Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Little is known about young CLIL (Content and Language Integrated Learning) learners’ attention to formal aspects of the target language when engaged in collaborative task-based interaction. Previous research on language-related episodes (LREs) with other populations indicates that certain variables (e.g. target language proficiency or pair formation method) may play a role in the production of LREs. This study investigates the amount, types and resolution of LREs produced by primary education CLIL learners in a collaborative picture-ordering + story-telling task depending on two variables – L2 English proficiency (grade 5 dyads vs. grade 6 dyads) and pairing method (proficiency-matched dyads vs. student self-selected dyads). Findings indicate that young CLIL learners’ interactive behaviour in L2 English, at least in terms of LRE...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The extent to which learners benefit from instruction may be largely dependent on their individual abilities. However, there is relatively little work on the interaction between instructional effectiveness in second language learning and learner individual factors. In this study, we investigated the relationship between instruction, individual differences in cognitive abilities (working memory and declarative memory), and second language vocabulary acquisition in the context of web-based intelligent computer assisted language learning (ICALL). To this end, 127 adult learners of English, predominantly advanced-level, German-speaking learners, read news texts on the web for about two weeks using an ICALL system under two instructional conditions: form-focused and meaning-focused instruction. Learners in the form-focused condition read...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This mixed-methods study investigates how task type—independent versus integrated—and task repetition may influence the complexity, accuracy, and fluency (CAF) of second language oral performance and learners’ underlying attention orientation. Fifty-six Iranian English as a Foreign Language (EFL) learners completed either an independent (reading–speaking) or integrated (reading–listening–speaking) task, repeated after one week. CAF measures captured performance changes, and stimulated recall interviews with 24 participants traced attentional allocation according to Levelt’s (1989) speech model. No interaction effects emerged, but significant main effects were found: repetition was associated with increases in syntactic complexity and accuracy, and task type affected speech rate. Stimulated recalls appeared to align with these findings...

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Tipo: artículo

Metodología: estudio empírico

Temas: perífrasis verbales

Resumen:

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Las perífrasis resultativas «tener + participio» y «llevar + participio» presentan una particular complejidad para los aprendientes de español, que se ve agravada por una desatención generalizada en los materiales de Español como Lengua Extranjera (ELE). En este estudio, en primer lugar, llevamos a cabo un análisis del tratamiento que han recibido estas perífrasis en algunos manuales y gramáticas de ELE. Constatamos que, en la mayoría de casos, se han dado explicaciones insuficientes, confusas o excesivamente metalingüísticas de estas construcciones. Tras confirmar la necesidad de actualizar la enseñanza de «tener + participio» y «llevar + participio», llevamos a cabo una propuesta de...

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Tipo: artículo

Metodología: estudio empírico

Temas: atención a la forma

Resumen:

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Previous studies on incidental focus on form (FonF) have mostly focused on its overall effectiveness. This study is an attempt to further examine the effectiveness of incidental FonF with regard to different linguistic categories (vocabulary, grammar, and pronunciation). To this end, eight hours of a free discussion English as a foreign language (EFL) class with 12 upper-intermediate learners were observed, and instances of focus on form episodes (FFEs) were identified. Uptake sheets were also used to identify the learners’ noticing of FFEs and their novelty to them. To measure the effects of incidental FonF on learning different linguistic categories, individualized immediate and delayed post-...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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Today, the Common European Framework of Reference (2009), and with it the action-based approach, underlies English Language Teaching (ELT) curricula throughout Europe. However, actual teaching practices are likely to vary according to factors such as the educational level and supra-national differences, including legal guidelines and the level of extramural English, i.e. out-of-school use of English (Sundqvist, 2009). Those factors presumably influence the role of grammar teaching in foreign language classrooms, which has been the subject of continuous debate (see Graus & Coppen, 2016; Thornbury, 1999; Ur, 2011). Such potential differences in teacher-reported ELT practices across Europe have...

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Tipo: artículo

Metodología: estudio empírico

Temas: colocaciones

Resumen:

This study investigates the relative effectiveness of two methods for teaching a set of English verb–noun collocations: form-focused instruction (FFI) and concept-based instruction (CBI). The sample comprised 73 Chinese-speaking learners of English taking intermediate English courses, who were randomly assigned to one of three groups: an FFI intervention group, a CBI intervention group, and a control group. In order to determine the effects of the two instructional methods, the participants’ collocational knowledge was measured in three ways: via form recall testing, form recognition testing, and meaning recall testing. Specifically, all of the participants took pretests, immediate posttests, and one-week delayed posttests. The results of a comparison of the learning gains between the three groups showed that the CBI and FFI...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

Research on task-based language teaching (TBLT) has gained significant attention in recent years, yet studies on task design have primarily focused on manipulating task variables for research purposes. Little is known about teachers’ design processes, their choices, and how they balance design variables for pedagogical tasks. This study investigates task design processes in primary school contexts using an innovative web-based design tool. Thirty-five primary school teachers participated, with their design activities captured through think-aloud protocols. This approach provided a detailed view of teachers’ strategies, challenges, and iterative refinements during task creation. The findings reveal previously undocumented aspects of task design, including how teachers navigate the task cycle, their cognitive processes during design,...

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Tipo: artículo

Metodología: estudio empírico

Temas: input

Resumen:

This study examined the extent to which textual enhancement and task manipulation affect the learners’ attentional processing and the development of second language (L2) grammatical knowledge. A total of 73 Korean college students read an opinion news article in one of four experimental conditions: (1) textually enhanced, careful reading, (2) textually enhanced, expeditious reading, (3) textually non-enhanced, careful reading, and (4) textually non-enhanced, expeditious reading. For the enhanced conditions, the target L2 construction, i.e. the use of English participle phrases in the restrictive use, was typographically enhanced using a different color. In addition, the reading task was manipulated in terms of the speed and the manner of reading, i.e. careful reading to remember textual information as accurately as possible or...

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