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Libro de resúmenes

Coberta la linguistica aplicada en la era de la globalizacion.pdf 1 28/03/2012 13:00:46
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La Lingüística Aplicada en la era de la globalización
XXX Congreso Internacional AESLA
La Lingüística Aplicada en l’era de la globalització
XXX Congrés Internacional AESLA
Applied Linguistics in the Age of Globalization
XXX AESLA International Conference
Universitat de Lleida, 19-21 abril/April 2012
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Subvención del Ministerio de Ciencia e Innovación (MICINN). Convocatoria de ayudas complementarias (Realización de congresos) (FFI2011-15215-E).
Subvención de la Universitat de Lleida. Convocatoria de ayudas para la realización de congresos y reuniones
científicas (R/N: L112).
DL: L-312-2012
© Edicions de la Universitat de Lleida, 2012
© de los textos: los autores
Maquetación: Edicions i Publicacions de la UdL
Diseño de portada: lagràfica
Impresión: Publidisa
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Comité organizador
Lurdes Armengol Castells (Universitat de Lleida)
Elisabet Arnó Macià (Universitat Politècnica de Catalunya)
Montse Casanovas Català (Universitat de Lleida)
Lirian Astrid Ciro (Universitat de Lleida)
Josep M. Cots Caimons (Universitat de Lleida)
Ana Fernández Montraveta (Universitat Autònoma de Barcelona)
Lídia Gallego Balsà (Universitat de Lleida)
Àngels Llanes Baró (Universitat de Lleida)
Enric Llurda Giménez (Universitat de Lleida)
Guzmán Mancho Barés (Universitat de Lleida)
Rosa Mateu Serra (Universitat de Lleida)
Gloria Vázquez García (Universitat de Lleida)
Neus Vila Rubio (Universitat de Lleida)
Comité CientífiCo
Carmen M. Bretones Callejas (Universidad de Almería)
Rosario Caballero (Universidad de Castilla-La Mancha)
Pascual Cantos Gómez (Universidad de Murcia)
Raquel Casesnoves Ferrer (Universitat Pompeu Fabra)
Raquel Criado Sánchez (Universidad de Murcia)
Mª Milagros del Saz (Universitat Politècnica de València)
Mª Luisa García Lecumberri (Euskal Herriko Unibertsitatea)
Silvia Molina Plaza (Universidad Politécnica de Madrid)
Ana María Rojo López (Universidad de Murcia)
Ana Mª Roldán Riejos (Universidad Politécnica de Madrid)
Yolanda Ruiz de Zarobe (Euskal Herriko Unibertsitatea)
Javier Valenzuela (Universidad de Murcia)
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Ponentes invitados
• Vivian J. Cook (Newcastle University): “The goals of language teaching in a globalised world”
• Jean-Marc Dewaele (Birbeck, University of London): “Communicating emotions in a lingua
franca”
• Christiane Fellbaum (Forbes College, Princeton University): “Lexical resources for mapping
concepts and words across languages and cultures”
• Lluis Payrató (Universitat de Barcelona): “Local/global, teoría/praxis, textual/multimodal.
La lingüística aplicada como análisis crítico y mediación de conflictos”
• Aquilino Sanchez (Universidad de Murcia): “Del método ‘único’ al método global e interdisciplinar en la enseñanza de lenguas”
Paneles
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Adquisición y aprendizaje
Enseñanza de lenguas y diseño curricular
Lenguas para fines específicos
Psicología del lenguaje, lenguaje infantil y psicolingüística
Sociolingüística
Pragmática
Análisis del discurso
Lingüística de corpus, computacional e ingeniería lingüística
Lexicología y lexicografía
Traducción e interpretación
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eventos esPeCiales
Panel interdisciplinar de psicolingüística, lexicografía i lingüística de corpus
Participación del Dr. Dylan Glynn (Lund University): “Multifactorial Usage-feature Analysis.
Towards an empirical observation-driven method for Cognitive and Functional Linguistics”
Mesa redonda: “Globalization of Scholarship in Applied Linguistics”
Moderadora: Carmen Muñoz (Universitat de Barcelona)
Ponentes:
• Tensions and Contradictions in Doctoral Work and Early Publishing Experiences of Novice
International Scholars (Christine Pearson Casanave, Temple University - Japan Campus)
• Globalisation in writing systems research (Vivian Cook, Newcastle University)
• Publishing pressures on scholars from the ‘outer circle’: reports from journal editors (Peter
Garrett, Cardiff University)
• The politics of style in academic knowledge production (Theresa Lyllis, The Open University)
• Myth and reality in “opening the gate” attempts by international journals (Rosa Manchón,
Universidad de Murcia)
Mesa redonda: “La Lingüística Aplicada y la superación de barreras comunicativas”
Moderador: Lluís Payrató (Universitat de Barcelona)
Ponentes:
• Limitaciones y soluciones en aplicaciones con tecnologías del habla (Daniel Tapias, Universidad
Autónoma de Madrid)
• Barreras en la interacción persona-ordenador (Antoni Granollers, Universitat de Lleida)
• Creación terminológica en las lenguas de signos: barreras y puentes (M. Josep Jarque, Universitat de Barcelona)
• Hacia un espacio Schengen de las lenguas románicas: trabajando por la intercomprensión
mutua (Manuel Tost, Universitat Autònoma de Barcelona)
• El inglés lingua franca: superación de barreras o invasión sutil (Enric Llurda, Universitat de
Lleida).
