Tipo: artículo

Metodología: estudio empírico

Temas: español para fines específicos competencia intercultural español como lengua extranjera enseñanza de ELE

Resumen:

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En el contexto de la economía globalizada actual, las empresas han trascendido las barreras nacionales y operan en un entorno multicultural, donde la diversidad cultural de sus empleados y sus socios comerciales es cada vez mayor. La interacción con personas de diferentes culturas genera nuevos desafíos y plantea el riesgo de malentendidos, conflictos y choques culturales que pueden afectar el rendimiento y la cooperación. Ante esta realidad, el conocimiento de las normas culturales, los estilos de comunicación y los enfoques de negociación resulta crucial. Este estudio analiza tres textos que abordan conflictos en el ámbito de la negociación para explorar cómo se presenta la temática del conflicto y en qué medida es posible...

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Tipo: artículo

Metodología: trabajo teórico

Temas: lingüística cognitiva lingüística español como lengua extranjera adquisición de segundas lenguas

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Este artículo presenta una reflexión sobre el papel central de dos paradigmas de la teoría lingüística actual en los estudios de adquisición/aprendizaje de ELE/L2 y su operatividad en la enseñanza. Tanto la Gramática Generativa (GG) como la Gramática Cognitiva (GC) son modelos lingüísticos de corte mentalista, pero sus postulados sobre la relación entre la cognición humana y el conocimiento lingüístico de la lengua no nativa son, en muchos casos, opuestos y, por tanto, conducen a diferentes implicaciones para una gramática pedagógica. A lo largo del artículo consideraremos también el modo en el que pueden llegar a ser complementarios. Aunque la GC ha tenido mayor difusión y aplicación en el aula, la GG actual puede tener un gran...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas expresión escrita adquisición de segundas lenguas tecnología educativa

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Drawing on models of first language writing and models of second language (L2) oral task performance, this quasi-experimental study investigated the effect of pre-task planning (PTP) on the product of computer-based L2 writing against a no-planning (NP) condition with the total time-on-task controlled for. It also examined the possible influence of writers' strategy preferences on the effect of PTP. The study adopted a within-group design. Forty-three participants were required to complete two argumentative essays on a computer with one produced under the PTP condition and the other in the NP condition. A post-task questionnaire was used to collect participants' strategy preferences. Statistical analyses showed that PTP affected only...

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Tipo: artículo

Metodología: estudio empírico

Temas: pragmática enfoque por tareas adquisición de segundas lenguas inteligencia artificial

Resumen:

Accomplishing oral interactive workplace tasks requires various language abilities, including pragmatics. While technology-mediated tasks are thought to offer many possibilities for teaching and assessing second language (L2) pragmatics, their effectiveness – especially those facilitated by an AI agent (artificial intelligence agent) – remains to be explored. This study investigated how 47 tertiary-level learners of English as a second language (ESL) performed on an oral interactive task that required them to make requests to their boss in two distinct modalities. Each participant completed the same task with a fully automated AI agent and with a human interlocutor in a face-to-face format. Findings showed that both modalities elicited language use relevant to the pragmatics target. However, fully automated interactions were found to...

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Tipo: artículo

Metodología: estudio empírico

Temas: enfoque por tareas CALL/ELAO enseñanza/aprendizaje de vocabulario vocabulario

Resumen:

Synchronous computer-mediated communication (SCMC) offers second/foreign language (L2/FL) learners' interactional environments that are unique to face-to-face (F2F) communication. Such modes have the potential to facilitate better learning outcomes under certain conditions. The aim of this study was to compare the capacity of two online modes – text chat and voice chat – to promote uptake of targeted vocabulary in an English as a foreign language (EFL) classroom setting. Three distinct tasks (opinion exchange, dictogloss, problem-solving task) were used to measure the effectiveness of both modes to facilitate immediate and delayed uptake compared to F2F communication. The study investigated: (1) how task design and communication mode affected EFL uptake; (2) the effect time allocation had; and (3) the degree to which task perceptions...

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: enfoque por tareas enseñanza/aprendizaje de lenguas enfoques y métodos metodología de investigación

Resumen:

Bryfonski and McKay published a meta-analytic review of reports on the effectiveness of task-based programs relative to other types of programs. The aggregated effect in support of task-based programs was substantial. However, Boers et al. re-examined the 27 comparative studies from which this effect size was calculated and argued that, with one exception, they did not serve the intended purpose of the meta-analysis well. However, in a recent publication, Xuan et al. argue that a good number of the primary studies used by Bryfonski and McKay are in fact suitable for a meta-analysis if the programs they assess are re-defined as task-supported rather than task-based programs. Xuan et al. then conducted a meta-analysis of 16 of the 27 comparative studies that were originally included in Bryfonski and McKay's analysis, confirming the...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación aprendizaje autónomo expresión oral adquisición de segundas lenguas

Resumen:

Second language (L2) motivation is the driving force behind L2 learning. It is of great pedagogical significance to explore how motivation factors, directly and indirectly, impact L2 oral proficiency. Based on data for all L2 learners as a composite group, Lin proposed and verified a conceptual model revealing the structural relations among L2 motivation factors (i.e. L2 interest, and perceived importance of speaking), behavioral variable (i.e. out-of-class L2 contact), and L2 oral proficiency. However, since gender differences and other learner subgroup differences in L2 motivation have been found by previous research, it is imperative to test whether this model is applicable across various learner subgroups. Based upon a dataset of 631 college students taking Chinese, French, Russian, and Spanish language classes in the United...

