Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

Myriad studies have been conducted to test the benefits of extensive reading (ER) on second language (L2) acquisition, while limited research has addressed or sought solutions to the unpopularity of ER in L2 classrooms, especially in secondary teaching contexts. With the aim of exploring both teachers’ and students’ perceptions and practice of ER, this study reports on two reading programmes carried out in Chinese secondary schools with variations in educational development, teacher training opportunities, and students’ overall competence. Data were collected from a student questionnaire survey (n = 86), two interviews with teacher participants (n = 2), and one interview with student participants (n = 9), teachers’ reflective journals, and various documents related to the reading programmes. Thematic analysis was adopted to analyse...

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Tipo: artículo

Metodología: estudio empírico

Temas: multimodalidad

Resumen:

Despite the increasing prevalence of multimodal approaches and multimodal composing (MC) in Chinese as a second language (CSL) instruction, whether MC can positively impact the writing performance of CSL learners remains to be further explored. This study focuses on advanced-level CSL learners and investigates the impact of MC on their writing performance through a quasi-experimental study involving three writing tasks. Learners’ attitudes and evaluations towards MC are examined via a reflection survey and a semi-structured interview, and their writing performance is evaluated using three criteria, namely language, structure, and content. The results indicated that the experimental group engaged in MC demonstrated greater syntactic complexity, structure, and content compared to the control group. However, while the experimental group...

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

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Strategic use of learners’ multilingual resources in a content and language integrated learning (CLIL) classroom enables learners to employ all of their linguistic repertoires to make sense of what they learn to construct and demonstrate new content and language understanding and skills. This study examines a CLIL teacher’s cognition – what they know, believe, think, and do – on allowing multilingual practices among learners with limited foreign language proficiency. An in-depth analysis of the qualitative data collected from a Japanese/Humanities CLIL teacher working in an Australian secondary school revealed two key findings. Namely, this study identified: (1) the influence of complex...

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Tipo: artículo

Metodología: trabajo teórico

Temas: cultura

Resumen:

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En la didáctica de las lenguas extranjeras, uno de los aspectos más comprometidos tanto desde el punto de vista de la planificación del currículo, como desde el punto de vista de la metodología, es la presentación y el desarrollo didáctico de los contenidos socioculturales en el contexto del aula.

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: pragmática

Resumen:

Developing pragmatic competence implies the learning of the norms and principles that affect the behavior of participants in a culture (i.e. sociopragmatics) and the ability to choose the language to realize those norms (i.e. pragmalinguistics). Learning to be pragmatically appropriate in the second language (L2) is not easy, and although it is possible without instruction, research shows that instruction helps development (Plonsky & Zhuang, 2019). This article advocates that technology-mediated tasks are an excellent and effective pedagogic tool to promote L2 pragmatic development. The article will introduce some key findings of studies that incorporate technology and pragmatics as well as those that have investigated tasks and L2 pragmatics to then focus on those studies that incorporate the three elements: tasks, technology and...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas

Resumen:

This study is aimed to identify the effects of task complexity on first language (L1) use and the functions it may serve when two groups of learners of English as a foreign language (EFL) work on collaborative tasks. Twenty-four pairs of Chinese EFL learners from two universities were assigned to a lower-proficiency and a higher-proficiency group, each with twelve pairs. Each group completed two collaborative tasks of different cognitive complexity. The results showed that task complexity had an appreciable impact on the use of L1 and its functions. It is also found that the impact of task complexity was dependent on learners’ English proficiency. Specifically, the higher-proficiency group employed more L1 to perform complex tasks than they did in the simple versions of the tasks. These learners also devoted significantly more L1...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

While previous research has investigated teacher oral feedback practices and their influences on student learning, little research has examined how students interpret and engage with teacher feedback, which is critical to the feedback effectiveness and the success of learning and performance. According to Ellis, student engagement is clearly defined as the ways that students respond to the feedback, which can be cognitive, behavioral, and affective. Drawing upon students’ oral presentations together with teacher oral feedback, semi-structured interviews, stimulated recalls, reflective accounts, and PowerPoint (PPT) slides for the oral presentations, this case study investigates three undergraduates’ cognitive, behavioral, and affective engagement with teachers’ oral feedback provided on in-class oral presentations in an English as a...

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

The main goal of many students of English as a foreign language (EFL) is to be fluent in the target language, i.e. to be capable to transfer their thoughts smoothly and easily in different contexts. The present study examines the effect of pedagogic intervention on enhancing speech fluency in EFL using a pretest – immediate posttest – delayed posttest design. Two groups of 32 EFL students at a University in Iran took part in the study, receiving the same amount of instruction (18 hours over 18 weeks). The Control group listened to / viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of speaking skills tasks but received no fluency training. The Experimental group spent part of the time on fluency strategy training, encouraging the memorization, repetition, and retelling of the...

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Tipo: artículo

Metodología: trabajo teórico

Temas: multilingüismo

Resumen:

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Este artículo analiza la cuestión de qué significa enseñar una lengua extranjera, planteando un recorrido por la historia de la filosofía del lenguaje y la lingüística en sus relaciones con una L2. La lengua materna determina nuestro acceso al mundo, fenómeno que no puede dejar de tenerse en cuenta en un tiempo que parece haber apostado por el inglés como lengua franca para el acceso a las ciencias y otras disciplinas. El texto recoge diferentes ejemplos de esta hipótesis para apostar por el multilingüismo desde el que el ser humano accede a la realidad y valorarlo como riqueza que jamás debe olvidarse en la enseñanza de la L2.

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Tipo: libro

Temas: mediación

Resumen:

Proporciona las claves para conceptualizar la mediación y ofrece actividades, tareas y proyectos para llevarla al aula con eficacia. Examina los descriptores de actividades y estrategias de mediación del Volumen complementario del MCER y la trata en distintos ámbitos: la audiodescripción, los textos creativos, la enseñanza basada en proyectos, el plurilingüismo, la gramática cognitiva y la evaluación. Da acceso a recursos digitales con propuestas de actividades, bibliografía y soluciones.

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