Bibliografía | investigación

En base a la teoría de los sistemas complejos y adoptando el método de microcambios, el presente trabajo tiene, como objeto de estudio, una clase de alumnos chinos del primer año de la carrera de Filología Hispánica. Se ha realizado un seguimiento de las variables de la riqueza léxica, incluidas la diversidad, densidad, complejidad y tasa de error, y sus patrones de interacción. El resultado muestra que (1) los alumnos presentan un desarrollo fluctuante y no lineal, pero aquellos con un nivel alto del idioma son los primeros en evidenciar cambios en el aprendizaje, como alcanzar el estado atractor, mientras los alumnos con menos nivel experimentan un período fluctuante más largo; (2) el alumno de nivel superior presenta una...

L2 Vocabulary learning from reading: Effects of word-focused activity type, learner variables, and announcement

Hyeonah Kang, Masha Fedzechkina, Janet Nicol (2023)

Language Teaching Research

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Tipo: artículo

Temas: artículo aprendizaje de vocabulario

Resumen:

Classroom studies have shown that learning new vocabulary from reading can be enhanced if the reading task is followed by a word-focused activity, such as a fill-in-the-blank activity. However, little is known about: (1) whether a post-reading word-focused activity can also positively affect vocabulary uptake in out-of-classroom contexts when there is no instructor support, (2) whether vocabulary gains differ based on proficiency levels, and (3) whether awareness of an upcoming post-reading word-focused activity influences learning gains. The present study addresses these issues by having native (high-proficient) or nonnative (L2 high-intermediate) English speakers read a narrative containing 16 recurring non-word target...

Teachers' voices on multimodal input for second or foreign language learning

Mónica Stella Cárdenas-Claros, Tetyana Sydorenko, Elizabeth Huntley (2023)

Language Teaching Research

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Tipo: artículo

Temas: artículo input multimodal

Resumen:

Multimodal input ? which combines written, auditory, and/or visual modalities ? is pervasive in everyday life and could serve as a source of rich input in language teaching. In recent years, research has determined that vocabulary learning is one of the clear benefits of being exposed to such input. Regrettably, only a handful of studies have investigated whether and how second language (L2) teachers approach multimodal input in teaching. To further contribute to the research?practice dialogue, we examined factors that influence L2 teachers? use of multimodal input in L2 teaching. This qualitative case study...

Teacher beliefs about instructional approaches: Interrogating the notion of teaching methods

Pamela M. Wesely, Reuben Vyn, Diane Neubauer (2024)

Language Teaching Research

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Tipo: artículo

Temas: artículo metodología

Resumen:

World language teachers have historically relied on the notion of teaching methods to inform elements of design and procedure in their instructional practice. Teacher beliefs about teaching methods, however, have been shown to be significantly influenced by their context, including their institution and their learners. This phenomenon has led some scholars to identify a postmethod condition, where teachers prioritize making responsive, principled decisions about instruction based on their context. This qualitative study investigated the patterns and realities of the postmethod condition in practice through the lens of...

Experiences of African American Spanish Learners in the US: mitigating racialization and fostering belonging through an inclusive curriculum

Andrea Easley Morris, Ben Evans (2023)

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Tipo: artículo

Temas: artículo estudiantes afroamericanos

Resumen:

This study investigates experiences and investments in Spanish language learning among African American graduates of a university in the southeastern US. In response to evidence of African American underrepresentation in this field, findings will forward those factors which may encourage advanced Spanish study and create a sense of belonging as learners and speakers. Data emerges from eight language learning autobiographies, each written by a self-identifying African American who completed a Spanish major or minor at university. Inductive coding and narrative analysis methods yield the following themes: (1) Limited family/community connections to TL speakers, but wide family interest/support for language learning; (2) Inspiring teachers, formal learning environments, and content, but with significant content omissions; (3) Navigation...

