Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación

Resumen:

Despite substantial advances in the field of instructed second language acquisition (SLA) with regard to our understanding of second language (L2) pronunciation development and pedagogy, many language instructors continue to report a lack of confidence in incorporating pronunciation instruction (PI) into their classes. This survey study examined 100 Spanish instructors' perceptions of the usefulness of various types of knowledge, skills, and approaches to PI, as well as their confidence in those domains, and the extent to which their previous training in teaching methods was related to their ratings of usefulness and confidence. After running principal components analyses to identify factors in the survey data, we fit mixed-effects models to each factor, then delved more deeply into some descriptive trends to offer recommendations for...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los estudiantes

Resumen:

This mixed-methods study investigates the use of synchronous video computer-mediated communication (SVCMC) in a U.S. university—s Spanish-as-a-foreign-language curriculum. Using the SVCMC platform TalkAbroad, the university—s Spanish program required second-year students to participate in five, 30-minute, SVCMC conversations with Spanish first language (L1) speakers. Students then reflected on their SVCMC conversations by replaying the recorded audio from those sessions and transcribing passages of their conversations. Using an interactionist perspective, this research explores the utility of: (1) the SVCMC conversations, and (2) the subsequent listening/transcription activity by examining students' reported noticing of linguistic items (e.g. L1 speaker vocabulary, grammar, etc.). Additionally, we report students' general perceptions...

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Tipo: capítulo

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

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Existen varios argumentos que justifican y motivan la investigación en el aula. Estos argumentos surgen tanto de la realidad misma del aula y del proceso de enseñanza-aprendizaje como de la idiosincracia de ser profesor de lenguas extranjeras. Dediquémosle al tema un tiempo de reflexión. 

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Tipo: libro

Metodología: estudio empírico

Temas: metodología de investigación

Resumen:

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...

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Tipo: monográfico

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

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En el presente documento se expone un estado de la cuestión sobre la presencia de la lectoescritura en los manuales de español como lengua extranjera (ELE) del nivel intermedio mediante el análisis del índice, los contenidos teóricos y las actividades. 

Para ello, este trabajo se ha dividido en cuatro capítulos. El primer capítulo, el marco teórico, recoge una revisión bibliográfica sobre los enfoques y métodos empleados en la enseñanza de la lectoescritura y cómo estas dos destrezas por separado se tratan en el aula de ELE. También se ha dedicado un apartado al impacto que la tecnología ejerce sobre la...

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Tipo: artículo

Metodología: estudio empírico

Temas: vocabulario

Resumen:

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En un contexto de revalorización léxica, este estudio analiza los efectos de la lengua de explicación (L1 o L2) en la fase de presentación del vocabulario. Para ello, se evalúa el impacto a corto y medio plazo de tres métodos directos de presentación léxica (listado de palabras, ejemplos y texto glosado), que se sirven, bien de la traducción en L1 (italiano), bien de definiciones en L2 (español), y de un método indirecto (inferencia por contexto) en la recuperación y reconocimiento de vocabulario en español por parte de 161 estudiantes de español como lengua extranjera de nacionalidad italiana. Además del efecto de la lengua de instrucción y del método de presentación, se examinan la influencia del tipo de...

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Tipo: artículo

Metodología: estudio empírico

Temas: creencias y actitudes de los profesores

Resumen:

This study investigated the effectiveness of word-frequency and teacher judgments in determining students' vocabulary knowledge and compared the predictive powers of both approaches when estimating vocabulary knowledge. Twenty-nine second language (L2) Spanish teachers were asked to predict how likely their students would know words from a 216-word Yes/No test that measures knowledge of the first 3,000 words in Spanish. The accuracy of their responses was compared with the results of 1,075 L2 Spanish students who completed the same test. To examine if the results could generalize to other L2 settings, 394 L2 English students completed a 70-word Yes/No test that measures knowledge of the first 14,000 words in English, and 15 L2 English language instructors attempted to predict which words would or would not be recognized. Results...

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Tipo: artículo

Metodología: estudio empírico

Temas: profesorado

Resumen:

This study focuses on understanding language teachers' lived experiences of their stressors and positive uplifts from a holistic perspective covering their professional lives in school, their personal lives beyond, and the connection between the two. The aim was to explore the nature of teachers' experiences of stress and how they spilled over from work into home domains. We also were keen to understand the dynamics of their experiences of stress and how their perception of daily stressors was related to their overall sense of wellbeing as well as their life and chronic stressors. The data were collected via a specially created app, which collected survey data and experience sampling method (ESM) data from language teachers across the globe. Teachers' wellbeing was investigated using the PERMA Profiler (Butler & Kern, 2016), their...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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....

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Este artículo examina el potencial de ChatGPT para el aprendizaje de español como segunda lengua en los niveles A1-B1 en cuanto a su capacidad tanto de descifrar el input del alumnado de estos niveles como de generar respuestas que puedan comprender los aprendientes. Para ello, y tras un breve repaso de las potencialidades y desafíos de la integración de las herramientas de generación de textos basadas en la inteligencia artificial, se describe el análisis realizado con dos corpus de interacciones con ChatGPT -compilados a partir de prompts del alumnado y de ejercicios propios de los cursos en estos niveles- y se presenta una serie de conclusiones preliminares a la implementación de ChatGPT en clase, resultante del análisis de dichos corpus, y encaminadas a fomentar el autoaprendizaje mediante ChatGPT como agente conversacional.

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