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Índice general
Comunicaciones......................................................................................................................................9
Adquisición y aprendizaje...................................................................................................................... 11
Enseñanza de lenguas y diseño curricular .............................................................................................75
Lenguas para fines específicos .............................................................................................................135
Psicología del lenguaje, lenguaje infantil y psicolingüística ...............................................................157
Sociolingüística ....................................................................................................................................167
Pragmática............................................................................................................................................195
Análisis del discurso ............................................................................................................................215
Lingüística de corpus, computacional e ingeniería lingüística ............................................................233
Lexicología y lexicografía ...................................................................................................................263
Traducción e interpretación .................................................................................................................289
Panel interdisciplinar de psicolingüística, lexicografía y lingüística del corpus .................................319
Pósters .................................................................................................................................................327
Adquisición y aprendizaje....................................................................................................................329
Enseñanza de lenguas y diseño curricular ...........................................................................................333
Lenguas para fines específicos .............................................................................................................337
Mesas redondas ..................................................................................................................................341
Enseñanza de lenguas y diseño curricular ...........................................................................................343
Psicología del lenguaje, lenguaje infantil y psicolingüística ...............................................................345
Índice de autores ................................................................................................................................349
Índice de contenidos...........................................................................................................................353
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ComuniCaCiones
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Adquisición y aprendizaje
Título: A multifaceted approach to code-switching in the foreign language classroom
Autores:
Celaya, María Luz
[email protected]
McPartland, Leo
[email protected]
Resumen:
The aim of this present study is to explore code-switching (CS) in the foreign language learning classroom.
More specifically, the analysis focuses on the possible effect of learners’ age and proficiency on CS and on
the effect of a further factor that has received less attention in the literature: the type of activity where the
switch appears. The study took place amongst Spanish - Catalan bilingual participants studying English in
a large school in Barcelona with English-speaking teachers. Data were retrieved from 96 questionnaires
answered by learners and 800 minutes of class observation. The 96 participants belonged to 10 classes:
5 adult classes (N = 39) and 5 teenage classes (N = 57), ranging from basic to advanced levels. The total
number of CS instances for analysis was 695.
The existing literature in the field mainly focuses on two aspects: a) the quantity of L2 which should
be considered as ideal in a foreign language classroom (Cook, 2001; Macaro, 2005); and b) the classification of CS instances by type of the switched element (Polio & Duff, 1994; Potowski, 2009) and by
function (Author 2, 2004; Baker, 2006, Bista, 2010). Such analyses have largely focused on the second
language classroom with multilingual learners (whose means of communication is necessarily the target
language) but not so often on the foreign language classroom, the focus of our study, (where learners
share an L1 and have no such imperative), or else have focused on CS by the teacher to check for the
effect of amount of L1 / L2 under experimental conditions. The present study tries to contribute to the
field by taking a multifaceted perspective, since no previous studies we are aware of have analysed the
relationship between CS, age, proficiency and type of activity in EFL.
Results showed that adults and teenagers’ CS behaviour was largely comparable, although adults
at all proficiency levels were much more likely to use CS for Vocabulary Gap with Peers whereas
teenagers produced more uses of CS for Complex Idea with Peers and for Jokes; in terms of the type
of switch, younger learners in the study tended to draw on the L1 for isolated words whereas adults
switched for whole phrases. However, in relation to proficiency, there was no clear evidence of linear increases or decreases in the number of CS instances from the lower levels to the higher ones,
thus contradicting previous findings that claimed that more proficient learners would code-switch
less (Author 2, 2006). In relation to the type of activity, CS was distributed quite evenly across the
different activities, although in all cases (teenagers and adults and low to advanced levels) very few
instances were found at the Beginning of Class and none for End of Class (see Nagy & Robertson,
2009). In view of these findings the study concludes that the analysis of CS and its implications for
foreign language teaching practices may benefit from taking multiple factors into account, both learner
and contextual factors.