Efecto del contacto y la actitud en la motivación de aprendices de español L2 en un programa de estudios en el extranjero

María Victoria López-Pérez, José Antonio Moler Cuiral (2023)

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Tipo: artículo

Temas: artículo estudios en el extranjero

Resumen:

Este artículo analiza el grado y el tipo de motivación en 97 estudiantes de español L2 universitarios en un programa de estudios en el extranjero (PREE). También indaga sobre el efecto del contacto con hispanohablantes previo a la movilidad, el uso de la lengua durante la estancia y las actitudes sobre el español y sus comunidades de habla. La investigación, de tipo estadístico descriptivo y correlacional, empleó como instrumento una versión adaptada del cuestionario MAALE. Se encontraron un moderado grado de motivación y un ligero predominio de motivaciones de tipo intrínseco sobre las de tipo extrínseco. Asimismo, se hallaron asociaciones estadísticamente significativas del uso de la lengua meta...

Feeling grammarlessness: developing Critical Language Awareness (CLA) in advanced Spanish grammar and linguistics courses for Latinxs

Evelyn Durán Urrea, Tania Avilés, Beatriz Lado (2023)

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Tipo: artículo

Temas: artículo conciencia lingüística crítica

Resumen:

This paper examines the impact of a curriculum designed to develop students? Critical Language Awareness (CLA) in two postsecondary Spanish advanced grammar courses and a Hispanic Linguistics Master?s course in a public institution of the US Northeast. The study includes a unique population of Latinxs, most of them born and raised outside the US, in the Dominican Republic. Quantitative analyses reveal CLA development in the areas of language variation, linguistic diversity, language ideologies, Spanish in the US, bilingualism, and translanguaging. Qualitative data shows that students approached the course experiencing linguistic insecurity and interrogating their own academic knowledge of grammar, whereas, after taking the course, learners move from feeling ?grammarless? (students? perception of their Spanish as lacking grammar) to...

Social justice in the language classroom: a roadmap for lower-division Spanish curricula

Alyssia M. Miller De Rutté, William Justin Morgan (2023)

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Tipo: artículo

Temas: artículo investigación

Resumen:

This study investigates 70 university participants? selection of topic and acceptability relating to the explicit inclusion of social justice topics in intermediate language courses in universities in the United States. This study draws from the Critical Pedagogy and Task-Based Language Teaching as frameworks in the second language (L2) classroom. Participants enrolled in intermediate-level Spanish courses completed a series of projects in which tasks centered on social justice topics of their choosing. Qualitative data analysis revealed that language learners perceived the projects as opportunities to use real world, authentic language with the purpose of communicating in the target language. Learners reported that the incorporation of social justice in the L2 classroom provided new, meaningful learning while they developed greater...

Los reclamos por correo electrónico: efectos de la instrucción pragmática con enfoque por tareas en el español L2

Jenny Morales Ruiz (2023)

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Tipo: artículo

Temas: artículo investigación

Resumen:

Este trabajo investiga los efectos de la instrucción pragmática y el enfoque por tareas en la producción escrita de correos electrónicos en situaciones de reclamos, por parte de aprendices de español L2 (EL2), en un contexto de aula virtual. Se analiza un corpus compuesto por las redacciones de estudiantes universitarios de EL2 en Suecia, obtenido a través de un diseño de prueba anterior, tratamiento pedagógico, prueba posterior y posterior prolongada, así como de hablantes del español L1. Este corpus es complementado con un cuestionario de hábitos pragmáticos aplicado al grupo de español L1. El análisis observa el uso de secuencias de inicio, modificaciones externas y secuencias de cierre en los...

Metalinguistic awareness in Spanish partial immersion and English-only elementary students

Alan V. Brown, Stayc DuBravac, Michael Toland (2023)

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Tipo: artículo

Temas: artículo habilidades metalingüísticas

Resumen:

This study compares metalinguistic awareness of students in a one-way partial Spanish immersion (IMM) program to that of their English-only (ENG) counterparts at the same school. Students in grades 3 and 5 from each program completed a sentence grammaticality judgment task in English delivered orally. Measures of IMM students? Spanish proficiency were included to examine the relationship between L2 Spanish ability and metalinguistic awareness. Grade 5 IMM students outperformed ENG students on the grammatically anomalous sentences, but no difference was found at grade 3. For the semantically anomalous sentences, IMM students outperformed their ENG counterparts at grade 3, but the reverse was true for grade 5. In summary, IMM student? performance on the anomalous sentence tasks did not show a robust bilingual advantage when compared to...