enfoques y métodos

En las últimas décadas, el avance en los estudios de metodología de lenguas extranjeras (LE) ha experimentado un espectacular avance, y aunque todavía estamos muy lejos de haber encontrado la forma ideal de didáctica, los progresos indican que vamos por buen camino. Las metodologías comunicativas y el enfoque por tareas han dado a las destrezas en el aula de LE un protagonismo relevante y justificado, pues cada destreza cubre una serie de procesos de aprendizaje y necesidades del aprendiente.

Applying transformative learning theory to Chinese college English listening and speaking education programs

Jiang-Hua Wu, Peng-Fei Chen, Nan Zhang (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoques y métodos

Resumen:

Traditional English teaching in China is predominantly teacher-centered, which limits student engagement and reflective learning. Transformative learning theory (TLT) advocates a student-centered approach that fosters critical reflection and active participation, potentially enhancing English listening and speaking skills. This study examines the effectiveness of a TLT-based curriculum intervention in improving Chinese college students’ English proficiency. Using a quasi-experimental design, 135 freshmen at a comprehensive university in China participated in the study. The experimental group (EG) received a 10-week TLT-based curriculum, while the control group (CG) underwent traditional instruction. Language proficiency was assessed using the Cambridge English Language Assessment’s Preliminary English Test (PET), and multivariate...

Parlez-vous francais? Effects of structure-based versus dynamic-usage-based approaches on oral proficiency

Audrey Rousse-Malpat, Lise Koote, Rasmus Steinkrauss (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoques y métodos

Resumen:

We investigated the effectiveness of two different teaching methods based on two different theoretical views of how languages are learned in oral proficiency after three years of L2 French instruction. The first method is commonly used in the Netherlands and is in line with structure-based (SB) principles, viewing language as a set of grammar rules that need to be explained to achieve accuracy, usually in the L1. The second method aligns with dynamic-usage-based (DUB) principles in that language is viewed as a set of conventionalized routines that are learned through frequent exposure and the L2 is spoken exclusively in class. In a large study (Rousse-Malpat et al., 2019), the DUB method proved...

La situación de E/LE en las universidades chinas y la aplicación de doblaje en la enseñanza para los cursos superiores

Menghzi Lian (2018)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: enseñanza de español en China

Resumen:

En la actualidad, en la enseñanza universitaria de español como lengua extranjera del tercer y cuarto curso, parece que la organización de los cursos y el método tradicional en la enseñanza no pueden satisfacer las necesidades de los alumnos, por eso sería necesario introducir métodos nuevos en la enseñanza. En este trabajo, en primer lugar, presentaremos brevemente las habilidades que más necesitan desarrollar los alumnos del periodo superior; en segundo lugar, se analizarán las posibilidades y ventajas de introducir el doblaje en la enseñanza; por lo último, se presentarán unos modelos básicos y unos principios de este método didáctico.

Comparison of the context provision and imagination elicitation approaches to learning emotional vocabulary

María Jesús Sánchez, María Fernández, Elisa Pérez-García (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

The purpose of this study is to examine which teaching methodology – context provision or imagination elicitation – is more efficient to learn emotional vocabulary in the English as a foreign language (EFL) classroom. A pre-test / post-test design was used to test the benefit of the two types of instruction, compared to a traditional teaching method. A total of 60 EFL students at a B2 level (Council of Europe, 2001, 2018) participated in the research. A set of 40 emotional words was selected according to the following criteria: to be emotional and mid-frequency vocabulary in English, and rather unknown words by B2-level students in order to allow room for learning. Statistical analyses showed that the instruction phase was successful, since the groups significantly differed in the post-test. Although the two experimental treatments...

The impact of L2 writing instructional approaches on student writing motivation and engagement

Shulin Yu, Lianjiang Jiang, Nan Zhou (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While previous research has investigated the effectiveness of various second language (L2) writing instructional approaches upon students’ writing performance, whether and how the instructional approaches relate to students’ writing motivation and engagement remains largely unexplored. This study used the adapted Motivation and Engagement Scale for University/College students and investigated how the three L2 writing instructional approaches (i.e. product-, process-, and genre-oriented) were associated with L2 students’ writing motivation and engagement. A sample of 1,190 students from 35 universities in China participated in the study. Results show that the product-oriented approach induced both adaptive and maladaptive motivation and engagement whereas the process-oriented approach led to student engagement in writing with limited...

The impact of the production-oriented approach on L2 Motivational Self System and academic achievement among Chinese English majors

Yifan Zhang, Mohd Rashid Bin Mohd Saad, Han Zhang (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

This quasi-experimental study examines the impact of the production-oriented approach (POA) on the L2 Motivational Self System (L2MSS) of Chinese college students and their English achievement. Conducted over 8 weeks in four classes ( N = 108) at a public university in Shandong Province, the study compares two experimental groups exposed to POA-based instruction with two control groups following traditional teaching methods. Data were collected via a validated 40-item L2MSS questionnaire and three English achievement tests administered in Weeks 1, 4, and 8. Statistical analyses, including independent t -tests, analysis of covariance (ANCOVA), and multivariate analysis of covariance (MANCOVA), revealed that POA significantly enhanced students’ overall second-language (L2) motivation and English achievement, with the most consistent...

Arts, language and intercultural education

Mike Fleming (2023)

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Tipo: artículo

Metodología: trabajo teórico

Temas: competencia intercultural

Resumen:

This article is structured around four questions related to the arts, language and intercultural education. Are the claims for the value of the arts over-stated? Does the use of the arts in the service of non-art outcomes run the risk of distorting the art form itself? Is there a danger that incorporating the arts in language education will distract from its central purpose? Are there any risks in employing the arts to support the teaching of interculturalism? These questions are used as a focus for discussing theoretical perspectives in the arts, including justifying the arts, theories of art, the importance of form, the concept of ‘aesthetic experience’, ‘learning in’ and ‘learning through’ the...

Múltiples puertas de entrada a la mente de nuestros alumnos: las inteligencias múltiples en el aula de E/LE

Dayane Monica Cordeiro, Laura Pérez Sanchís (2016)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: inteligencias múltiples

Resumen:

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...

Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom

Liam Printer (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

A surge in empirical investigations in second language (L2) learning motivation in recent years has revealed a growing link between emotions in the foreign language classroom and language learner motivation. Nonetheless, there remains a distinct focus on the impact of negative emotions such as frustration and anxiety. The current year-long study investigates the links between positive emotions such as enjoyment, interest and excitement, and intrinsic motivation. The enquiry explores the influence of the Teaching Proficiency through Reading and Storytelling (TPRS) strategy on students’ motivation and emotions using a Self-Determination Theory (SDT) lens. The study analyses the extent to which a group of French language students perceive that TPRS satisfies SDT’s three basic psychological needs of autonomy, competence and relatedness....