Tipo: artículo

Metodología: estudio empírico

Temas: motivación

Resumen:

Given that the classroom is a social context that can either satisfy or frustrate learner motivation, pedagogical strategies bound by controlling evaluative frameworks, such as traditional grading systems (TGS), provide little support for long-term learning. This is especially concerning in the world language (WL) classroom where successful learning outcomes are determined by both affective and contextual factors. To this end, this action research examines the design and implementation of an ungrading pedagogical framework we have titled Contract-Based Ungrading (CBU), in order to explore how evaluative systems interplay with motivational factors in the WL classroom. Data sources included teacher and learner artifacts as well as anonymous questionnaires, analyzed using content analysis and extreme case sampling. Following a...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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En los últimos años, los grandes modelos de lenguaje (LLMs, por sus siglas en inglés) han demostrado una alta capacidad para comprender y generar texto en español. Sin embargo, con quinientos millones de hablantes nativos, la española no es una lengua homogénea, sino rica en variedades diatópicas que se extienden a ambos lados del Atlántico. Por todo ello, evaluamos en este trabajo la capacidad de nueve modelos de lenguaje de identificar y discernir las peculiaridades morfosintácticas y léxicas de siete variedades de español (andino, antillano, caribeño continental, chileno, español peninsular, mexicano y centroamericano y rioplatense) mediante un test de respuesta múltiple. Los resultados...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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El proceso de nivelación de estudiantes extranjeros en cursos de español como lengua extranjera (ELE) es fundamental para garantizar una enseñanza acorde con sus competencias lingüísticas. Actualmente, la nivelación se realiza mediante la evaluación manual de pruebas iniciales de vocabulario, escritura, comprensión oral y comprensión escrita, lo que supone una alta carga de trabajo y retrasos en la clasificación, especialmente cuando llega una época con un gran número de estudiantes no nativos del idioma. El presente estudio explora el uso del Procesamiento del Lenguaje Natural (PLN) para automatizar la evaluación de la expresión escrita, investigando la aplicación de GPT-3.5, un modelo del...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Los contextos de aprendizaje se conforman como una de las variables más influyentes en la enseñanza de lenguas extranjeras. Tomando de muestra dos grupos de estudiantes angloparlantes de ELE de nivel medio-superior, uno en contexto de aprendizaje formal (escolarizado) y otro en contexto de estancia en un país hispanohablante, presentamos un análisis de la productividad de cada grupo en las tareas de fluidez categorial empleadas en la disponibilidad léxica y comparamos las redes semánticas que se construyen en el léxico disponible de cada uno, en dos centros de interés con configuración interna distinta (“los animales” y “la ciudad”). Los resultados muestran diferencias notables: una mayor productividad del grupo en contexto de estancia y unas redes de menor tamaño, más densas y con nodos más interconectados en el grupo en contexto...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario

Resumen:

This study empirically investigated the application of a large language-model-driven artificial intelligence (AI) chatbot in self-regulated vocabulary acquisition among Chinese private college students. An 8-week experiment comparing AI-chatbot-assisted and conventional self-regulated vocabulary learning demonstrated that AI chatbot assistance could significantly improve vocabulary performance both across and within groups. Results revealed that the use of AI chatbot not only improved learning outcomes directly through personalized, self-paced learning but also indirectly by enhancing vocabulary learning strategy use and satisfying basic psychological needs. Notably, metacognitive strategy use fully mediated the relationship between perceived autonomy and vocabulary performance. Moreover, perceived autonomy moderated the effect of the...

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Tipo: artículo

Metodología: estudio empírico

Temas: vocabulario

Resumen:

The mental lexicon is a complex cognitive system representing information about the words/concepts that one knows. Over decades psychological experiments have shown that conceptual associations across multiple, interactive cognitive levels can greatly influence word acquisition, storage, and processing. How can semantic, phonological, syntactic, and other types of conceptual associations be mapped within a coherent mathematical framework to study how the mental lexicon works? Here we review cognitive multilayer networks as a promising quantitative and interpretative framework for investigating the mental lexicon. Cognitive multilayer networks can map multiple types of information at once, thus capturing how different layers of associations might co-exist within the mental lexicon and influence cognitive processing. This review starts...

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Tipo: artículo

Metodología: trabajo teórico

Temas: tecnología educativa

Resumen:

Given the strong influence of vocabulary knowledge on L2 learners’ text comprehension (Schmitt et al., 2011), assessing the vocabulary demands of foreign language (L2) input is a crucial challenge for both L2 educators and researchers. To do so, a well-established step for the design, selection, and empirical analysis of L2 input is to use tools for lexical profiling. This involves categorising a text’s vocabulary across levels in a word frequency list to estimate the vocabulary knowledge learners need in order to achieve satisfactory comprehension. However, current tools are mainly available for English and are built on word family-based frequency lists derived from broad corpora, which have been suggested to have more limited predictive power of learner knowledge than previously presumed (Schmitt et al., 2021). This article presents...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: comprensión oral

Resumen:

Research on the effects of second language (L2) listening strategy instruction (SI) has gained momentum in recent years (e.g. Vandergrift & Tafaghodtari, 2010). However, the reported results have been inconclusive and varied across studies. Synthesizing the results of quantitative research in this domain, the present meta-analysis sought to determine the overall effectiveness of L2 listening SI as well as to examine the extent to which the effectiveness of instruction is likely to vary as a function of a set of potential moderators (i.e. learning contexts, treatment types, methodological variables, and outcome measures). A comprehensive search identified 45 primary studies, contributing data from 51 independent samples on the effects of SI on L2 listening comprehension. The aggregated findings indicate a medium effect of listening...

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Tipo: artículo

Metodología: trabajo teórico

Temas: gramática

Resumen:

The paper offers a cognitively oriented approach to the Spanish subjunctive. This verb form is examined in light of Langacker’s grounding theory. In my understanding, the ground is defined as the communication situation with three inherently interrelated components: temporality, modality and evidentiality. The subjunctive is then analysed in relation to these three categories. Particular attention is paid to the evidential component of the ground and its relationship to the Spanish subjunctive. I define the contexts in which the subjunctive appears as grounding inhibitors. Consequently, the subjunctive is understood as a verb form lacking temporal, modal and evidential grounding (in opposition to the indicative, which denotes fully grounded processes).

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Tipo: artículo

Metodología: estudio empírico

Temas: lingüística cognitiva

Resumen:

This paper aims to explore the shortcomings and challenges of Applied Cognitive Linguistics (ACL) in L2 classrooms and research. It examines the main issues and presents a case study with three quasi-experimental classroom studies. These experiments taught the Spanish past simple tenses using approaches informed by Cognitive Linguistics and Communicative Language Teaching, plus a control group, through a pretest/posttest design. Results favored cognitive-pedagogical instruction, but only in one production task (Alonso-Aparicio & Llopis-García, 2019). Subsequent studies replicated and extended the first, with further changes in instruction and assessment design, but found no significant differences between experimental groups in the posttest. The discussion highlights the steps taken to ensure study success, pointing out...

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