed into three groups, one watched a TV series episode twice in the same session, one also watched the same episode twice but one week apart, and the last (control) group did not watch the video. Tests of word meaning recognition and word meaning recall were administered before and after viewing (pretest-immediate posttest-delayed posttest). The pretest and posttests contained 23 target items and 17 distracters (single words and multi-word expressions). In addition, the study explored the influence of two learner factors, each related to one of two verbal input channels: sound recognition for the audio and reading efficacy (reading speed and comprehension) for the onscreen text. The results indicated significant vocabulary learning from viewing and slightly higher benefits for the spaced repetition group at immediate posttest. The results also showed a significant influence of previous target vocabulary knowledge and of aptitude, as measured by the LLAMA D test, but not of reading efficacy.

Eye Tracking in Linguistics

Salvatore Attardo, Lucy Pickering (2023)

What is eye tracking? Why is it important for linguistics? How can I use it in my own research project?

Answering these questions and more, this book guides you through one of the most exciting and innovative research methods in the field of linguistics. Divided into three parts, the chapters first offer an historical introduction and a foundational overview to the neurology and physiology of the eye and the common measurements and tools used in eye tracking. They then provide a guide to the applications of eye tracking most pertinent to linguists (reading, the visual-world paradigm, social eye tracking, and classroom applications), followed by a step-by-step process to plan, execute, analyze and report your research project in eye tracking. The book covers topics such as reading, lexical and syntactic processing, mind wandering, second language acquisition, and AAC devices, and includes statistical tools and how to write up results. Each chapter also includes self-study questions and a range of applied case studies.

Supported by a glossary of key terms, suggestions for further reading, and material to aid self-study, Eye Tracking in Linguistics is the only book you need to provide a solid foundation for your own research project.

Table of Contents
Preface
Introduction
Part I: The Basics
1. Historical Development
2. Anatomy and Physiology of the Eye
3. The Visual System in the Brain
4. Eye Tracking Basics
Part II: Applications
5. Reading
6. The Visual World Paradigm
7. Social Eye Tracking
8. Classroom attention and Lx Teaching
9. Applications in Related Fields
Part III: Using Eye-Tracking
10. Planning an Eye Tracking Study
11. Principles of Statistical Analysis
Conclusions
Bibliography
Glossary

Fan Translation of Games, Anime, and Fanfiction

Boris Vazquez-Calvo, Leticia Tian Zhang, Mariona Pascual, Daniel Cassany (2019)

En Language Learning & Technology 23 (1)

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Fan practices involving translation open up opportunities to explore language learning practices within the fandom (Sauro, 2017). We examine how three fans capitalize on fan translation and language learning. We consider the cases of Selo (an English–Spanish translator of games), Nino (a Japanese–Catalan fansubber of anime, and Alro (an English–Spanish translator of fanfics). A corpus was built consisting of 297 minutes of interviews, 186 screenshots of language learning events from online sites, and 213 minutes of screencast videos of online activity. Drawing upon the conceptual framework of new literacy studies (Barton, 2007), we set four themes to present fans’ literacy practices and language learning: (a) fan translation, (b) understanding the original text, (c) writing and preparing the translation, and (d) tools, resources, and collaborative online practices. Results indicated that the three informants encountered an open space for agency, creativity, and identity building and reinforcement through fan translation. Their translations provided content and represented the generators of the semiotic fabric in their fandoms (Gee, 2005). As fan translators, they learned language in multiple ways, such as peer-to-peer feedback, autodidactism, and creative uses of Google Translate. Future research may attempt to transfer knowledge from digital wilds into formal education.

Feeling grammarlessness: developing Critical Language Awareness (CLA) in advanced Spanish grammar and linguistics courses for Latinxs

Evelyn Durán Urrea, Tania Avilés, Beatriz Lado (2023)

En Journal of Spanish Language Teaching 10.2

This paper examines the impact of a curriculum designed to develop students’ Critical Language Awareness (CLA) in two postsecondary Spanish advanced grammar courses and a Hispanic Linguistics Master’s course in a public institution of the US Northeast. The study includes a unique population of Latinxs, most of them born and raised outside the US, in the Dominican Republic. Quantitative analyses reveal CLA development in the areas of language variation, linguistic diversity, language ideologies, Spanish in the US, bilingualism, and translanguaging. Qualitative data shows that students approached the course experiencing linguistic insecurity and interrogating their own academic knowledge of grammar, whereas, after taking the course, learners move from feeling “grammarless” (students’ perception of their Spanish as lacking grammar) to understanding linguistic structures, the sociopolitical nature of language, and developing agency as future language teachers.

