Tipo: artículo

Temas: artículo emociones

Resumen:

A growing body of literature examined the role of emotional intelligence (EI) in second/foreign language learning (L2) achievement. Though positive relationships have been reported, negative or non-significant relationships were also found. To date no study has quantitatively synthesized the overall effect size between EI and L2 achievement or the potential moderators influencing their relationship. The current meta-analysis fills this research gap by examining 39 independent studies with a cumulative sample size of 6,571 participants. Moderation analyses showed that the effect was stronger for female, collectivistic culture, and final grades as language measures (as opposed to standardized tests) but not influenced by educational level, major, specificity of L2 achievement, skills of language learning or publication year. Reasons for...

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Tipo: artículo

Temas: artículo emociones

Resumen:

This study used Pekrun’s control-value theory (CVT) as a framework to validate the Achievement Emotion Questionnaire – Second Language Learning (AEQ-L2L) for assessing eight student emotions in second language (L2) learning. We tested and validated the instrument in two samples using three waves of data, with a total number of 1,021 Chinese university students. Item and scale statistics indicate the AEQ-L2L is reliable. Moreover, single- and multi-group confirmatory factor analysis supported the hierarchical four-factor component structure of L2 emotions in and across the two student groups. Furthermore, multi-model comparison indicated that language emotions are best represented by considering both the distinctiveness of the eight examined emotions and their component structure. Finally, latent correlation analysis demonstrated the...

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Tipo: artículo

Temas: artículo 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...

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Tipo: libro

Temas: libro aprendizaje de lenguas

Resumen:

How Languages Are Learned es una obra de referencia fundamental en el ámbito de la adquisición de segundas lenguas (SLA) y la didáctica de idiomas, ampliamente utilizada en la formación inicial y continua del profesorado. El libro ofrece una introducción clara, rigurosa y accesible a las principales investigaciones sobre cómo se aprenden las lenguas, con un enfoque explícito en sus implicaciones pedagógicas.

Las autoras analizan, en primer lugar, cómo se adquiere la lengua materna, mostrando que el desarrollo lingüístico sigue etapas relativamente predecibles y que los niños construyen activamente el sistema de la lengua a partir del input que reciben. Este análisis sirve como punto de comparación para comprender el aprendizaje de...

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Tipo: libro

Temas: libro revisión de bibliografía

Resumen:

The purpose of this literature review is to examine theory and research that has addressed what constitutes effective pedagogy for the acquisition of a second language (L2) in a classroom context. In other words, the review seeks to answer the question: How can instruction best ensure successful language learning?

This is not an easy question to answer, both because there are many competing theories offering very different perspectives on how instruction can promote language learning and because the empirical research does not always afford clear cut findings. We will endeavour to reflect the different theoretical viewpoints and findings in the review. To do otherwise would be to misrepresent the current state of research in this field.

However, in order to avoid the pitfalls of complete relativity, we will attempt to...

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Tipo: libro

Temas: libro gramática

Resumen:

Este manual se dirige a todo aquel docente que, aunque posee conocimientos de didáctica de segundas lenguas, es consciente de que le faltan conocimientos sobre lingüística y adquisición de lenguas. Los autores abordan un tema central en cualquier clase de español como segunda lengua: la expresión de la temporalidad mediante las categorías de tiempo y aspecto verbales. A lo largo de sus capítulos, que combinan justificaciones teóricas con ejemplos y reflexiones para el lector, se analizan los conceptos de tiempo, aspecto y modalidad contrastando las formas y usos de los tiempos verbales en español y cuatro lenguas más (inglés, rumano, amazigh y chino). El capítulo final se centra en los procesos de adquisición del tiempo y el aspecto en español como segunda lengua. La obra, lejos de negar la complejidad de la enseñanza y el aprendizaje...

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Tipo: artículo

Temas: artículo gramática pedagógica

Resumen:

In this paper we focus on the relationship between Spanish compounding and derivation on the one hand, and anaphoric relations involving null and overt subjects, on the other, in order to argue that a pedagogical grammar of Spanish for non-native speakers should take into consideration: (i) universal approaches to the analysis of Spanish which also depict its specific structural properties; (ii) psycholinguistic proposals on how Spanish morphosyntactic structures are acquired and processed; and (iii) empirical research that provides information about the learnability principles and the mechanisms involved in the acquisition of Spanish grammar. This threefold approach draws from developments that have taken place in this century. First, linguistic theory has refined the ?universal? principles and parameters approach developed to...

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Tipo: artículo

Temas: artículo adquisición de lenguas

Resumen:

This article examines the relationships between second language acquisition (SLA), instructed second language acquisition (ISLA), and language teaching by examining them from the lens of the research on the acquisition and teaching of second language (L2) tense-aspect in the last 20 years (2000?2021). Review 1 examines 56 instructional effect studies on the acquisition of L2 tense-aspect, and Review 2 examines 38 pedagogical proposals for the teaching of L2 tense-aspect. The reviews investigate to what extent instructional effect studies and pedagogical proposals with tense-aspect as the target of investigation and instruction (a) provide a linguistic description of the instructional target, (b) engage with previous research, (c) implement results from previous research to design assessment or instruction, and (d) include elaborate...

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