Tipo: artículo

Metodología: estudio empírico

Temas: pragmática

Resumen:

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Si bien la correcta interpretación pragmática de ciertos enunciados interrogativos impone una lectura retórica de los mismos, la existencia de un contenido expresivo de retoricidad no requiere la presencia forzosa de marcas formales específicas. Situándonos en el marco de la gramática de la enunciación pretendemos dar cuenta del funcionamiento de esa compleja estrategia pragmática. Basaremos nuestras observaciones en el análisis de usos reales de interrogativas retóricas registrados en un marco comunicativo asimétrico como el monólogo humorístico, donde la función de sincronización de compromisos entre enunciador y coenunciador se manifiesta explícitamente sobre un trasfondo...

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Tipo: artículo

Metodología: estudio empírico

Temas: español como L3

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El presente trabajo pretende estudiar la influencia que tienen los conocimientos previamente adquiridos en una lengua segunda o extranjera en el aprendizaje de otra lengua extranjera adicional dentro del marco de la Adquisición de terceras lenguas o Multilingüismo. En este estudio, nos centramos en la adquisición del español como tercera lengua (L3) por parte de alumnos tunecinos cuya segunda lengua es el francés y cuya L1 es el árabe. Los principales objetivos de esta investigación son, en primer lugar, averiguar si existe una influencia de los conocimientos previos de una L2 en la adquisición de una L3, concretamente, si el francés como L2 puede influir en el aprendizaje del español como L3 y, en segundo lugar...

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Tipo: artículo

Metodología: trabajo teórico

Temas: input

Resumen:

The concept of input to the language learner is examined with reference to some current theorizing about language processing and the idea of modular systems of knowledge. The question of what this can tell us about the actions taken by teachers and textbook writers is addressed specifically with regard to manipulating, or “enhancing,” the input ideally so that it will affect learner knowledge and thereby learner behavior. The logic of the argumentation is that, in exposing the learner to the second language, we are engaging a whole battery of different processing mechanisms. Input enhancement research and the conclusions drawn from it have to be set within the context of a modular view of language and language learning.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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In exploring the interplay between artificial intelligence technologies and curriculum adaptation, this study bridges a significant gap by exploring how AI tools influence teachers' strategies for adapting curricula. Employing an explanatory sequential design, the research analyses qualitative and quantitative data from 440 teachers, using the Curriculum Adaptation Patterns Scale and focus group semi-structured interviews. Results indicate a balanced approach towards extending and revising the curriculum, with less emphasis on omission. Qualitatively, teachers reported positive experiences using AI, particularly ChatGPT, to make their lessons better fit students' needs: omitting parts...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

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There are obvious benefits to integrating generative AI into language learning and teaching: using AI as a language tutor, creating learning materials, or assessing learner output. However, due to how AI systems understand human language —based on a mathematical model using statistical probability— they lack the lived experience to use language with the same social awareness as humans. Additionally, there are built-in linguistic and cultural biases based on training data which is mostly in English and predominantly from Western sources. Studies have clearly shown that systems such as ChatGPT often do not produce language that is pragmatically appropriate.

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

An analysis of academic citations and references generated by the ChatGPT artificial intelligence (AI) chatbot reveals the citations and references are in fact, fake. They are clearly generated by a predictive process rather than known facts. This suggests that early optimism regarding this technology for assisting in research could be misplaced, and that student misuse of the chatbot can be detected by the identification of fake citations and references. Despite these problems, the technology could have application in the writing of course materials for lower level undergraduate courses that do not necessarily require references. Subject matter expertise is required, however, to identify and remove incorrect information. The need to identify incorrect information provided by an AI chatbot is a skill that students...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

This qualitative study, drawing on positioning analysis, examines four world language teachers' reported practices of integrating ChatGPT into their instruction. The participants were enrolled in the graduate-level Applied Linguistics or Spanish Language Teaching program at a public university in the southcentral US. This study addresses two research questions: (1) How did world language teachers position themselves and others in relation to their integration of ChatGPT into teaching… (2) What factors mediated their ChatGPT-supported instruction? The analyses of interview transcripts and weekly reports revealed that the world language teachers positioned themselves as active agents, assuming dynamic roles vis-à-vis ChatGPT (i.e., ChatGPT guide, explorer, manager, and ...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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The purpose of this study was to investigate the experiences of language learners and teachers in the use of ChatGPT during the language learning and teaching process. Phenomenological design, a type of qualitative research, was used. Participants were 8 English language learners and 3 English language teachers with teaching experience at different levels, selected through purposive sampling; the interview technique was used as the data collection instrument. The findings revealed that ChatGPT and AI were considered to be useful tools for language learning and teaching, although they presented some challenges that can be overcome with the advancement of technology.

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Tipo: artículo

Metodología: trabajo teórico

Temas: teorías de aprendizaje

Resumen:

A model of second language learning is proposed which attempts to account for discrepancies both in individual achievement and achievement in different aspects of second language learning. The model outlines aspects of the input of information through various kinds of exposure to the language, the storage of that information for the language learner, and the responses that are produced as a function of the stored information. The operation of the model is explained in terms of learning processes and learning strategies. The former refer to the obligatory relationships that hold between aspects of the model and are true for all second language learners. The latter describe a group of optional strategies that may be employed by different language learners and in different learning situations. Individual learner characteristics, such as...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial

Resumen:

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Recent technological advances in artificial intelligence (AI) have paved the way for improved and in many cases the creation of entirely new and innovative, electronic writing tools. These writing support systems assist during and after the writing process making them indispensable to many writers in general and to students in particular who can get human-like sentence completion suggestions and text generation. Although the wide adoption of these tools by students has been faced with a steady growth of scientific publications in the field, the results of these studies are often contradictory and their validity may be questioned. To gain a deeper understanding of the validity of AI-powered writing...

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