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Título: Analyzing second language writing texts with Coh-Metrix
Autores:
Barquin, Elisa
Universitat Pompeu Fabra - [email protected]
Pérez, Carmen
[email protected]
Resumen:
The present study examines longitudinal writing samples from 30 participants acquiring English as a
second language in two different learning contexts--formal instruction and study abroad—using CohMetrix version 2.0 (Graesser et al 2003). Coh-Metrix is freely available web-based software that takes
plain text files as input and uses third party syntactic parsers, lexicons and databases to measure 60
indices of linguistic and discourse characteristics. These indices include traditional readability formulas, measures of connectors and cohesive devises, referential overlap, syntactic complexity and lexical
features. The creators of the Coh-Metrix have explored these indices in essays by L1 writers and found
that syntactic complexity (measured by the number of words before the main verb), lexical diversity, and
lexical sophistication were all predictive of essay quality and useful for differentiating between groups
of essays classified as either high or low proficiency; the same authors found that indices of cohesion
did not have the predicted relationship to writing quality (McNamara et al 2010). An additional study
exploring Coh-Metrix indices with L2 writing samples found that measures of lexical characteristics and
aspect repetition were useful for differentiating between L2 writers with high and low levels of English
proficiency (Crossley & McNamara 2010). The present study uses the Coh-Metrix to explore argumentative essays written by our 30 participants at the beginning of the study and determine which indices
correlate with extrinsic measures of writing quality (obtained through holistic evaluations) and measures
of formal grammatical knowledge. Following this, we analyze participants’ writing at two subsequent
data collection times: after a 3-month period of formal instruction and then after a 3-month study abroad
period. Our own data is used to explore the utility of the Coh-Metrix for measuring differences and change
in relatively homogeneous population (advanced university learners), and explore the extent to which
learners’ make progress in writing in informal (immersion) contexts.
Referencias:
Crossley, S. A. and D. S. McNamara (2010). “Predicting second language writing proficiency: the roles
of cohesion and linguistic sophistication.” Journal of Research in Reading.
Graesser, A., D. McNamara, et al. (2004). “Coh-Metrix: Analysis of text on cohesion and language.”
Behavior Research Methods 36(2): 193-202.
McNamara, D. S., S. A. Crossley, et al. (2010). “Linguistic features of writing quality.” Written Communication 27(1): 57.
Título: Ansiedad y género en diferentes contextos de enseñanza-aprendizaje de inglés LE: AICLE y
no-AICLE
Autores:
Santos Menezes, Edleide
Universidad de las Islas Baleares - [email protected]
Juan Garau, María
[email protected]
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Resumen:
La investigación sobre el modelo AICLE (aprendizaje integrado de contenido y lengua extranjera) ha
crecido vertiginosamente en la última década. Esos estudios se han centrado principalmente en áreas
como implementación, evaluación y teorización AICLE (Pavón Vázquez; Rubio Alcalá, 2010; Meyer,
2010, Rimmer, 2009; etc.), desarrollo de la competencia gramatical, lingüística y comunicativa (Ruiz,
2011; Dalton-Puffer, 2009; Lasagabaster, 2008; etc.); y experiencia/formación de profesores AICLE
(Frigols Martin, 2011; Moate, 2011, Hunt, 2011; Lasagabaster y Sierra, 2009; Infante et al, 2009;
etc.). Entre los temas poco estudiados, las variables afectivas ocupan un lugar preeminente, ya que la
eficacia de ese modelo depende, entre otros aspectos, de su capacidad para generar una actitud positiva
hacia el aprendizaje del idioma, aumentar la motivación y autoconfianza, así como la disposición a
comunicarse en lengua extranjera (LE) en un ambiente libre de ansiedad. Los escasos estudios sobre
este tema han demostrado que el enfoque AICLE se relaciona con la motivación y la actitud positiva
de los aprendices de LE (Lasagabaster y Sierra, 2009) y, por otra parte, que los alumnos AICLE presentan en ocasiones un bajo autoconcepto de su competencia en lengua extranjera (Seikkula-Leino,
2007). Dichos estudios evidencian la necesidad de nuevas investigaciones que profundicen, confirmen
y expliquen los resultados obtenidos, además de explorar las demás variables afectivas que influyen
en los aprendices AICLE.
En atención a las demandas señaladas, este estudio analiza las influencias del modelo formativo (AICLE y no-AICLE) en los niveles de ansiedad de los aprendices de inglés LE. Se pretende saber si hay
diferencias en los índices de ansiedad de los alumnos cuando están en clases AICLE (ciencias sociales
en inglés) y en clases de Enseñanza Formal (EF) de inglés lengua extranjera y si difiere la ansiedad de
alumnos AICLE y no-AICLE cuando comparten el entorno de aprendizaje EF. La muestra está compuesta
por 155 alumnos (86 AICLE y 69 no-AICLE) de 2º de ESO de tres escuelas concertadas de Mallorca.
