Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Willingness to communicate (WTC) plays a key role in foreign language learning. However, little research has been devoted to the role of achievement goals and achievement emotions in understanding WTC. The present study aimed to examine the relationship between achievement goals (i.e. mastery goals, performance-approach, and performance-avoidance goals) and WTC via achievement emotions, specifically enjoyment and anxiety. Chinese secondary school students ( N = 408) participated in this study. Both variable- and person-centered approaches were used to analyse the data. Study 1 used a variable-centered approach to investigate the relationship between achievement goals and WTC. Results indicated that mastery and performance-approach goals were positively associated with WTC via higher levels of enjoyment. However, anxiety was not...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Higher education serves as a fundamental driver of social progress and individual professional development. This study examines the motivational profiles of 112 Spanish-speaking college students who are learning Chinese as a foreign language, focusing on the factors that influence their decision to study this language and their academic satisfaction within the university context. The study is based on an analysis of data collected from these students, using statistical analyses to explore relationships between motivational factors, academic satisfaction, and academic performance. The findings reveal that intrinsic motivations—such as interest in Chinese culture and traditions, personal growth, and intellectual challenge—predominate over extrinsic motivations, including prospective employment opportunities, when selecting Chinese as a...

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Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación

Resumen:

Though research has shown that rhythmic training is beneficial for phonological speech processing, little empirical work has been carried out to assess whether rhythmic training in the classroom can help to improve pronunciation in a second language. This study tests the potential benefits of hand-clapping to the rhythm of newly learned French words for the acquisition of pronunciation patterns by Chinese adolescents. In a between-subjects training experiment with a pretest/posttest design, 50 Chinese adolescents either repeated new French words while clapping out their rhythmic structure (clapping condition) or only repeated the words (non-clapping condition). Participants’ oral production before and after training was (1) perceptually rated for accentedness by two French native speakers and (2) acoustically analysed for final...

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Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

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This conversation analysis (CA) study extends our understanding of the complexity of three turn instructional sequences by investigating the multimodal turn design of a teacher’s third turn repetitions (TTRs) and the actions accomplished in the third turn position as well as subsequent post-expansions. The videorecorded data are from an undergraduate Korean as a foreign language classroom at a large US university. The analysis reveals how a teacher coordinates resources such as language, prosody, gaze, gesture, body movements, and objects during and immediately following TTRs to mitigate negative evaluation, direct student attention to trouble sources, and intimate answers. The findings show that...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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There is now extensive theoretical and empirical literature on the place of the first language (L1) and the second language (L2) in the foreign language (FL) classroom. Although this body of work includes related teacher beliefs and practices, less attention has been paid to the factors that may influence these practices across different national contexts. Through an extensive survey of secondary school teachers of a FL in Spain and England we investigated teachers’ reported L1/L2 practices and the possible influence of pre-service training on these practices. We found that teachers in England reported greater use of the L1 than teachers in Spain across virtually all language functions. In both...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Research has shown that learning a known-and-unknown word combination leads to greater learning than learning an unknown word alone (Kasahara, 2010, 2011). These studies found that attaching a known adjective to an unknown noun can help learners remember the unknown noun. Kasahara (2015) found that a known verb can serve as an effective cue to remember an unknown noun in a known-and-unknown combination. To examine useful cues to learn unknown verbs, this study compared verb (unknown) + noun (known) combinations to verb (unknown) + adverb (known) combinations. Additionally, we explored how learners’ vocabulary size would affect the known-and-unknown two-word combination learning to deepen our understanding of the characteristics of students who benefit from combination learning. The participants in each group learned 18 two-word...

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Research on group dynamic assessment has predominantly focused on whole-class mediation, with limited attention given to alternative formats such as in smaller groups. Grounded in sociocultural theory, the present study explored how a small-group online dynamic assessment using video conferencing (i.e., Zoom) and Google Docs enhanced the English academic writing abilities of university-level second language (L2) learners. Twelve students in an intermediate academic writing course were divided into four groups, each consisting of three to four students. An adjusted cumulative group dynamic assessment approach was implemented over three week cycles. The analysis examined both quantitative and qualitative changes in teacher mediation and student responsiveness, as observed in relevant episodes both within and across sessions. For the...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

As an important instructional affordance, teacher written feedback is widely used in second language (L2) writing contexts. While copious evidence has shown that such a pedagogical practice can facilitate L2 learners’ writing performance, especially their writing accuracy, little is known about how novice writing teachers conceptualize and enact written feedback in contexts of English as a foreign language (EFL). To fill this gap, we examined four novice writing teachers’ espoused written feedback beliefs and their actual practices in Chinese tertiary EFL writing classrooms. Based on data from semi-structured interviews and students’ writing samples, we found that they adopted a comprehensive approach to feedback provision, and were most concerned with errors in language, particularly grammar when providing feedback. These teachers...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como lengua extranjera

Resumen:

In Spanish linguistics today, it is widely recognized that Spanish corresponds to the image of a pluricentric language. Different normative centers coexist, which are perceived as such by the speakers. However, the degree of recognition, status, and prestige of these linguistic norms varies greatly. This article examines the extent to which the pluricentrism of Spanish is represented in textbooks for Spanish as a foreign language. As a case study, three textbooks – Puente Nuevo , ¡Adelante! , and A_tope.com – used in high schools in Basel, Switzerland, are analyzed both quantitatively and qualitatively in terms of their pluricentric character. The study examines the textbooks as a whole (thematic priorities, topics of units, maps) and selected linguistic phenomena, namely: the forms of address (morphosyntax), seseo (pronunciation),...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study examines the effects of the continuation task and the model-as-feedback writing task (MAFW) on English as a foreign language (EFL) vocabulary learning. Three classes of intermediate-level Chinese EFL learners were randomly assigned to a continuation group, a MAFW group, and a control group. Three aspects of vocabulary knowledge – written form, meaning and form, and grammatical functions – were each assessed by receptive and productive tests. It was found that (1) both tasks led to significant immediate and long-term development of word knowledge of written form, form and meaning, and grammatical functions; and (2) the continuation task showed superiority over the MAFW task in enhancing productive knowledge of written form, and receptive and productive knowledge of form and meaning as well as grammatical functions....

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