Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

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Because most real-life foreign language speech is naturally unpredictable, spontaneous speech should be practiced in the foreign language classroom. Student teachers of English as a foreign language (EFL) may benefit from practising methodology for spontaneous speech practice. This article reports the findings for a study into EFL student teachers’ experiences with using improvisation activities, exploring the relevance of improvisation activities for spontaneous speech practice. The data include semi-guided texts and reluctant speakers’ interviews. The findings showed that improvisation activities facilitated spontaneous speech practice and strengthened speaking confidence through enjoyment. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: estrategias de comunicación

Resumen:

This study examines how instructional design shapes the development of oral communication strategies in an 18-week English-as-a-foreign-language speaking course, at a time when generative artificial intelligence is often assumed to enhance speaking performance. All three classes worked with the same curriculum and speaking tasks. One class learned through a BOPPPS (Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) based sequence in which students prepared ideas, participated in guided speaking activities, and reviewed their performance, with each cycle including a stage where they generated their own content before using ChatGPT to refine it. A second class received regular teacher guidance and completed the same tasks, but their use of ChatGPT was self-directed and not part of a fixed...

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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: propuesta didáctica

Temas: español de los negocios

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El objetivo de este trabajo es presentar una propuesta didáctica que se enmarca dentro de la enseñanza del español para fines específicos (EFE) y, más concretamente, del español para los negocios. A partir de un enfoque comunicativo por tareas, se propone que el alumnado diseñe una campaña de publicidad de un producto. Para lograr este objetivo, los estudiantes se organizan en grupos de trabajo de entre 4 y 6 personas y deben realizar, en las distintas sesiones de trabajo, las siguientes actividades: elegir el producto que van a promocionar, identificar y hacer un perfil del público objetivo y el buyer persona de dicho producto, reflexionar sobre la mejor ubicación, elaborar un anuncio gráfico y...

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Tipo: artículo

Metodología: estudio empírico

Temas: adquisición de segundas lenguas

Resumen:

This study investigated the optimum task sequence for second language (L2) novice learners of English. One set of task sequences was manipulated using a deductive and theoretical SSARC (simplify–stabilize–automatize–restructure–complexify) model, and two sets of task sequences were manipulated based on a teacher’s inductive classroom observations. A total of 76 undergraduates at a private university in Korea were divided into three groups for the task sequences: task complexity (TC), guided planning with vocabulary (GPV), and guided planning with content (GPC). While the four oral tasks were sequenced according to the resource-directing dimensions [± elements] and [± reasoning] in all three groups, the TC group received pretask planning, the GPV group received teacher-led guided planning with words, and the GPC group received teacher-...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This quasi-experimental study reports on the outcomes of a video-synchronous learning program in which an element of project-based foreign language learning was integrated. The project chosen was to cooperatively create a homepage. American students learning Japanese in the United States and Japanese students learning English in Japan made pairs and communicated in both their native and target languages via Skype to complete the project. The goals of this educational program were to increase intrinsic motivation in learners and improve their target language oral abilities, and identify challenges and problems with implementation. The program was conducted during the spring semester in 2017 and evaluated both quantitatively (via pre- and posttests) and qualitatively (via surveys and reflection papers). The results show that both groups...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

While teachers bear the responsibility for facilitating discourse in second language (L2) classrooms, this study examines a specific pathway linking pedagogy to student participation. We investigated the relationship between a representative dialogic teaching strategy, academically productive talk (APT), and students’ discursive engagement in class. Using a sample of 490 students from seven primary and secondary schools, we analyzed associations among students’ perceptions of their teachers’ APT, students’ willingness to communicate (WTC), L2 learning motivation, L2 communication confidence, and their discursive engagement in L2 English classrooms. Structural equation modeling revealed that student-perceived teacher APT was positively related to both students’ WTC and their discursive engagement with peers. WTC partially mediated the...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: paremias

Resumen:

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Esta experiencia trata de acercarnos a la palabra para mejorar las competencias comunicativas orales y escritas de los nuevos hablantes de nuestro idioma. El uso de los refranes se incluye en el ámbito del nivel popular; en él abunda la subjetividad, se economizan considerablemente los medios lingüísticos y aparecen numerosas apelaciones al oyente. Relativo a esto podemos señalar que los proverbios y refranes son expresiones de contenido moral y didáctico que se transmiten de manera oral.

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Tipo: artículo

Metodología: estudio empírico

Temas: literatura

Resumen:

This research analyzes the impact of a pedagogical approach that integrates argumentation and emotional intelligence into the teaching of French literature in university-level French as a Foreign Language courses. The objective is to examine how this method may contribute to reducing conflictual behaviors and fostering micro-processes of peace in Colombia. The literature classroom thus serves as a testing ground within a university environment characterized by the presence of politically engaged student groups that occasionally express strong opposition to institutional decisions. Two pedagogical models were compared: a traditional approach focused on textual analysis and a new method centered on argumentation and emotional intelligence. The study uses a mixed-methods design combining academic assessments, Diploma in French Language...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: materiales audiovisuales

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La idea principal es mostrar de qué manera la creación por parte de los alumnos de materiales audiovisuales en español es una buena justificación para que los estudiantes desarrollen por un lado las destrezas de comprensión y expresión, sobre todo las orales, y por otro que, al tener que trabajar en grupos, desarrollen las estrategias colaborativas.

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