Para la recogida de datos se empleó el FLCAS (Foreign Language Clasroom Anxiety Scale). Siendo un
estudio inter e intrasujeto, los cuestionarios fueron aplicados a ambos contextos de enseñanza-aprendizaje:
AICLE y no-AICLE.
El análisis de los resultados se realizó con el paquete estadístico SPSS (Statistics Program for Social
Sciencies). Referente al estudio intrasujeto, la prueba T para muestras relacionadas demostró que la
media de la ansiedad situacional (FLCAS) de los contextos AICLE es significativamente superior a la
media de los contextos EF. Estos resultados sugieren que los niveles de ansiedad en contextos AICLE
son significativamente mayores que en los contextos EF y que, de hecho, las variables afectivas interactúan diferentemente con las situaciones de clase AICLE y no-AICLE (Seikkula-Leino, 2007). Los datos
referentes al estudio intersujeto demostraron que, en las clases formales de inglés LE (enfoque gramatical), la diferencia entre grupos no es significativa, aunque los alumnos no-AICLE presenten niveles de
ansiedad un poco superiores a los alumnos AICLE. En este estudio se analizan y discuten los resultados
de la investigación y sus implicaciones pedagógicas.
Referencias:
Dalton-Puffer, Christiane. (2009). Communicative Competence and the CLIL Lesson. In Rosa María
Jiménez Catalán and Yolanda Ruiz de Zarobe (eds.), Content and language integrated learning: Evidence
from research in Europe, 197-214. Clevedon: Multilingual Matters.
Hunt, Marilyn. (2011). Learners’ perceptions of their experiences of learning subject content through a
foreign language. Educational Review, 63 (3), 365-378.
Infante, D.; Benvenuto, G.; Lastrucci, E. (2009). The Effects of CLIL from the Perspective of Experienced
Teachers. In David Marsh and Peeter Mehisto; Dieter Wolff, Rosa Aliaga, Tuula Asikainen, María Jesús
Frigols-Martin, Sue Hughes & Gisella Langé (eds.), CLIL Practice perspectives from the field, 156-163.
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Jyväskylä: University of Jyväskylä. [consulta: 15 de noviembre de 2011]. Disponible en: http://www.
icpj.eu/?id=cover
Lasagabaster, David. (2008). Foreign Language Competence in Content and Language Integrated Courses.
The Open Applied Linguistics Journal, 1, 31-42.
Lasagabaster, David; Sierra, Juan Manuel. (2009). Language Attitudes in CLIL and Traditional EFL
Classes. International CLIL Research Journal, 1(2), 4-17. Disponible en http://www.icrj.eu/index.
php?vol=12&page=73.
Frigols Martin, María Jesús. (2011). The European Framework for CLIL Teacher Education Language
teaching. The international abstracting journal for language teachers and applied linguistics, 44(3),
401-402.
Meyer, Oliver. (2010). Towards quality CLIL: successful planning and teaching strategies. Pulso: revista
de educación, 33, 11-29.
Moate, Josephine Marie. (2011): The impact of foreign language mediated teaching on teachers’ sense of
professional integrity in the CLIL classroom. European Journal of Teacher Education, 34(3), 333-346.
Rimmer, Wayne. (2009). A closer look at CLIL. English teaching professional, 64, 4-7.
Ruiz, Laura. (2011). La comprensión auditiva en lengua extranjera en modelos de enseñanza bilingüe
(con provisión de metodología CLIL: Content and language integrated learning) I Jornadas Doctorales
de Castilla-La Mancha (Resúmenes de Comunicaciones): El doctorado: impacto social y futuro profesional. Ciudad-Real, 2 de febrero 2011 / coord. por Miguel Angel Collado Yurrita, Juan José Hernández
Adrover, 2011, 84.
Seikkula-Leino, Jaana (2007): CLIL Learning: Achievement Levels and Affective Factors, Language
and Education, 21(4), 328-341
Pavón Vázquez, Víctor; Rubio Alcalá, Fernando. (2010). Teachersćoncerns and uncertainties about the
introduction of CLIL programmes. Porta Linguarum: revista internacional de didáctica de las lenguas
extranjeras, 14, 45-58.
Título: Assessing The Impact of a Short-Term Study Abroad Program on Gains in Cross-Cultural
Sensitivity
Autores:
Alonso Marks, Emilia
Ohio University - [email protected]
Resumen:
Cross-cultural sensitivity is a skill that can be learned with training and developed through cross-cultural
experiences in the classroom (Bennet, 1986; Cushner & Brislin, 1996; Fantini, 1997; Hammer, Benett &
Wiseman, 2003; Wilson, 1993). Cross-cultural sensitivity and cultural awareness are known to promote
tolerance and respect for diversity; to instill in students a desire to travel abroad; and to encourage interpersonal relations and personal growth (Stohl, 1986).
