Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process of development that follows from the initial conditions of the L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads to two distinct motivational experiences (need satisfaction vs. need frustration), which in turn results in qualitatively different types of student classroom functioning (engagement vs. disengagement); and (2) that there are reciprocal effects between the L2 classroom environment and student classroom functioning. We collected data from 1,742 students enrolled in general-purpose postsecondary English courses in multiple waves of data collection across the span...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: fraseología

Resumen:

Given the fundamental contribution of formulaic sequences to the fluent, natural second/foreign language (L2) use and processing, finding effective ways of improving learners's formulaic language has increasingly engaged the attention of L2 practitioners. Focusing on lexical bundles (LBs), as the most frequent formulaic-language strings, the current quasi-experimental study examined statistical learning of recurring 3-to-6-word LBs among Iranian learners of English as a foreign language (EFL) receiving different types of distributional, narrative sensory stimuli. To this end, three intact classes received a recurring-theme narrative content in three different input modalities including only-auditory, audiovisual, and captioned audiovisual. To examine whether exposure to statistical, varied-modality input (or sensory stimuli)...

Ver ficha completa

Tipo: artículo

Metodología: revisión bibliográfica

Temas: factores afectivos

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...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

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...

Ver ficha completa

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: libro

Temas: español como lengua de herencia

Resumen:

This is a Reprint of the Special Issue Language Processing in Spanish Heritage Speakers that was published in Languages. 

This reprint offers a collection of empirical research on how Spanish heritage speakers process language input. It brings together ten contributions from varied theoretical and methodological perspectives, providing a comprehensive overview of the field and a solid foundation for future research on Spanish as a Heritage Language (SHL). Research on SHL has gained prominence as a lens for examining the linguistic, social, and cognitive mechanisms underlying its intergenerational transmission. Increased mobility among Spanish-speaking populations has intensified...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Los objetivos principales de este artículo son, en primer lugar, mostrar que los universales sobre la adquisición de segundas lenguas no son suficientes para explicar algunas de las diferencias encontradas en los datos producidos por los aprendices de distintas lenguas. Estos datos sólo pueden ser explicados teniendo en cuenta las diferencias tipológicas entre las lenguas implicadas en el proceso, tanto las L1 como las L2. En segundo lugar, mostraremos que no todas estas diferencias generan problemas del mismo tipo ni de la misma persistencia.

Texto completo

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Texto completo

El objetivo principal de este artículo es analizar cómo influyen las diferencias tipológicas en la adquisición de las construcciones atributivas, locativas, existenciales y posesivas, y cuál es el papel de las estrategias generales de simplificación que se han propuesto para explicar algunas omisiones de las formas copulativas. Los datos analizados provienen de un estudio transversal en el que han sido entrevistados aprendices de catalán y de español cuyas primeras lenguas son el árabe marroquí, el chino o el rumano. A partir de los datos recogidos, se ha observado que los aprendices con un nivel más bajo de cada grupo producen un número más elevado de omisiones que los de un nivel más avanzado,...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación

Resumen:

Texto completo

A growing body of research, especially on second language (L2) English, has shown the positive effects of explicit pronunciation teaching. However, some beliefs which prevent explicit pronunciation teaching still remain, notably, the belief that regular speaking during class time is enough to improve pronunciation outcomes. This article analyses the evolution of L2 Spanish vowels in four students at an Australian university. An analysis of 1,387...

Ver ficha completa

Tipo: libro

Temas: enseñanza/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...

Ver ficha completa