Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

In the field of L2 (second language) learning motivation, most studies have focused on English since it is one of the most important international languages in the world, while few have explored students' motivation to learn languages other than English (LOTEs) or an L3. The literature on L2 motivation raises the issue of the need to compare the similarities and differences between learning a second language (L2) and a second foreign languages (or L3). English departments at Taiwanese universities require students to begin studying an L3 in their second or third years of study. However, the motivations for these students to learn L3s remain underexplored. This study addresses this gap in the literature. A standardized questionnaire was completed by 150 students in technological universities in Taiwan. The findings reveal five new...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

Este artículo analiza la percepción de los aprendientes sobre el uso y la utilidad del translenguaje (translanguaging) en el ámbito del español como lengua extranjera o segunda (LE/L2) en un centro francés de educación primaria. Para ello se tienen en cuenta las diferencias en dicha percepción en función del género, el nivel educativo, la lengua materna (L1) y el número de lenguas habladas. En la investigación participaron 91 estudiantes de primaria (6 y 11 años) divididos en tres cursos académicos. Los datos se obtuvieron con un cuestionario de elaboración propia como instrumento de medida adaptado a la edad de los participantes. Los resultados, analizados mediante SPSS, demuestran que los participantes perciben un uso frecuente del translenguaje en el aula. Además, valoran como más útil el uso del translenguaje que el uso exclusivo...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: pedagogía crítica

Resumen:

Texto completo

This study examines the impact of implementing a social justice culture curriculum on learners' development of the intercultural communicative competence (ICC) and on their desire to continue learning Spanish. Two types of culture instruction—a traditional curriculum centered around foreign Spanish-speaking countries and an experimental curriculum focused on US Hispanic/Latinx communities—were implemented in third and fourth Spanish courses at a US university in the Southwest. A survey was developed to measure participants' (n = 264) ICC and intention to continue learning Spanish. Results indicate that both types of culture curriculum have a positive impact in the development of ICC cognitive domain, but only the US...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

El reconocimiento de emociones forma parte de las habilidades comunicativas fundamentales y resulta esencial para el proceso de aculturación emocional. El objetivo de este artículo es ofrecer expresiones verbales cargadas emocionalmente de ira, miedo y tristeza, no explícitas, para observar el reconocimiento emocional en usuarios de español como lengua adicional (ELX). Para ello, se crea un corpus de 20 escenas emocionales del que se seleccionan expresiones verbales con input comprensible para usuarios de nivel B1. Estas expresiones verbales son validadas mediante metodología mixta a través de dos cuestionarios aplicados a dos muestras distintas (n = 92). El resultado final de la validación son 18 expresiones verbales cargadas emocionalmente de ira, miedo y tristeza. Finalmente, se proponen tres franjas de dificultad en las...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

Texto completo

Almost since the onset of emergency remote teaching due to the COVID-19 pandemic in the spring of 2020, studies examined how teachers and students adjusted to the change, including in language courses. Some of this research has explored language teachers’ self-efficacy and confidence in teaching remotely, and to a lesser extent how student language learning has been affected; most studies have not differentiated among languages taught or between different student age groups. Through a survey of 173 PK–16 language instructors in the United States who switched from face-to-face classroom teaching to remote teaching in the spring of...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Texto completo (PDF)
Texto completo (HTML)

The present study investigates language learners’ perceptions of what types of language learning activities they carry out in the Spanish second language (L2) classroom and what activities are the most common ones. A further aim is to investigate how the activities align with a model based on task-based language teaching. The group studied are Swedish learners of Spanish as L2 in a Swedish setting, where out of class exposure to first language (L1) Spanish is generally limited. The activities carried out in class are therefore expected to have a high impact on learners’ L2 acquisition in Spanish. The participants were tested after...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los profesores

Resumen:

Texto completo 

Studies on teachers’ beliefs about vocabulary learning and teaching have focused, so far, on English as a second language (L2), or foreign language (FL), in different contexts but little attention has been given to other L2s and FLs. In this study, 15 Spanish L2 instructors at large universities were interviewed in order to better understand where they stand when it comes to (1) the importance they give to vocabulary, as compared to grammar, in their classes, (2) how they decide which words to teach, and (3) how they assess students’ word knowledge. These interviews were subsequently analysed following Grounded Theory. Most instructors...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

Previous research on translanguaging in classrooms for a language other than English (LOTE) has shown that it helps learners compensate for limited language proficiency. Few studies have investigated how translanguaging promotes learners’ conceptual understanding of the target language. This study aims to investigate how a Chinese teacher mediates conceptual understanding of the target language among 15 Spanish major undergraduates in a Chinese university through pedagogical translanguaging. Data were collected from classroom observations, questionnaires, and semi-structured interviews. Microgenesis of the discourse reveals that teacher–student mediation through pedagogical translanguaging facilitates students’ conceptual understanding of Spanish linguistic and cultural knowledge, enhances metalinguistic awareness, and promotes self-...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza en línea e híbrida

Resumen:

The growing popularity of online language learning means that both experienced language professionals and novices are developing and delivering all or part of their language classes online. This study set out to query practicing online language educators as to how they view themselves; that is, their professional vision of themselves and their craft. One hundred seventy-four online language educators responded to a survey, nine of whom also participated in a synchronous online interview. Responses to questions regarding professional vision varied by stance (teacher-, student-, content-, and medium-centric) with the majority of respondents reporting viewing themselves chiefly as student-centered in their work. Pervasive descriptors of professional vision —comprised of individual stances and qualities, along with how these are enacted...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: discriminación y racismo

Resumen:

La enseñanza de ELE goza de mucho éxito en la actualidad y sigue ganando terreno en muchos países por lo que la demanda de profesorado ha aumentado. No obstante, al no haber estudios de grado reglados en general hay cierta informalidad en la profesión. Esta situación junto con otros aspectos como la falta de reconocimiento, la temporalidad o la estacionalización han generado una fuerte precariedad en el sector con lo que ello conlleva para los docentes. Uno de los síntomas de esta es la discriminación laboral. Para conocer la situación del profesorado de ELE se ha realizado un primer estudio preliminar y descriptivo. Para ello se realizó un cuestionario en línea basado en estudios anteriores, aunque adaptado a los objetivos específicos de este sector al que respondieron 674 personas. El instrumento tenía 50 preguntas de tipo abierto y...

Ver ficha completa