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The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available working memory resources and increased productive, intrinsic cognitive load. The effect has been found in numerous empirical studies. However, in the majority of studies demonstrating the effect, visual/spatial information has been used: the type of information that is believed to be easy for imagining. The reported two experiments investigated if an imagination effect could be obtained using verbal information in the area of learning a second language. The results indicated that while textual material was expectedly more difficult for learning than diagrammatic material, asking learners to imagine textual material did improve performance. Cognitive load theory has been used as a theoretical framework to interpret the results.

This study explores the impact of direct and indirect feedback on the improvement of Spanish past aspect (imperfect/preterit) in writing activities in a third-semester Spanish course. Ninety learners were divided into three groups: direct feedback, indirect feedback, and control (no feedback). Learners completed a pretest, a posttest, and a delayed posttest. Although it remains unclear which type of feedback is more effective, results indicate that both types improved preterit–imperfect performance. As the delayed posttest showed, however, learners exhibited more lasting improvement (as indicated by the delayed posttest) when working on the production Activity than on the terminology and selection activities.

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Este estudio explora el impacto de la retroalimentación directa e indirecta en la mejora del aspecto de pasado (pretérito/imperfecto) con actividades de escritura en un curso de tercer semestre de español. Se dividió noventa estudiantes en tres grupos: retroalimentación directa, retroalimentación indirecta, y un grupo de control (sin retroalimentación). Completaron un pretest, postest, y postest tardío. Aunque no hubo diferencias significativas entre los grupos experimentales, los resultados indican que los participantes mejoraron en el uso de aspecto verbal. No obstante, fue una mejora más perdurable (postest tardío) en la actividad de producción que en las actividades de terminología y selección.

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This study investigated the effectiveness of word-frequency and teacher judgments in determining students’ vocabulary knowledge and compared the predictive powers of both approaches when estimating vocabulary knowledge. Twenty-nine second language (L2) Spanish teachers were asked to predict how likely their students would know words from a 216-word Yes/No test that measures knowledge of the first 3,000 words in Spanish. The accuracy of their responses was compared with the results of 1,075 L2 Spanish students who completed the same test. To examine if the results could generalize to other L2 settings, 394 L2 English students completed a 70-word Yes/No test that measures knowledge of the first 14,000 words in English, and 15 L2 English language instructors attempted to predict which words would or would not be recognized. Results showed that for both language contexts, (1) the median teacher rater could assess students’ vocabulary knowledge with an accuracy roughly comparable to frequency, (2) the combination of teachers’ judgments displayed a stronger relationship with students’ performance on the vocabulary test than frequency, since the average of three or more teachers’ ratings improved upon frequency when examined with 1,000 bootstrapped samples, and (3) using teacher judgments and frequency together did not substantially improve the prediction of students’ vocabulary knowledge.

En el presente estudio abordaremos el papel de la traducción audiovisual (TAV) como herramienta didáctica para la enseñanza-aprendizaje de segundas lenguas y, más concretamente, describiremos las múltiples posibilidades que ofrecen las diferentes modalidades de TAV para el desarrollo de las destrezas lingüísticas. En este marco se encuadra la audiodescripción para ciegos, una modalidad de accesibilidad audiovisual que consiste en la descripción de la información visual para espectadores invidentes, es decir, en traducir imágenes en palabras. Como muestra representativa de la aplicación didáctica de esta modalidad de TAV, ofrecemos ejemplos de tareas de audiodescripción encaminadas a fomentar la riqueza estilística con el desarrollo del vocabulario, la precisión léxica y la madurez sintáctica, y describimos su puesta en práctica y los resultados preliminares obtenidos en un curso de español como lengua extranjera.

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This study explores the role of audiovisual translation (AVT) as a didactic tool in second language education. Particularly, it focuses upon the pedagogical potential of the various AVT modalities for the development of language skills. Within this framework, audiodescription for the blind is a modality of audiovisual accessibility that consists in providing the description of visual information for visually impaired viewers, that is to say, in translating images into words. This paper describes various audiodescription tasks designed and used to promote stylistic richness by enhancing vocabulary acquisition, lexical accuracy and syntactic maturity. It presents the preliminary results of the implementation of such tasks in a Spanish as a Foreign Language course.

El presente estudio se centra en investigar los efectos de la instrucción en estrategias sobre la competencia en comprensión auditiva de estudiantes hongkoneses de español. Los participantes en el estudio estaban organizados en dos grupos —el experimental y el de control— con idénticas características, necesidades, materiales y oportunidades de escucha. En el primero, se implementó un programa de instrucción centrado en el desarrollo de estrategias de aprendizaje para la comprensión auditiva. En el segundo, la comprensión auditiva se trabajó mediante audiciones y actividades de comprensión. En ambos casos, la competencia en comprensión auditiva se midió a través de cuatro pruebas de aprovechamiento. Los resultados sugieren que la instrucción en estrategias repercute positivamente en la competencia en comprensión auditiva de los estudiantes.