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Este artículo examina el impacto de un plan de estudios diseñado para desarrollar Conciencia Lingüística Crítica (CLC) en dos cursos de gramática avanzada de español en educación superior y un curso de maestría en lingüística hispánica en una institución pública del noreste de Estados Unidos. El estudio incluye una población única de Latinxs, la mayoría de lxs cuales nacieron y se criaron fuera de Estados Unidos, en la República Dominicana. Los análisis cuantitativos revelan el desarrollo de la CLC en áreas como la variación lingüística, la diversidad lingüística, las ideologías lingüísticas, el español en los Estados Unidos, el bilingüismo y el translenguar. Los datos cualitativos muestran que los estudiantes llegaron al curso experimentando inseguridad lingüística e interrogando su propio conocimiento académico de la gramática, mientras que, después de tomar el curso, los aprendientes pasan de sentirse “sin gramática” (la percepción de que su español carece de gramática) a comprender las estructuras lingüísticas, la naturaleza sociopolítica del lenguaje y desarrollar agencia como futuros docentes de lenguas.

Flipgrid: una vídeo app para el intercambio virtual, la propincuidad y el aprendizaje de lenguas

Pilar Concheiro, Olivia Espejel, Joan-Tomàs Pujolà (2021)

En Perspectiva 39.1

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En los intercambios virtuales, el primer contacto entre los estudiantes es un momento clave, ya que determina la forma en la que los estudiantes se relacionarán entre sí durante todo el proceso de aprendizaje. La aplicación Flipgrid puede resultar una herramienta útil para desarrollar una primera toma de contacto tanto en proyectos de telecolaboración como en contextos educativos digitales. El objetivo de este artículo es explorar las estrategias técnicas, comunicativas y afectivas que los estudiantes que participaron en el proyecto de telecolaboración HI-UB durante el semestre de primavera de 2019 utilizaron en sus primeras interacciones para lograr la proximidad. Los datos se obtuvieron tanto de las grabaciones en video realizadas en Flipgrid por 22 estudiantes del programa de Máster de la Universidad de Barcelona y 11 estudiantes de español como lengua extranjera de la Universidad de Islandia, como de sus reflexiones. Los resultados muestran que este primer encuentro asincrónico en vídeo les resultó útil, ya que les ayudó a reducir la ansiedad, proporcionó una buena atmósfera emocional y fomentó su motivación hacia las tareas posteriores del proyecto de telecolaboración.

Foreign language anxiety in online college Spanish: Prevalence and effects on oral proficiency

Dianne Burke Moneypenny, Rosalie S. Aldrich (2022)

En Language Teaching Research

Higher education has seen an increase in enrollment in online (OL) language courses. This study (n = 176) examined why students chose to enroll in OL Spanish courses and if foreign language classroom anxiety (FLCA) in OL classes affects overall oral proficiency. Sex differences and FLCA in online Spanish classes were also examined. Quantitative methods included an online survey and a third-party proficiency exam, Versant for Spanish Test. Findings suggest that students do not register for OL Spanish courses to avoid speaking; however, a majority of OL Spanish students appear to suffer from FLCA. These students reported being anxious about a variety of scenarios in their OL language courses including the tests, large class size, lack of understanding or remembering the course material, and making speaking mistakes. Analyses of oral proficiency coupled with the responses to the survey showed that OL FLCA negatively correlated with oral proficiency. Notably, there was no significant difference between male and female students in self-reported FLCA.

General extender use in spoken Peninsular Spanish: metapragmatic awareness and pedagogical implications

Julieta Fernández (2015)

En Journal of Spanish Language Teaching 2.1

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This article examines vague lexical features in unplanned, naturally occurring spoken discourse among speakers of Peninsular Spanish. It focuses on vague multi-word expressions that are part of a larger category of General Extenders (GEs, Overstreet Citation1999). Drawing on a subset of data from the Corpus Oral de Referencia del Español Contemporáneo (COREC), the article describes GEs in terms of form and frequency, and illustrates the use of the three most frequent GEs vis-à-vis discursive and pragmatic functions in spoken discourse. Based on GEs' many and pivotal interactional functions as well as their frequency in attested interactions, this article proposes that language learners' metapragmatic awareness of GE use in L2 Spanish be promoted through corpus-informed instruction.

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Este artículo examina el uso de “locuciones vagas” en el discurso oral y espontáneo de hablantes de español peninsular. En particular, se analiza el uso de unidades fraseológicas que son parte de una categoría más amplia, conocida como Apéndices Generalizadores (General Extenders [GEs, Overstreet Citation1999]). El presente trabajo describe este tipo particular de locuciones en relación con su forma y frecuencia. También se ilustran algunas de las funciones discursivas y pragmáticas de los tres GEs que ocurren con mayor frecuencia en una porción del Corpus Oral de Referencia del Español Contemporáneo (COREC). Dadas las múltiples e importantes funciones de los GEs en contextos de interacción oral, al igual que su frecuencia en conversaciones auténticas, se propone promover el conocimiento metapragmático sobre los usos del “lenguaje vago” mediante la enseñanza del español como lengua extranjera (ELE) basada en el uso de corpus.

