Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística

Resumen:

The purpose of this study was to find out, whether three methods of presenting input, were effective in relation to language aptitude. Persian-speaking learners of English were provided with 20 grammatical collocations (verb–preposition collocations) embedded in authentic passages, lexically/grammatically elaborated passages, and lexically/grammatically elaborated passages with shorter sentences and enhanced target collocations. Participants were assessed on their receptive knowledge and productive knowledge of the grammatical collocations by a posttest and a delayed posttest, and their scores were correlated with various measures of language aptitude. The results suggested that modified elaborated input, which provided more focus on form (FonF), positively affected immediate and long-term gains in receptive knowledge and ruled out...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: metacognición

Resumen:

Texto completo

Metacognition, the ability to understand and regulate one’s cognitive processes, is recognized as a key factor in effective English as a foreign language (EFL) learning. It involves both an awareness of the cognitive demands of tasks and the ability to manage these tasks to achieve specific outcomes. Similarly, grit, defined as perseverance and passion for achieving long-term goals, has emerged as a significant predictor of success in English learning. However, the relationship between metacognition and grit remains largely unexplored, especially how learners perceive and regulate their grit at a metacognitive level. This study addresses this gap by adopting a mixed-methods approach, combining...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

The present multiple case study is situated within the growing wave of research on the role of emotions in second language learning. It focuses more specifically on the relationship between emotion, motivation, willingness to communicate and the second language context. The participants were two adult learners of English as a second or other language (ESOL) in the United Kingdom: Aurora and Emilie (pseudonyms). Semi-structured interviews with the learners and their tutors, conducted face to face, were complemented with lesson observations over an academic term to achieve an in-depth understanding of the relationship between emotion, motivation, willingness to communicate and the learning context. Enjoyment and anxiety were the most salient emotions that emerged; however, the sources of these emotions were slightly different for the...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: aptitud lingüística

Resumen:

Texto completo

Recent work in the field of second language (L2) learning and teaching has aimed for improved representativeness by including older adult participants. Findings to date suggest not only that it is perfectly possible to learn a new L2 late in life, but also that, compared with younger samples, third-age learners’ success may be less dependent on the nature of the instructional approach they are exposed to. Whereas the predictive power of language learning aptitude in young adults’ instructed L2 learning has been amply demonstrated, we know very little about language aptitude as a predictor of late-life learners’ L2 achievement. The present study addressed these issues by comparing the...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

This study aimed to investigate whether and how willingness to communicate, communication in English anxiety, behavioural inhibition and action predict perceived second language (L2) fluency. The study also looked at whether L2 proficiency moderates the strength of relationships between these affective factors and L2 perceived fluency. One hundred learners of English were recorded while doing the Suitcase task (a monologic task) and were asked to complete a series of questionnaires and proficiency tests. Speech samples were then prepared for presentation to 26 experienced language teachers (and highly proficient users of English) as raters. Their task was to rate the speech samples in terms of perceived fluency. Results revealed that while willingness to communicate is a strong and positive predictor of perceived fluency,...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: cómic/historieta

Resumen:

Texto completo

El objetivo del presente trabajo es ofrecer a los profesores de Español como Lengua Extranjera una herramienta con la que trabajar en aquellas aulas multiculturales en las que se encuentran estudiantes con dislexia, entendiendo que se trata de una Dificultad Específica de Aprendizaje (DEA) que afecta de forma directa a su adaptación académica y por lo tanto dificulta la adquisición de una segunda lengua. Mediante el carácter lúdico y distendido que aportan al aula el empleo de viñetas, se podrán trabajar con todo el grupo diferentes objetivos comunicativos, lingüísticos, léxicos y culturales (ya que Quino abre la puerta al mundo hispano y a su visión irónica del mundo), lo que supone para el...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

Chinese students are frequently seen as passive learners because of their apparent reluctance to speak, particularly in English classrooms. However, this impression seems to reflect a stereotype which is likely to confound willingness to communicate (WTC) and communication behaviour. In this article we argue for more attention to be paid to individual differences to complement culture-related explanations of differences in WTC. Self-report data on WTC at both trait and state levels and personality characteristics were analysed in relation to L2 language learning performance in a sample of 103 university students. Individual differences in WTC L1 were found to be strongly related to extraversion; whilst individual differences in WTC L2 were associated with openness to experience, conscientiousness, and agreeableness, rather than...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

Although second language (L2) emotions have been intensively investigated in the recent decade, little attention has been paid to how L2 learners regulate their L2 learning emotions. It also remains unknown how different combinations of emotion regulation strategies (ERS) relate to learners’ regulatory emotional self-efficacy (RESE) beliefs and L2 burnout. The current study recruited 777 Chinese undergraduates of English as a foreign language (EFL) by administering a battery of questionnaires. Latent profile analysis indicated that three distinct groups of learners emerged, namely the Adaptive Group (40.5%), the High ERS Group (6.8%), and the Maladaptive Group (52.7%). Three-step Bolck–Croon–Hagenaars (BCH) analysis revealed distinct group differences in RESE and burnout. The Maladaptive Group reported the lowest levels on both RESE...

Ver ficha completa

Tipo: artículo

Metodología: propuesta didáctica

Temas: inteligencias múltiples

Resumen:

Texto completo

El objetivo de este artículo es ofrecer pautas prácticas a los profesores de E/LE, sobre la aplicación de la teoría de las inteligencias múltiples de Howard Gardner (1983) en su dimensión didáctica y teórica. Para ello, partimos de la concepción que un planteamiento didáctico y metodológico desde las inteligencias múltiples en el aula de E/LE puede ofrecer formas alternativas para la enseñanza de español que ayudan a que los estudiantes puedan conocer y desarrollar la mejor versión de sí mismos, conociendo sus capacidades y atenuando sus limitaciones en el aprendizaje de una lengua extranjera. Asimismo, sirve como un complemento útil y no distorsionante dentro del enfoque comunicativo, ya que esta...

Ver ficha completa

Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This study leverages positive psychology (PP) to explore the reciprocal relationships among foreign language enjoyment (FLE), ideal L2 self, and grit in English major learners of English as a foreign language (EFL). It further examines the potential for growth mindset to predict these constructs over time. Employing a cross-lagged panel design, the research investigates these relationships among 903 EFL learners in Iran, assessed at two time points. Structural equation modeling (SEM) is utilized to analyse the hypothesized reciprocal and predictive effects. The findings reveal a significant lagged effect of ideal L2 self on both FLE and grit, suggesting that a stronger ideal L2 self at the initial assessment predicts higher levels of FLE and grit at the subsequent time point. Additionally, growth mindset exhibits a significant...

Ver ficha completa