Tipo: artículo

Metodología: propuesta didáctica

Temas: materiales audiovisuales

Resumen:

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El cine nos ofrece numerosas posibilidades de explotación didáctica en el aula de E/LE, por tratarse de una prestigiosa fuente de ocio, en la que se representan los valores culturales propios. Es un material adecuado para trabajar las variantes de la lengua y acostumbra al alumno a la variedad de registros y a los diferentes sociolectos, dialectos y acentos. En suma, es un material potente porque aporta los aspectos esenciales de acto comunicativo. En este artículo, presentamos el proyecto realizado con estudiantes brasileños de segundo año de bachiller con un nivel de español A2, en el cual se utilizó el cine como herramienta didáctica para desarrollar la competencia comunicativa, la creatividad y...

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Tipo: artículo

Metodología: estudio empírico

Temas: cognición y procesamiento

Resumen:

This study examined the effects of working memory and topic familiarity on English as a foreign language (EFL) learners’ oral performance from psycholinguistic perspective. Sixty-one sophomores majoring in English from a university in China were divided into high and low working memory capacity groups to perform two oral tasks of familiar and unfamiliar topics. The results demonstrated that working memory exerted significant effect on accuracy, fluency and overall grade, but no significant effect on syntactic or lexical complexity was found. Topic familiarity significantly affected lexical complexity, accuracy, fluency and overall grade, but syntactic complexity remained unaffected. Moreover, working memory and topic familiarity had significant interaction effects on fluency. Participants with high working memory capacity achieved the...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Within the same learning context, learners’ outcomes in terms of oral fluency vary greatly. This study tracked the relative contributions that first language (L1) and initial second language (L2) fluency skill and working memory (WM) made to L2 fluency development. We assessed the performance of French-speaking Grade 6 learners’ (n = 47, mean age: 11) in a 10-month intensive English program in Quebec, Canada using a picture-cue monologic task based on The Suitcase Story and a semi-structured interview based on the Oral Proficiency Interview (OPI). Working memory was assessed using a backward digit span task and phonological memory (PM) via non-word repetition and serial non-word recognition tasks. Overall, results suggest that L1 fluency, WM and PM played only a minor role in learners’ L2 fluency outcomes, whereas learners’ pre-...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

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Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present study investigated how second or foreign language (L2) learners cope with boredom in class, using Q methodology. The participants were 40 undergraduate English majors (12 male, 28 female). By-person factor analysis identified three coping profiles, namely, acceptors , escapers , and strivers . The acceptors viewed coping as a personal responsibility and acknowledged boredom as a natural and temporary emotion. These learners reminded themselves of the value of the lesson, reflected on the causes of boredom, and planned to prepare for future situations, showing a reflective and mindful attitude. The escapers tackled boredom through mental or behavioral disengagement. They tended to distract themselves or share their feelings with peers. While they avoided confronting boredom directly, they neither blamed themselves nor the...

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Tipo: artículo

Metodología: estudio empírico

Temas: lexicografía

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En este estudio, parto de la base de que, por un lado, no todos los estudiantes de E/LE de un mismo nivel tienen las mismas necesidades, al intervenir diferentes variables que permiten diferenciar a un estudiante de otro; por otro lado, es necesario emplear el diccionario como herramienta de aprendizaje activo y autónomo del léxico de E/LE. Para ello, y a partir de mis experiencias prácticas en el aula sobre el uso del diccionario monolingüe de aprendizaje de E/LE (DIMAELE) con estudiantes italianos de E/LE, presentaré, en primer lugar, una breve justificación sobre su uso en el aula. En segundo lugar, expondré la idea argumentada de que los DIMAELE existentes deben mejorar la representación de las...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Although research into emotions has flourished in second language (L2) / foreign language (FL) learning in recent decades, few attempts have been made to examine learners as clusters based on their emotional profiles. The current study set out to first investigate the nature of 98 Grade-4-to-5 English as a foreign language (EFL) learners’ emotional profiles, as represented by classroom anxiety, boredom, and enjoyment. The hierarchical clustering analysis revealed three distinct profiles: Negative Emotion (NE; 21.43%), High Enjoyment (HE; 46.93%), and high in both Enjoyment and Anxiety (EA; 31.63%). We then analysed FL motivation and family background (household income and parental education) between the three groups. We also compared the FL proficiency levels (listening, reading, speaking, and writing) between the three groups from...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Prior research showed that interleaved practice (studying multiple skills at once) is more effective than blocked practice (studying only one skill at a time). This study aims to replicate the benefits of interleaved practice on the proceduralization of second language (L2) syntax and further examines the role of working memory (WM) in different practice schedules. Sixty English learners studied five types of relative-clause constructions under either blocked- or interleaved-practice conditions. The blocked-practice group engaged in systematic form-focused speaking practice with exemplars blocked by syntactic category, while the interleaved-practice group received mixed exemplars from the different categories. The proceduralization of grammatical knowledge was measured by analysing the accuracy and speed indices from a picture...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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Few teacher education courses address the psychology of language learning and teaching explicitly, despite considerable evidence showing just how important such factors can be in determining the effectiveness of language teaching and learning. In this paper, we report on a study that sought to investigate what two sets of experts believe that language teachers at secondary-level schools might find useful to know about psychology for language learning and teaching; in other words, their psychological literacy. Qualitative data were generated with international researchers in the field of psychology of language learning and teaching (n = 26) and language teachers (n = 21) in order to combine...

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Tipo: artículo

Metodología: estudio empírico

Temas: diferencias individuales

Resumen:

This study investigated the effects of growth mindset and self-efficacy on foreign language achievement (FLA) in a sample of 379 intermediate learners of English as a foreign language (EFL) while also incorporating the mediation of second language (L2) grit in a structural model. The measurement model was examined using confirmatory factor analysis, and mediation analysis was conducted following Baron and Kenny’s (1986) method to explore the mediating role of L2 grit in the relationship between growth mindset, self-efficacy, and FLA. The results revealed that both L2 grit and English self-efficacy directly predicted FLA. Moreover, the mediation analysis revealed that growth mindset influenced FLA indirectly through the mediating role of L2 grit. These findings suggest that fostering growth mindset and self-efficacy beliefs in language...

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