Research has shown that study abroad programs have a positive impact on students’ linguistic skills,
especially on speaking (Freed, 1995; Segalowitz & Freed, 2004). Nevertheless, the reported linguistic
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benefits have often overshadowed the cultural benefits. Attaining cross-cultural competence is considered
a precursor of attaining an optimal level in the target language. Martinsen (2010) showed that pre-departure levels of cultural sensitivity were a strong predictor of students’ improvements in linguistic skills.
However, studies that have measured gains in cross-cultural sensitivity, while students are immersed in
the target language, have been scarce.
How effective are short-term study abroad programs in students’ development of cross-cultural sensitivity
and international understanding? Could learners experience gains in cross-cultural competence while
immersed abroad? Would those students with a high pre-departure index in cross-cultural sensitivity
gain significantly in cross-cultural sensitivity over those with a low pre-departure index? Fourteen Ohio
University students participated in the study. They were registered in a 10-week study abroad program
in Toledo, Spain. Before they traveled abroad, students participated in four pre-departure orientation sessions and completed the Inventory of Cross-Cultural Sensitivity (ICCS) questionnaire (Cushner, 2003).
While abroad, participants lived with host families, attended upper division classes in Spanish, and were
actively involved in numerous structured curricular interactions as well as extra-curricular activities. At
the end of their stay, students retook the ICCS.
Results point to significant differences in certain variables and not others. Paradoxically, those students
with high scores in the pre-departure ICCS did not experience significant gains in cross-cultural sensitivity over those with low scores in the pre-departure ICCS. The impact of the findings on students’
cross-cultural sensitivity – students’ perceptions of their cultural integration, particularly at the end their
stay abroad – in the study abroad context will be discussed.
Referencias:
Bennett, M. J. (1993). Towards ethno-relativism: A developmental model of intercultural sensitivity.
In R.M. Paige (Ed.), Educational Exchange for the Intercultural Experience, 21-71. Yarmouth, ME:
Intercultural Press.
Cushner, K. (2003). Human Diversity in Action: Developing Multicultural Competencies for the Classroom (2nd Ed). New York, NY: McGraw-Hill.
Cushner, K. y R. Brislin. (1996). Intercultural Interactions: A Practical Guide (2nd Ed). Thousand Oaks,
CA: Sage Publications.
Fantini, A.E. (1997). New Ways in Teaching Culture. Bloomington, IL: Teachers of English to Speakers
of Other languages (TESOL), Inc.
Freed, B. (1995). Second Language Acquisition in a Study Abroad Context. Philadelphia, PA: John
Benjamins.
Hammer, M. R., M.J. Bennett y R. Wiseman, R. (2003). Measuring intercultural sensitivity: The intercultural development inventory. International Journal of Intercultural Relations, 27: 421-433.
Martinsen, R. (2010). Short-term study abroad: Predicting changes in oral skills. Foreign Language
Annals, 43, 3: 504-510.
Segalowitz, N. y B. Freed (2004). Context, contact, and cognition in oral fluency acquisition: Learning
Spanish at Home and Study Abroad Contexts. Studies in Second Language Acquisition, 26: 173-199.
Stohl, C. (1986). The A.M.I.G.O. project. International Journal of Intercultural Relations, 10: 235-254.
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Wilson, S. (1993). The aesthetics and practice of designing interactive computer events. http://userwww.
sfsu.edu/~swilson/papers/interactive2.html
Título: Attention Control in L2 Phonological Acquisition
Autores:
Safronova, Elena
Universitad de Barcelona - [email protected]
Mora, Joan C.
Universitat de Barcelona - [email protected]
Resumen:
Attention control (AC) is a major cognitive capacity underlying the difference between L1 processing,
which is highly automatic, and L2 processing which is highly controlled (Kormos, 2006; Segalowitz,
2003). Efficient AC, the ability to process relevant linguistic information while shifting attention between
different sets of linguistic relationships (Isaacs & Trofimovich, 2011; Talmy, 1996), has been shown to
be related to L2 learners’ oral fluency as well as grammatical and lexical skills (Segalowitz and Hulstijn,
2003; Segalowitz & Frenkiel-Fishman, 2005). However, the role of AC in L2 speech learning and L2
speech perception, in particular, remains largely under-researched.
