interacción

Tomar la dramatización o puesta en escena como una actividad que refuerza el uso del español es algo conocido en la práctica de la enseñanza de idiomas. Con la metodología en boga del enfoque por tareas, las pequeñas representaciones de situaciones de la vida cotidiana son actividades comunes en la programación de cualquier profesor. Viendo el resultado positivo que estas tareas consiguen, plantearnos un taller de teatro es ahondar en la capacidad de los alumnos para interactuar en español tras la máscara de un personaje que, paradójicamente, les da libertad ya que, adoptando una personalidad que no es la suya, consiguen interpretar el papel de hablante de español.

Interthinking in asynchronous online talk: A study of Hong Kong English as a second language learners

Zenia Chan, Vivaldi Chung (2024)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: interacción

Resumen:

Engaging in productive forms of classroom talk has been shown to positively impact students’ thinking and language exposure. To maximize the effects of classroom talk on students who learn English as a second language (ESL) and to create more learning opportunities by leveraging the affordances of dialogic teaching in enabling interthinking, this study set out to explore the influence of asynchronous online talk on students’ thinking through a micro-blogging tool, Padlet. Twenty-five students from a local secondary school were recruited. They were asked to post their views on current news articles and conduct dialogues with one another through the commenting function. After the discussion, the...

El vídeo, el cómic y el rap: una forma diferente de desbloquear al candidato del DELE

Florencia Battagliero Bocco, José Vicente Fontana Oltra, Marta Navarro Morales (2017)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: certificación

Resumen:

El objetivo del presente artículo es trabajar y reforzar las destrezas y competencias necesarias para aprobar el Diploma de Español como Lengua Extranjera. Para ello, se planteará una serie de recursos que buscan desbloquear al estudiante en un ambiente distendido, sobre todo los días previos al examen. La propuesta se centrará en la Prueba de Expresión e Interacción Orales, concretamente en la tarea 3 del nivel B1 y en la tarea 2 del nivel B2, que corresponden a la descripción de una fotografía. Se empleará, por una parte, un vídeo de carácter estático (donde el interlocutor no expresa movimientos corporales pronunciados) y por otra, cómics de Argentina que a su vez servirán para ampliar el...

‘Definitions did not effectively help my students’: Pre-service teachers’ language modification strategies in Thai language-driven CLIL classrooms

Nutthida Tachaiyaphum, Laura Gurney, Nicola Daly (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: AICLE/CLIL

Resumen:

Content and language integrated learning (CLIL) requires a synthesis of language and content teaching. However, language teachers who are employed to teach CLIL may lack the preparation and knowledge to teach other curriculum subjects. It is therefore necessary to understand how language CLIL teachers make subject-specific language comprehensible to students when they themselves are unfamiliar with subject-specific terms and concepts. However, no research has yet been conducted to explore this in the Thai context. To address this gap, this article presents the findings of a qualitative study exploring pre-service teachers’ use of language modification as negotiation of meaning (NoM) strategies to make accessible subject-specific terms or concepts in the target language to students. Data are drawn from language-driven CLIL classroom...

EFL learners’ peer negotiated feedback, revision outcomes, and short-term writing development: The effect of patterns of interaction

Azar Tajabadi, Moussa Ahmadian, Hamidreza Dowlatabadi (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Inspired by Vygotsky’s sociocultural theory and Storch’s framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners’ peer review and revision activities. During two 16-week semesters, 32 lower-intermediate learners participated in an Advanced Writing university course. Each of the learners wrote and revised six one-paragraph writing assignments and exchanged peer negotiated feedback in pairs. The qualitative analysis of their recorded dialogues revealed that although the learners were nearly at the same proficiency level, they adopted a variety of patterns of interaction including collaborative, expert/novice, dominant/dominant, and dominant/passive. Collaborative and dominant/passive patterns were the most and the least frequent patterns,...

Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis

Meixiu Zhang (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

Despite previous research suggesting that first language (L1) use fulfills important functions in collaborative writing (CW) tasks, research has yet to examine whether L1 or second language (L2) use may lead to variation in the lexico-grammatical aspects of learners’ collaborative texts and the pair talk. Using a corpus-based approach, this study examined how interacting in the L1 or the L2 during CW tasks influenced the use of lexico-grammatical features in learners’ co-constructed texts and the focus areas of their pair talk. The results suggest that L1 interaction significantly facilitates the production of lexico-grammatical features typical of academic writing in learners’ co-constructed texts. Additionally, compared with L2 interaction, L1 interaction allows learners to focus more on language and task management in pair talk....

Ocho escenarios pedagógicos: ocho ventajas del foro E/LE

Ksenia Filatova (2008)

Foro de profesores de ELE

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Tipo: artículo

Metodología: experiencia práctica

Temas: tecnología educativa

Resumen:

Muchos problemas de profesores de Español como Lengua Extranjera (E/LE) que trabajan fuera de España se ven aliviados por la utilización de tecnologías de información y de comunicación, herramientas que permiten poner en práctica los conocimientos lingüísticos y a la vez enriquecer el contenido intercultural. Este artículo tiene por objetivo presentar una experiencia práctica en un contexto muy preciso: enseñanza de E/LE en la Universidad Estatal de los Urales A. M. Gorki, en la ciudad de Ekaterinburgo, Rusia, con el acceso muy reducido de ambos, profesores y estudiantes, a casos auténticos sobre el uso de la lengua española.

Clustering perceived learning environment as antecedents of willingness to communicate in a second language

Zheng Li, Bing Li, Xinglong Wang (2025)

Detalles Cerrar ✕

Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos

Resumen:

This study was designed to explore patterns of student perceptions of second language (L2) classroom environments and the relationships between such perceptions and L2 willingness to communicate (WTC). A sample of 845 first-year undergraduate students of English as a foreign language (EFL) participated in the study and reported their perceptions of the L2 classroom environment and their WTC. Using cluster analysis, this study aggregated students’ perceptions of the classroom environment into four clusters: High support, Rapport, Input, and Low support classes. These four clusters of classes differed significantly in the student perceived support of interpersonal relationships and instructional input. A one-way ANOVA further showed that L2 WTC was positively related to student perceptions of interpersonal relationships and...

Comprehensible output?

Stephen Krashen (1998)

System

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: adquisición de segundas lenguas

Resumen:

Krashen somete a examen la hipótesis del output comprensible de Merrill Swain, según la cual adquirimos cuando intentamos transmitir un mensaje, fracasamos y reformulamos hasta dar con la forma correcta. Opone tres argumentos: el output, y más aún el output comprensible, es muy escaso en las aulas y fuera de ellas; es posible alcanzar niveles altos de competencia sin apenas producción; y los estudios no muestran que empujar a hablar conduzca a la adquisición, mientras que muchos estudiantes lo viven con incomodidad.

Debate as a pedagogical tool for developing speaking skills in second language education

Abid el Majidi, Rick de Graaff, Daniel Janssen (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: expresión oral

Resumen:

Many secondary school students' second language (L2) speaking skills suffer from deficiencies; the effects thereof are detrimental to their academic and career opportunities in a globalized world that highlights the importance of oral communication skills. Debate has been considered a potentially effective speaking pedagogical tool that can scaffold learning processes in ways that can lead to language development. This study investigates the effect of a debate intervention on English L2 speaking competence of Dutch secondary school students. Following a pretest–posttest control group design, we elicited speech samples from opinion tasks which we coded in terms of measures of speech quantity, fluency, complexity, accuracy and cohesion. Multilevel analysis results indicate that after the intervention, the intervention group produced...