General principles in teaching heritage speakers. Linguistic and curricular considerations.

Kim Potowski (2019)

Giving advice in medical Spanish: pragmatic and intercultural competence in the Spanish for the health professions curriculum

Flavia Belpoliti, María E. Pérez (2017)

En Journal of Spanish Language Teaching 3.2

This article presents the results of a study focused on the management of the speech act of giving advice and its linguistic realizations by Spanish second-language learners and heritage learners enrolled on two advanced courses of Professional Spanish. We analyzed how two groups of students gave advice in three discourse completion tasks with different scenarios. Results indicate that both groups relied on a few basic structures with limited consideration of the proposed contexts, and highlight the need for a pragmalinguistic approach in Spanish for Health Care courses. We then propose a pedagogical approach that emphasizes the role of critical reflection, increases language competence beyond medical terminology, and focuses on an understanding of cultural parameters guiding health care interactions.

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Este artículo presenta los resultados de un estudio que investiga la realización del acto de habla de aconsejar por parte de hablantes de herencia y aprendientes de segunda lengua inscritos en dos cursos de español profesional de nivel avanzado. Se analizó cómo los estudiantes daban consejos en tres tareas discursivas de diferentes situaciones comunicativas. Los resultados indican que ambos grupos utilizaron un número reducido de estructuras básicas y con una consideración limitada de las características específicas de cada contexto. Estos resultados señalan la necesidad de adoptar un enfoque pragmático para la enseñanza de español para las ciencias de la salud. Para ello, proponemos una aproximación pedagógica que promueve la reflexión crítica, incrementa la competencia lingüística y se centra en la comprensión de los parámetros que guían las interacciones en contextos relacionados con las ciencias de la salud.

Global Spanish(es) in a global city: linguistic diversity among learners of Spanish in London

Darren Paffey (2019)

En Journal of Spanish Language Teaching 6.2

This article considers the role of Spanish as a global language by examining its use in London, a global, multilingual and superdiverse city, where Spanish has no official status. I consider how pluricentric norms, panhispanism, and the emerging Nueva Política Lingüística Panhispánica (NPLP) find expression. In particular, I ask how regional and national varieties of Spanish are perceived by L1 and L2 learners and how these attitudes construct local language ideologies held by different actors. I profile two institutions where language ideologies and linguistic practice can be examined. These are: (1) an international Spanish–English bilingual school run as part of Spain’s diplomatic mission; and (2) a language school backed by the Spanish government. I argue that the NPLP is not just about the traditional “pillars” of Spanish language standardization (dictionaries, grammar, and orthography) but must also be negotiated through localized language policies outside of the “official” Spanish-speaking world.

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Este artículo analiza el papel del español como lengua global y examina su uso en Londres, una ciudad global, multilingüe y superdiversa, donde el español no tiene estatus oficial. En el análisis, se considera cómo se articulan las normas pluricéntricas, el panhispanismo y la emergente Nueva Política Lingüística Panhispánica (NPLP). En particular, se investiga cómo se perciben las variedades regionales y nacionales del español entre los aprendices de L1 y L2 y cómo estas actitudes construyen ideologías lingüísticas locales sostenidas por diferentes actores sociales. El estudio se centra en dos instituciones donde se puede examinar las ideologías y las prácticas lingüísticas: 1) un colegio internacional bilingüe español-inglés dirigido como parte de la misión diplomática de España y 2) un centro de idiomas fundado por el gobierno español. Tal y como se explica, la NPLP no alcanza solamente a los “pilares” tradicionales de la estandarización de la lengua española (diccionarios, gramática y ortografía), sino que también debe negociarse a través de políticas lingüísticas localizadas fuera del mundo hispanohablante “oficial”.

Google Translate search strategies used by learners of Spanish L3: A complex lexico-morpho-syntactic weave of trial and error

Kent Fredholm (2021)

En Estudios de Lingüística Aplicada 72

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This article presents a study on Google Translate search strategies among 16 Swedish senior high school students (age 17–18) engaging in writing tasks during their sixth year studying Spanish L3. The students wrote on laptops with Internet access and were allowed to use Google Translate to search for Spanish words. Analyses of approximately 43 hours of screen recordings covering the writing of 57 essays reveal a complex weave of Google Translate search strategies performed in Swedish, English, and Spanish. The strategies combine lexical and morphosyntactic searches, ranging from single words to longer sequences of words. The searches were frequently characterised by trial-and-error-based approaches that comprised numerous control translations of already known words. The observations also reveal search behaviors interpreted as lack of trust among the students in the search results and in their own language skills.