This study investigates the role of AC in L2 speech perception by relating Catalan/Spanish EFL learners’ performance (n=69) on an attention shifting task to their performance on a vowel discrimination
task. We hypothesized that differing individual ability to shift attention efficiently between spectral
and temporal cues by bringing the relevant acoustic-phonetic information to the perceptual foreground
might partly explain the large inter-subject variability often associated with Catalan/Spanish learners’
difficulty in accurately perceiving the spectral distance contrasting the English tense/lax vowels /i:/
and /I/. AC was operationalized as learners’ error rates in shift and repeat trials and as shift cost response latencies (RTs) when changing focus of attention from one acoustic dimension (voice quality) to
another (segmental length) in a speech-based version of the alternating runs task-switching paradigm
(Rogers & Monsell, 1995; Segalowitz & Frenkiel-Fishman, 2005). An AXB categorial discrimination
task testing learners’ ability to use target-like cue-weighting in the discrimination of English /i:/-/I/
in natural and duration-neutralized high-variability stimuli sets provided a measure of L2 perceptual
competence, as learners were required to focus attention on spectral information while ignoring duration and voice quality differences in each trial.
Results revealed, as expected, higher error rates and longer RTs in shift than in repeat trials and higher
discrimination accuracy in natural than manipulated stimuli. No significant correlation was found between
AC, measured as shift cost RTs, and vowel discrimination ability (% correct discrimination). However,
AC error rates in shift and repeat trials were significantly correlated (r=-.565 and r=-.555, p<.001) with
discrimination scores, indicating that participants’ ability to focus attention on a specific acoustic dimension was related to their perceptual performance. Participants were then assigned to Low- and High-AC
groups on the basis of error rates through median split and their overall group performance compared.
Independent-samples t-tests revealed significant differences between the Low-AC and High-AC groups in
discrimination accuracy for natural (t(56)=2.79, p=.007) and duration-manipulated (t(56)=3.42, p=.001)
AXB trials, indicating that individuals who were better able to inhibit the irrelevant information in the
AC task were better able to focus on the relevant spectral cue in the L2 vowel discrimination task and
obtained significantly higher discrimination scores. AC error rate accounted for 32% of the unique variance in L2 vowel discrimination accuracy, suggesting that AC is involved in the processing of L2 speech,
thus facilitating target-like cue-weighting. These findings highlight the role of individual differences in
L2 speech learning.
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Referencias:
1. Isaacs, T., and Trofimovich, P. (2011). Phonological memory, attention control, and musical ability:
Effects of individual differences on rater judgments of second language speech. Applied Psycholinguistics, 32, 113-140.
2. Kormos, J. (2006). Speech production and second language acquisition. Cognitive sciences and second
language acquisition. Lawrence Erlbaum Associates, Mahwah, N.J.
3. Rogers, R. D., and Monsell, S. (1995). Costs of a predictable switch between simple cognitive tasks.
Journal of Experimental Psychology: General, 124, 207-231.
4. Segalowitz, N. (2003). Automaticity and second language acquisition. In C. Doughty & M. Long (Eds.),
The Handbook of Second Language Acquisition, 382-408. Oxford: Blackwell Publishers.
5. Segalowitz, N., and Frenkiel-Fishman, S. (2005). Attention control and ability level in a complex
cognitive skill: attention-shifting and second language proficiency. Memory & Cognition, 33, 644-653.
6. Segalowitz, N., and Hulstijn, J. (2005). Automaticity in second language learning, in: J. F. Kroll &
A. M. B. De Groot (Eds) Handbook of Bilingualism: Psycholinguistic Approaches, 371-388. Oxford:
Oxford University Press.
7. Talmy, L. (1996). The windowing of attention. In M. Shibatani&S. A. Thompson (Eds.), Grammatical
constructions, 235–288. Oxford: Oxford University Press.
Título: Behavior, Attitude, and Motivation in the Learning of Catalan at Advanced Levels
Autores:
Hamilton, Colleen
Resumen:
The present study examines the profile of the advanced learner of Catalan (level C) as a means of understanding the target language contact, attitudes, and motivations that lead learners to persevere in their
study of Catalan. While Catalan is the dominant official language of Catalonia and holds a strong place
in social, cultural, and educational life, the commitment of C-level students is impressive given the omnipresence of Spanish and English in cosmopolitan Barcelona. In a globalized tourist city, what entices
outsiders to learn the local language when the locals are bilingual? Does Catalan provide a unique identity
marker cementing the rapidly-changing demographics of the region, whose immigrant population has
grown from 3 to 15% since 2000?
To answer these questions, adult students in advanced level courses were drawn from several study
centers directed by the Consorci per a la Normalització Llingüística (Barcelona). Students responded to
questionnaire items related to the presence of the target language within their social network (5 items),
their attitude toward it (10 items), their motivation for studying (8 scales), and background information.
This research follows the theoretical framework established by R.C. Gardner in his works on integrativeness (1959), K. Noel’s research in Self-Determination Theory (2001), and the L2 Motivational Self
System proposed by Z. Dörnyei (2009). The theoretical complexity offered by these works has brought the
study of attitudes and motivation from basic concepts of intrinsic, integrative, and instrumental motives
to a more dynamic construct that interacts with background factors (such as L1, geographic origin, social
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network languages) learning contexts, and proficiency levels. A similar Catalan study (Bernadó, 2008)
focusing on beginner students of the language demonstrated the importance of intrinsic motivation, and
the present study extends the scope of that research by examining similar dynamics for advanced learners.
