creencias y actitudes de los profesores

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Tipo: artículo

Metodología: estudio empírico

Resumen:

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Studies on teachers’ beliefs about vocabulary learning and teaching have focused, so far, on English as a second language (L2), or foreign language (FL), in different contexts but little attention has been given to other L2s and FLs. In this study, 15 Spanish L2 instructors at large universities were interviewed in order to better understand where they stand when it comes to (1) the importance they give to vocabulary, as compared to grammar, in their classes, (2) how they decide which words to teach, and (3) how they assess students’ word knowledge. These interviews were subsequently analysed following...

Pronunciation in foreign language classrooms: Instructors' training, classroom practices, and beliefs

Amanda Huensch (2018)

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Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación

Resumen:

The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in foreign language classrooms. To fill this gap, instructors of Spanish (n = 127), French (n = 89), and German (n = 80) teaching basic language courses (i.e. the first four semesters) at 28 large (e.g. more than 15,000 students), public universities in the United States completed an online survey reporting on their training, classroom practices, and...

Cultural meaning-making in challenging interactions in L2 Spanish: language teachers' perceptions

Lori Czerwionka, Gerrard Mugford (2020)

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

Resumen:

Some challenges to intercultural communication prevent intercultural interactions altogether, while others can prevent effective and successful communication during an intercultural exchange. This article addresses a key challenge within intercultural interactions: cultural meaning-making. This is a process that requires both communicative and intercultural competence and encompasses the interdependent and ever-present relationships between language, culture, and worldviews. Considering the important role of language teachers in second language (L2) learners' cultural meaning-making development in challenging interactions that may be faced by learners in the target language community, the current pilot study elicits teachers' perceptions of linguistic and cultural resources required by their students to engage in challenging...

Dialectal variation and Spanish Language Teaching (SLT): perspectives from the United Kingdom

Zsuzsanna Bárkányi, Mara Fuertes Gutiérrez (2019)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This article presents the results of an empirical investigation into the teaching practices and opinions of UK-based Spanish teachers concerning the treatment of language varieties in the L2/FL classroom. Qualitative and quantitative data obtained through an online survey provide the basis for an analysis of participants' knowledge of dialectal varieties and how to teach them, their perceptions of their own and other varieties, and the extent to which they accept new Pan-Hispanic ideologies and the conception of Spanish as a pluricentric language. The study reveals a lack of correlation between teachers' declared knowledge about Spanish dialectal varieties and their own teaching practices.

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Este artículo presenta los resultados de una investigación empírica sobre las opiniones y prácticas docentes...

Actitudes lingüísticas de los profesores de español en España y Australia hacia las variedades dialectales

Macarena Ortiz-Jiménez (2019)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Este estudio responde a la necesidad de analizar empíricamente las actitudes lingüísticas de los docentes de ELE/EL2 hacia la variación dialectal. Dichas actitudes influyen de manera significativa en las prácticas docentes, al tratarse de los modelos lingüísticos más inmediatos para los aprendices. Su objetivo principal consiste en validar la existencia de una jerarquía sociolingüística, donde la variedad castellana se encontraría en la cúspide, determinar la influencia del contexto y comparar por primera vez datos recogidos de dos contextos geográficos distantes, España y Australia, lo que permite además reflexionar sobre la situación del español desde una perspectiva global. Para ello, se analizan las respuestas obtenidas de 47 docentes mediante un cuestionario de pares ocultos (verbal guise) centrado en dos dimensiones: estatus y...

La enseñanza de la pronunciación del español en Australia: creencias y actitudes de los profesores

Manuel Delicado Cantero, William Steed (2015)

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Tipo: artículo

Metodología: estudio empírico

Temas: pronunciación

Resumen:

Tras años de desatención en la metodología y en las aulas, la enseñanza y el aprendizaje de la pronunciación están viviendo un retorno a las aulas acompañados de un creciente interés en la investigación (Gil Fernández 2007, 2012). En Australia, en comparación con otras lenguas "especialmente las asiáticas" de mayor tradición en la educación, el español no ha gozado de una gran presencia y tampoco ha recibido la atención necesaria en la investigación pedagógica, incluidas las opiniones y necesidades de los docentes. En este artículo ofrecemos un estudio de las creencias y las actitudes de profesores australianos de español como lengua extranjera (ELE) en relación con la enseñanza de la pronunciación. Los datos proceden de profesores de varios niveles educativos y de diferentes estados o territorios australianos. En el estudio mostramos...

Spanish teachers' beliefs on the usefulness of pronunciation knowledge, skills, and activities and their confidence in implementing them

Charles Nagle, Rebecca Sachs, Germán Zárate-Sández (2023)

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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...

Understanding language teacher wellbeing: An ESM study of daily stressors and uplifts

Tammy Gregersen, Sarah Mercer, Claire Ann Banga (2023)

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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...

The wisdom of crowds: When teacher judgments outperform word-frequency as a predictor of students' vocabulary knowledge

Pablo Robles García, Jeffrey Stewart, Christopher Nicklin (2023)

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Tipo: artículo

Metodología: estudio empírico

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...

Formación específica sobre la competencia comunicativa intercultural en los profesionales de la enseñanza del español como lengua de herencia en Alemania

Eva Xatruch Virolés, Cristina Alcaraz Andreu (2023)

MarcoELE

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

Resumen:

El presente estudio de investigación recoge los datos y opiniones de profesionales dentro del campo del español como lengua de herencia en Alemania y de dos expertos sobre la existencia o falta de formación específica en la intersección existente entre la competencia comunicativa intercultural y la enseñanza del español como lengua de herencia. Primeramente, es necesario una contextualización del ELH en Alemania y unos conocimientos sobre diferentes modelos de competencia comunicativa intercultural. Seguidamente una primera fase de la investigación constituida por cuestionarios a profesionales del ELH en Alemania, una segunda fase de la investigación por entrevistas a profesionales del ELH en Alemania y se amplia la información con la entrevista a dos expertos: la Dra. Carmen Ramos Méndez-Sahlender y el Dr. Yeray González Plasencia,...