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Este artículo presenta un estudio sobre las estrategias de búsqueda en el traductor de Google empleadas por un grupo de 16 estudiantes suecos del bachillerato (17 a 18 años de edad) en ejercicios de redacción realizados durante su sexto año de estudios de español L3. Los estudiantes utilizaron ordenadores portátiles con acceso a internet y podían usar el traductor de Google para buscar palabras en español. El análisis de aproximadamente 43 horas de grabación de las pantallas durante la escritura de 57 ensayos reveló una compleja trama de estrategias de búsqueda en sueco, inglés y español. Las estrategias incluyeron búsquedas léxicas y morfosintácticas, desde palabras sueltas hasta secuencias más largas. Las búsquedas frecuentemente se caracterizaron por seguir métodos de prueba y error que incluían numerosas traducciones de control de palabras que los estudiantes ya conocían. Las observaciones evidenciaron también ciertos comportamientos en la búsqueda que pueden interpretarse como falta de confianza de los estudiantes en los resultados de su búsqueda así como en su propio conocimiento de la lengua.

Grammatical gender processing in L2 speakers of Spanish

Lauren Halberstadt, Jorge R. Valdés Kroff, Paola E. Dussias (2018)

En Journal of Second Language Studies 1:1

Recent findings indicate that native speakers (L1) use grammatical gender marking on articles to facilitate the processing of upcoming nouns. Conversely, adult second language (L2) learners for whom grammatical gender is absent in their first language appear to need near-native proficiency to behave like native speakers. The question addressed here is whether sensitivity to grammatical gender in L2 learners of Spanish is modulated by the cognate status of nouns due to their heightened parallel orthographic, phonological, morpho-syntactic and semantic activation. Additionally, the role of transparent and non-transparent word-final gender marking cues was examined because past studies have shown that native speakers of Spanish are sensitive to differences in gender transparency. Participants were English learners of Spanish and Spanish monolingual speakers. Data were collected using the visual world paradigm. Participants saw 2-picture visual scenes in which objects either matched in gender (same-gender trials) or mismatched (different-gender trials). Targets were embedded in the preamble Encuentra el/la ___ ‘Find the ___’. The monolingual group displayed an anticipatory effect on different gender trials, replicating past studies that show that native speakers use grammatical gender information encoded in prenominal modifiers predictively. The learners were able to use gender information on the articles to facilitate processing, but only when the nouns had gender endings that were transparent. Cognate status did not confer an advantage during grammatical gender processing

Handbook of Pragmatics Online

VV. AA. (2003)

"The Handbook of Pragmatics Online provides up-to-date information on research in the field of linguistic pragmatics, conceived as the interdisciplinary (cognitive, social, and cultural) science of natural language use. This electronic encyclopaedia of one of the major fields of language studies is a continuously updatable source of state-of-the-art information for anyone interested in language use. The Handbook of Pragmatics Online is variously searchable and flexible to meet the needs of both beginners and established scholars in the field.

It consists of topical articles (from anaphora and bilingualism to codeswitching, cohesion, discourse markers, implicitness, mass media, negation, social institutions, and terms of address) and brief biographies of eminent scholars (such as Austin, Bühler, Grice, Morris, Sapir).

In addition, it offers an extensive overview of research traditions that belong or have contributed to pragmatics (from accommodation theory, analytical philosophy and anthropological linguistics, to cognitive linguistics, construction grammar, conversation analysis, discourse analysis, literary pragmatics, neurolinguistics, psycholinguistics, relevance theory, sociolinguistics, speech act theory, and universal and transcendental pragmatics, to name just a few), of research methods (from contrastive analysis and corpus analysis to ethnography, experimentation, logical analysis, statistics, and taxonomy), and of notation systems (from formal semantics to transcription systems for spoken discourse)."

Handbook of Research on the Influence and Effectiveness of Gamification in Education

Oscar Bernardes, Vanessa Amorim, Antonio Carrizo Moreira (2022)

"The Handbook of Research on the Influence and Effectiveness of Gamification in Education considers the importance of gamification in the current learning environment and discusses the best practices, opportunities, and challenges of this innovative technology within an educational setting. Covering a wide range of critical topics such as engagement, serious games, and escape rooms, this major reference work is essential for policymakers, academicians, administrators, scholars, researchers, practitioners, instructors, and students."

Table of contents
Preface