Tipo: artículo

Metodología: estudio empírico

Temas: comprensión oral

Resumen:

This study examined the influence of formulaic language on second language (L2) listeners’ lower-level processing, in terms of their ability to accurately identify the words in texts. On the one hand, there were reasons for expecting the presence of the formulas to advantage the learners, because the learners would process these formulaic words more holistically than the surrounding non-formulaic words. On the other hand, though, because formulas are commonly uttered in more reduced fashion than their surrounding non-formulaic words – and L2 learners commonly face challenges understanding reduced speech – it was possible that the formulas would negatively impact the learners’ processing. The participants listened to four texts, which were paused intermittently for them to transcribe the final stretch of words they had heard prior to...

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Tipo: artículo

Metodología: estudio empírico

Temas: disponibilidad léxica

Resumen:

Lexical availability studies provide valuable insights into learners’ breadth and depth of controlled productive vocabulary, and structure of their lexicon. Yet, little is known about the performance of different-L1 learners on different prompts. Likewise, this study compared the available lexicon of three different-L1 groups of learners of English as a foreign language (EFL) (L1-Persian, L1-Arabic, and L1-Turkish) to explore whether first language (L1) background and type of prompt (concrete vs. abstract) yield quantitative and qualitative differences in retrieving available lexicon. An online New Vocabulary Levels Test and a lexical availability task were administered to 116 tertiary different-L1 EFL learners. Studying concrete and abstract prompts would uncover the intricate cognitive processes in word processing and retrieval, and...

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Tipo: artículo

Metodología: experiencia práctica

Temas: cultura

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Este artículo describe una experiencia desarrollada en la Universidad de Islandia con estudiantes de español como lengua extranjera en el marco del proyecto TALIS: Cuentos alrededor del mundo en una clase de 1 hora de duración. El nivel de las alumnas oscilaba entre el B2 y el C1 del Marco Común Europeo de Referencia para las Lenguas. Las actividades fueron planteadas de tal manera que se facilitara la superación del reto de impartir una clase sin conocer de primera mano a las alumnas, ni sus conocimientos previos ni su contexto de aprendizaje, puesto que la sesión se realizó durante una breve visita Erasmus+ de la profesora encargada de la misma. Las actividades realizadas se elaboraron a partir...

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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: propuesta didáctica

Temas: marcadores discursivos

Resumen:

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La enseñanza de los marcadores discursivos siempre presenta dificultades en la clase de E/LE: aprender un significado procedimental cuesta más que aprender uno conceptual. Traducirlos tampoco es fácil: no todos los marcadores discursivos tienen un equivalente directo en otras lenguas (Rossari 1990). Proponemos una serie de actividades para el aula del traductor alemán-español, dentro de un grupo heterogéneo de alumnos con un nivel de español medio-alto. Las actividades propuestas giran en torno a los distintos niveles lingüísticos con los que se caracteriza a los marcadores (prosódico, morfosintáctico, semántico y pragmático-discursivo). Con ellas, aprenderán a detectar marcadores discursivos en...

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Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

An extensive number of corrective feedback (CF) studies have examined learners’ errors with grammar, vocabulary, pronunciation, and spelling (non-formulaic forms) and established an association between learners’ uptake of CF and their second language development. However, learners’ errors with formulaic sequences (FSs) comprising idioms, collocations, lexical bundles, and compounds (formulaic forms) have received scant attention in CF research. This study investigated any associations among formulaic vs. non-formulaic errors, CF types, uptake, and successful uptake rate by drawing on the audio-recordings of 36 hours of primarily meaning-oriented teacher–learner interactions in three advanced English as a foreign language classes. The findings demonstrated that learners made more errors with FSs, whereas CF was provided significantly...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The selection of lexical units for pedagogy and research has been a contentious issue in second language (L2) vocabulary studies; however, many investigations have lacked classroom-based research. This mixed-methods quasi-experimental study examined the effects of teaching word families on vocabulary acquisition among adolescent first-language (L1) Chinese English-as-a-foreign-language learners. The quantitative component employs a quasi-experimental research design with 2 groups: an experimental group—the word-families group (n = 44)—which received structural elaboration instruction on 50 target words from the course textbook along with their inflected and derived forms, and a comparison group—the individual-word-forms group (n = 49)—which received semantic elaboration instruction focused on individual word forms and their meanings....

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Tipo: artículo

Metodología: estudio empírico

Temas: lexicografía

Resumen:

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El diccionario cumple una función importante en el proceso de aprendizaje de una lengua extranjera (Lew, 2016). Cuando un alumno sinohablante está aprendiendo español ve la necesidad de usar el diccionario para verificar la ortografía o el significado de las palabras que desconoce (Tungmen Tu, 2010). Esto se evidencia en el hecho de que cuando un alumno llega a clase siempre trae consigo un diccionario. Los objetivos principales de este estudio son: (1) hacer un diagnóstico del uso que los estudiantes sinohablantes hacen de los diccionarios en clase; y (2) analizar la percepción que tienen dichos estudiantes de las ventajas y desventajas que representa el diccionario en el aula de lengua. En las...

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Tipo: artículo

Metodología: propuesta didáctica

Temas: cultura

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Son por todos conocidas las deficiencias léxicas o gramaticales del alumno extranjero que viene a España a estudiar una segunda lengua. A estas deficiencias lingüísticas se unen en muchos casos las culturales, más concretamente la Historia del Arte, disciplina que aparece ofertada en muchos programas.

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

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This article reports a quasi-experimental study which compared the effectiveness for multiword item learning of three listening-based activities: dictation, dictogloss, and answering text comprehension questions. In a dictation, students write down segments of text immediately after listening to them, whereas in dictogloss students try to reconstruct the text from memory. Chinese learners of English ( N = 142) first engaged in one of the three activities, then received the transcript of the text and used a different colour to make corrections to what they had written. The learners were given an unannounced immediate and a two-week delayed posttest concerning 10 expressions from the text. Both...

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