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Tipo: artículo

Metodología: estudio empírico

Temas: factores afectivos motivación adquisición de segundas lenguas

Resumen:

The aim of this study was to test a model of second language (L2) boredom based on coping self-efficacy (CSE), foreign language enjoyment (FLE), and mindfulness among English as a foreign language (EFL) learners. In so doing, 456 EFL learners from Iran took part in this study by completing an online survey which included scales tapping into the four latent constructs under investigation. Two-step structural equation modelling was utilized to analyse the data and examine the associations among the constructs. Results revealed that CSE and mindfulness positively affected FLE. Also, FLE was a direct negative predictor of L2 boredom. Concerning the mediation hypotheses, FLE was found to fully mediate the effect of mindfulness on boredom. However, FLE was a partial mediator between CSE and boredom. These findings provide a basis for...

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Tipo: artículo

Metodología: estudio empírico

Temas: motivación adquisición de segundas lenguas teorías de aprendizaje factores afectivos

Resumen:

In this study, we investigated two core understandings related to the nature of second language (L2) student engagement from a self-determination theory framework: (1) that there is a dual process of development that follows from the initial conditions of the L2 classroom environment (specifically teacher motivational practice: autonomy-supportive vs. controlling), which leads to two distinct motivational experiences (need satisfaction vs. need frustration), which in turn results in qualitatively different types of student classroom functioning (engagement vs. disengagement); and (2) that there are reciprocal effects between the L2 classroom environment and student classroom functioning. We collected data from 1,742 students enrolled in general-purpose postsecondary English courses in multiple waves of data collection across the span...

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Tipo: artículo

Metodología: estudio empírico

Temas: fraseología vocabulario multimodalidad adquisición de segundas lenguas

Resumen:

Given the fundamental contribution of formulaic sequences to the fluent, natural second/foreign language (L2) use and processing, finding effective ways of improving learners's formulaic language has increasingly engaged the attention of L2 practitioners. Focusing on lexical bundles (LBs), as the most frequent formulaic-language strings, the current quasi-experimental study examined statistical learning of recurring 3-to-6-word LBs among Iranian learners of English as a foreign language (EFL) receiving different types of distributional, narrative sensory stimuli. To this end, three intact classes received a recurring-theme narrative content in three different input modalities including only-auditory, audiovisual, and captioned audiovisual. To examine whether exposure to statistical, varied-modality input (or sensory stimuli)...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario vocabulario comprensión lectora input

Resumen:

This study explored a possible impact of extensive reading (ER) on vocabulary learning. Participants were 62 English majors who entered a private university in Japan in April 2019 and experienced ER for 13 months. They took the Productive Vocabulary Levels Test at the 2,000-word level 3 times: in April, December and May 2020. The outcomes of paired t-tests with Bonferroni correction revealed that participants achieved higher scores on the 2nd test, but their performance deteriorated on the final test. The model yielded by multiple regression analysis was comprised of the number of series participants read books from and the average percentage grade of MReader quizzes they passed, whose contribution to the post test scores was 14.1%. Follow-up tests were run between 12 students who retained or improved their scores on the delayed test...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario materiales audiovisuales vocabulario input

Resumen:

This study presents a teaching intervention to maximize the learning of a set of target words (TW) in learners of English as a foreign language (EFL) in a secondary school by means of intentional vocabulary learning activities and additional captioned television (TV) viewing. In the course of one academic year, two groups of grade 10 EFL learners (N = 64) were introduced to new TWs each week through language-focused exercises. The experimental group (n = 33) was additionally exposed to a captioned TV series where these TWs appeared. To measure lexical growth, all students took pre- and post-tests evaluating both TW form and meaning recall. Vocabulary retention was measured with an eight-month delayed post-test. Results revealed that vocabulary was mainly learned intentionally, but that additional viewing of the captioned TV series...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario enfoque por tareas enseñanza/aprendizaje de lenguas vocabulario

Resumen:

The current study investigated the interaction between task-induced involvement load and the languages used in vocabulary glosses on incidental second language (L2) word learning in low proficiency learners of English as a foreign language (EFL). Using computer-based tasks, the study also probed whether a task with a higher level of involvement load promoted a greater learner engagement with unfamiliar words, as measured by their hypertext gloss lookup frequencies. A total of 160 Thai EFL learners were equally divided into five task conditions based on the relative level of involvement load (low, high) and type of target word gloss (no glosses, L1 glosses, L2 glosses). The findings suggest that a task with a higher level of involvement load and first language (L1) glosses is most conducive to L2 word learning and that gloss language...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario materiales audiovisuales tecnología educativa cognición y procesamiento

Resumen:

Vocabulary learning is basic for mastering a foreign language. Many students learn foreign language (FL) vocabulary via instructional videos outside of traditional classrooms, as there is no limit to time or space. Cues (e.g. coloring, highlighting, arrows, and text) are design features in instructional videos that not only guide learners' attention, but also facilitate the organization and integration of information. However, little is known about how visual cues and text cues influence FL vocabulary learning from instructional videos. In Experiment 1, we tested the effects of synonym text cues presented before the instructional video and visual cues during the video. Effects were measured in terms of participants' judgments of learning and objective measures of learning performance (indicated by accuracy on immediate and delayed...

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de vocabulario fraseología materiales audiovisuales vocabulario

Resumen:

Although a number of previous studies have shown that TV viewing can lead to incidental vocabulary learning, most of them focused on single words. Little research has examined the effect of captioned TV viewing on incidental collocation learning compared with other modes of input. In addition, research on the factors that affect incidental collocation from different input modes is still relatively scarce and has produced inconclusive findings. To fill those research gaps, the present study investigates the effects of reading-while-listening and captioned TV viewing on incidental collocation learning and predictors of learning gains. Eighty Vietnamese English as a foreign language (EFL) learners were divided into an experimental group and a control group. The experimental group encountered 24 target collocations in two stories in two...

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