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The present study focuses on investigating the impact of strategy instruction on listening comprehension competency of Hong Kong students of Spanish. Participants in the study were arranged in two groups—the experimental and the control group—with identical characteristics, needs, listening materials, and opportunities for listening. Students in the first group were trained in learning strategies through a program of instruction based on the development of listening strategies. In the second group, listening comprehension was taught by playing audio recordings and presenting listening activities. Listening comprehension proficiency of students in both groups was tested by means of four achievement tests. Results suggest that strategy instruction improves students’ listening competence.

As language departments increasingly face enrollment concerns, empirical research can provide insights regarding students’ reasons to study Spanish. Motivation has a key influence in learners’ success and can be internal (e.g., an intrinsic desire or passion for learning) or external (e.g., imposed by others). This study examined motivational factors (motives) for students (N = 149) enrolled in the first required, last required, and first elective Spanish undergraduate courses. Seven motivational categories were examined: Integrative, Instrumental, Intrinsic, Ideal self, Ought-to self, Wish for language proficiency, and Political context. Results at all levels showed that Wish for language fluency was the principal motivator while factors stemming from external motivations were less important. Students in the elective course displayed more intrinsic motivation and reported enjoying the challenge of learning Spanish. The discussion explores the implementation of carefully designed proficiency assessments, task-based instruction, and service-learning initiatives to stimulate motivation.

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Dado que los departamentos de lenguas se enfrentan cada vez más a un descenso en el número de matrículas, la investigación empírica puede aportar información sobre las razones de los estudiantes para estudiar español. La motivación ejerce una influencia significativa en el éxito de los estudiantes, en su vertiente interna (p. ej., un deseo intrínseco o la pasión por aprender) o externa (p. ej., impuesta por otros factores). El presente estudio examinó los factores motivacionales de los estudiantes (N = 149) matriculados en el primer curso de español obligatorio, el último obligatorio y el primer curso opcional en una universidad norteamericana. Se examinaron siete categorías motivacionales: integrativa, instrumental, intrínseca, “yo ideal”, sentimiento de obligación, deseo de dominio del idioma y contexto político. Los resultados muestran que el deseo de dominio del idioma fue el principal factor de motivación, siendo los factores que representan motivaciones externas los más bajos. Los estudiantes en el curso opcional también mostraron más motivación intrínseca y disfrutaron del desafío de aprender español. La discusión presenta varias formas de estimular la motivación, incluida la implementación de instrucción basada en tareas e iniciativas de aprendizaje-servicio.

This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the benefits of using moving images and films to develop intercultural awareness and promote multilingualism, and suggest Audiovisual Translation (AVT) activities and projects to enhance language learning. The book will be a valuable continuing professional development resource for language teachers and those involved in curriculum development, as well as bringing the latest research, theory and pedagogical techniques to teacher training courses.

Contenidos
Carmen Herrero and Isabelle Vanderschelden: Introduction

Part I. Film Literacy and Languages

Chapter 1. Kieran Donaghy: Using Film to Teach Languages in a World of Screens

Part II. Multilingualism, Intercultural Awareness and Competence

Chapter 2. Brian Tomlinson: Developing Intercultural Awareness through Reflected Experience of Films and Other Visual Media

Chapter 3. Isabella Seeger: Addressing 'Super-Diversity' in the Language Classroom through Film and Peer-Generated YouTube Content

Chapter 4. Anne-Laure Dubrac : Playing the Part: Media Re-Enactments as Tools for Learning Second Languages

Part III. Audio-visual Translation and Subtitling

Chapter 5. Melissa Cokely and Carmen Muñoz: Vocabulary Acquisition through Captioned Videos and Visual Prompts

Chapter 6. Joan C. Mora and Eva Cerviño-Povedano: The Effects of Bimodal L2 Input on the Processing of Function Words by Spanish EFL Learners: an Eye-Tracking Study

Chapter 7. Anca Daniela Frumuselu: A Friend in Need Is a Film Indeed'. Teaching Colloquial Expressions through Television Series and Subtitling

Chapter 8. Rosa Alonso Pérez: Enhancing Student Motivation through Film Subtitling Projects

Chapter 9. Juan Pedro Rica Peromingo and Ángela Sáenz Herrero: Audiovisual Translation (AVT) Modes as a L2 Learning Pedagogical Tool: Traditional Modes and Linguistic Accessibility

Part IV. Teacher Training and Resources

Chapter 10. Jelena Bobkina and Elena Dominguez: Teaching the Teachers: Double Proposals/Film-based Teaching in Higher Education

Chapter 11. Mark Goodwin: An Analysis of The Success of the 'Cultural Topic' at A Level

Chapter 12. Stavroula Sokoli and Patrick Zabalbeascoa Terrán: Clipflair In Language Learning: Theory and Practice

Afterword. Carmen Herrero: Present and Future Directions for Video, Film and Audiovisual Media in Language Teaching