In this descriptive, multivariate study, a variety of interesting aspects of the C-level Catalan learner
profile have emerged. Contrary to the original study, two-thirds of the participants were found to be
native-born Catalan speakers. This paper will focus on the remaining one-third—non-Catalans having
dedicated more than one year to formal study of the language—and the use, attitudes, and motivations
that drive them to continue.
Referencias:
Bernadó, C., Comajoan, L., & Bastons, N. (2008). Anàlisi factorial dels motius d’aprenentatge del català
com a llengüa segona i relació amb el nivell, el temps d’estada, l’edat i el centre d’estudi dels alumnes.
Catalan Review, 22, 71-89.
Dörnyei, Z. (2003). Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory,
Research, and Applications. Attitudes, Orientations, and Motivations in Language Learning: Advances
in Theory, Research, and Applications. Z. Dörnyei (Ed.). Malden, MA: Blackwell. p. 3-32.
Dörnyei, Z. & Ushioda, E. (Eds.) (2009). Motivation, Language Identity, and the L2 Self. Bristol: Multilingual Matters.
Freed, B., D. Dewey, N. Segalowitz & R. Halter (2004). The Language Contact Profile. S2tudies in Second
Language Acquisition, 26, 349-356.
Gardner R. C. & Lambert, W. (1959). Motivational variables in second language acquisition. Canadian
Journal of Psychology, 13, 266-272.
Gardner, Robert. (2001). Integrative Motivation and Second Language Acquisition. Motivation and second
language acquisition. Z. Dörnyei & R.W. Schmidt (Eds). Honolulu, HI: U of Hawai’i Second Language
Teaching and Curriculum Centre. pp.1-19.
Huguet, A. & Janés, J. (2008). Mother Tongue as a Determining Variable in Language Attitudes. The
Case of Immigrant Latin American Students in Spain. Language and Intercultural Communication, 8(4),
246-260.
Ibarraran, A., Lasagabaster, D., & Sierro, J.M (2008). Multilingualism and language attitudes: Local
versus immigrant students’ perceptions. Language Awareness 17(4), pp. 326-341.
Jones, C.M. (1991). The Ulpan in Wales: A study in motivation. Journal of Multilingual and Multicultural
Development 12 (3), 183-93.
Lasagabaster, D. & Huguet, A. (Eds.) (2007). Multilingualism in European bilingual contexts. Language
use and attitudes. Clevedon: Multilingual Matters.
Newcombe, L. P. and R. G. Newcombe. (2001). Adult Language Learning: The Effect of Background,
Motivation and Practice on Perseverance. International Journal of Bilingual Education and Bilingualism
4(5), pp.332 — 354
Noels, K. (2001). New Orientations in Language Learning Motivation: Towards a Model of Intrinsic,
Extrinsic, and Integrative Orientations and Motivation. Motivation and second language acquisition. Z.
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Dörnyei & R.W. Schmidt (Eds). Honolulu, HI: U of Hawai’i Second Language Teaching and Curriculum
Centre. pp. 43-68.
Título: Bilingual acquisition of a heritage language (Basque) and the dominant language (English) in a
migrant setting: The case of second generation Basque immigrants in the United States
Autores:
González García, Argiñe
Universidad del País Vasco - [email protected]
García Lecumberri, María Luisa
Ruiz de Zarobe, Yolanda
[email protected]
Resumen:
In the last decades a great deal of research has been devoted to explore the field of bilingual acquisition
in order to gain a better understanding of this phenomenon which has become frequent in our society
(Bialystok, 2005, 2007, 2009; De Houwer, 1990, 1995, 2005; Genesee, 2000; Grosjean, 1998, 2010;
Hoffmann, 1991; Lindholm & Padilla, 1978; Sebastián-Gallés, 2010; Sebastián-Gallés, et al., 2009;
Volterra & Taeschner, 1978).
Certain areas in the United States were host to many Basque immigrants during the second half of the
twentieth century. The second generation immigrants learned Basque from their parents in childhood,
but were also exposed to English from an early age, offering a unique scenario to investigate bilingual
acquisition of English and Basque from childhood.
In order to explore bilingual acquisition in this population, we recruited 20 second generation Basque
immigrants in Reno and Boise, 16 of whom reported Basque as their first language (L1). 6 of them had
become more dominant in English, whereas 10 of these participants, whose English proficiency was
also native-like, presented an outstanding level of proficiency in Basque. This is remarkable given the
restricted quality and quantity of input they receive (e.g. Muñoz & Singleton, 2011).In general, they
received Basque input from their parents and then, also from a reduced Basque-speaking community in
Reno and Boise, respectively. Most of them reported that they could not read or write in this language.
