Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

Although a number of studies investigated the effects of different gloss types on L2 vocabulary learning, the interaction between the language and modality of glosses remains underexplored. The present study thus examined the effects of the modality and language of glossing on L2 vocabulary learning. To this end, the study employed a within-subjects design to test the impacts of four combinations of L1 versus L2 and audio-based versus text-based glosses on L2 lexical development. The participants were 49 EFL learners who read two texts, each including 28 unfamiliar words that were the same in both texts over two sessions. They were instructed to read the texts with their smartphones and touch the target words, which were underlined to see or hear the glosses, depending on the allocation of the target words to each treatment condition...

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

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Reflecting the important role of collaborative dialogue in second language (L2) learning, collaborative writing tasks have been widely used in L2 classrooms to help students gain new knowledge and consolidate their existing knowledge about how the target language works. Although use of the first language (L1) during peer interaction has been criticized (Levine, 2003; Unamuno, 2008), collaborative dialogue research has identified how L1 English use serves several important sociocognitive functions and supports knowledge mediation in foreign language classrooms (Swain & Lapkin, 2013). This study also examines the sociocognitive functions served by English in an L2 French classroom but compares...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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There is now extensive theoretical and empirical literature on the place of the first language (L1) and the second language (L2) in the foreign language (FL) classroom. Although this body of work includes related teacher beliefs and practices, less attention has been paid to the factors that may influence these practices across different national contexts. Through an extensive survey of secondary school teachers of a FL in Spain and England we investigated teachers’ reported L1/L2 practices and the possible influence of pre-service training on these practices. We found that teachers in England reported greater use of the L1 than teachers in Spain across virtually all language functions. In both...

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Tipo: artículo

Metodología: estudio empírico

Temas: translingüismo

Resumen:

Globalization and technological advancements have expanded human interaction and mobility, leading to increased multilingualism and multiculturalism. In response, English as a foreign language (EFL) teaching approaches have shifted from English-medium instruction (EMI) toward more multilingual approaches, including translanguaging. As a flexible pedagogy, translanguaging has gained growing attention in educational research. Accordingly, this study, an abridged version of a doctoral dissertation (Ceyhan Bingöl, 2024), conducted at the tertiary level in Türkiye, investigates whether there is a significant difference in the paragraph writing performance of English language learners exposed to a pedagogical translanguaging-integrated pre-writing stage and an English-only pre-writing stage in an EMI context at the tertiary level in Türkiye...

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Tipo: artículo

Metodología: estudio empírico

Temas: comprensión lectora

Resumen:

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The...

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Tipo: artículo

Metodología: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

The study investigated the beliefs expressed by a sample of 206 Polish and Spanish teacher-trainees about the use of learners’ native language (L1) in teaching English as a foreign language (EFL). Quantitative and qualitative data from a questionnaire revealed considerable differences between the two nationality groups in their beliefs about both medium-oriented and framework-oriented functions of the L1 in an L2 classroom. Moreover, significant differences were found in the participants’ accounts of their prior EFL learning experience in terms of the L1–L2 proportion in teachers’ classroom language use. A possible interpretation of these findings relates trainees’ beliefs to the L2 educational cultures prevalent in different countries, pointing to a contextually-mediated complexity of teacher-trainees’ belief systems. The study adds...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

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The study examines the effects of repetition on vocabulary learning within the context of three types of explicit aural vocabulary instruction – second language (L2) vs. codeswitching (CS) vs. contrastive focus-on-form (CFoF) – among 98 Chinese secondary school learners of English as a foreign language. It also explores how the effects of repetition on vocabulary learning were moderated by learners’ listening proficiency and preexisting levels of vocabulary knowledge. Within a 12-week pre–post test quasi-experimental design, learners listened to explicit vocabulary instruction for 20 target words, five of which were repeated four times, five repeated five times, five repeated seven times, and the...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Researchers and teachers often invoke context to explain their particular research/teaching issues. However, definitions of context vary widely and the direct impact of the context is often unexplained. Based on research showing contextual differences in second language (L2) learner beliefs and interactional behaviors, the current project compared those factors in two distinct contexts: Chilean English as a foreign language (EFL) (n = 19) and Australian English as a second language (ESL) (n = 27) contexts. In this project, the learners completed a set of group discussion activities as part of their regular class work. They then completed a questionnaire pertaining to L2 motivation, perceptions of group work, and first language (L1) use. The group interaction data were analysed for: (1) the frequency of language-related episodes (LREs...

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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: estudio empírico

Temas: uso de la L1 en el aula

Resumen:

This study examined the impact of collaborative pre-task strategic planning followed by rehearsal on the quantity and novelty of content used in task performances when strategic planning is performed in different language conditions in an online classroom. Forty Japanese university students of English as a foreign language (EFL) from two intact online classrooms were separated into pairs and performed second language (L2) problem-solution monologue tasks in two conditions. The first condition involved collaborative strategic planning in the second language (L2SP), which was followed by a task rehearsal; the second condition involved collaborative strategic planning in the first language (L1SP), which was followed by a task rehearsal. Task performances were analysed in terms of idea units generated and, by examining strategic planning...

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