In our analysis, three factors appear as significant predictors of general proficiency in Basque, namely
strength of concern for pronunciation accuracy (e.g. Purcell & Suter, 1980), degree of identification with
the Basque community (e.g. Dörnyei & Ushioda, 2009), and degree of language activation (e.g. Flege et
al., 1997). Those participants who exhibited an outstanding performance in Basque also presented either
a high degree of concern for pronunciation accuracy or a high degree of identification (i.e. affiliation or
group membership) with the Basque community or both. Furthermore, they generally also presented a
higher degree of activation of Basque (if still low compared to their degree of activation of English) than
those participants who did not exhibit such a performance in this language.
These findings point to the importance of affective factors and degree of language activation, which may
become crucial to determine proficiency in a heritage language and may compensate for lacks in quality
and quantity of input.
Referencias:
Bialystok, E. (2005) Consequences of Bilingualism for Cognitive Development. In Judith F. Kroll &
Annette M.B. de Groot (eds), Handbook of Bilingualism. Psycholinguistic Approaches, pp. 417-432.
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Bialystok, E. (2007) Cognitive Effects of Bilingualism: How Linguistic Experience Leads to Cognitive
Change. In The International Journal of Bilingual Education and Bilingualism, 10/3, 210-223.
Bialystok, E. (2009) Bilingualism: The good, the bad, and the indifferent. In Bilingualism: Language
and Cognition, 12, 3-11.
De Houwer, A. (1990) The acquisition of two languages from birth: A case study. Cambridge, UK:
Cambridge University Press.
De Houwer, A. (1995) Bilingual Language Acquisition. In P. Fletcher & Brian MacWhinney (eds.), The
Handbook of Child Language, Blackwell, pp. 219-250.
De Houwer, A. (2005) Early Bilingual Acquisition. Focus on Morphosyntax and the Separate Developmental Hypothesis. In J.F.Kroll & A.M.B De Groot (eds.), Handbook of Bilingualism: Psycholinguistic
Approaches, pp. 30- 48.
Dörnyei, Z., & Ushioda, E. (2009) Motivation, Language Identity and the L2 Shelf. Multilingual Matters,
Bristol-Buffalo-Toronto. Series editor: David Singleton, Trinity College, Dublin, Ireland.
Flege, J.E., Frieda, E.M., & Nozawa, T. (1997) Amount of native-language (L1) use affects the pronunciation of an L2. Journal of Phonetics, 25, 169-186.
Genesee, F. (2000) Syntactic aspects of bilingual acquisition. Bilingualism: Language and Cognition 3,
167-172).
Grosjean, F. (1998) Studying Bilinguals: Methodological and Conceptual Issues. In Bilingualism: Language and Cognition, 1, 131-149.
Grosjean, F. (2010) Bilingualism, biculturalism, and deafness. International Journal of Bilingual Education and Bilingualism, Vol. 13, No. 2, pp.133-145.
Hoffmann, C. (1991) An Introduction to Bilingualism. Longman, London and New York.
Lindholm, K.J., & Padilla, A.M. (1978) Language mixing in bilingual children. Journal of Child Language, 5, 327-335.
Muñoz, C. & Singleton, D. (2011) A critical review of age-related research on L2 ultimate attainment.
In Language Teaching 44, 1-35.
Purcell, E.T. & Suter, R.W. (1980) Predictors of pronunciation accuracy: A reexamination. Language
Learning. 30/2, 271-287.
Sebastián-Gallés, N. (2010) Bilingual language acquisition: Where does the difference lie?. Human
Development, 53,245–255.
Sebastián-Gallés, N.; Vera-Constan, F.; Larsson, J.P.; Costa, A.; Deco, G. (2009). Lexical plasticity in
early bilinguals does not alter phoneme categories: II. Experimental Evidence. Journal of Cognitive
Neuroscience, 21, 2343-2357.
Volterra, V., & Taeschner, T. (1978) The acquisition and development of language by bilingual children.
Journal of Child Language, 5, 311-326.
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Título: CLIL effects on Basque-Spanish speakers’ oral production in English
Autores:
Gómez Lacabex, Esther
Gallardo, Francisco
[email protected]
Resumen:
In Content and Language Integrated Learning (CLIL) contexts, the Foreign Language (FL) is used as a
vehicular language to learn other school disciplines, and children learn the FL driven by the need to use
the language for real communicative purposes (Snow, 1990). However, very little is known on the actual
effectiveness of these pseudo-immersion programmes, as most investigations conducted so far have focused on CLIL vs. non-CLIL peer comparisons where CLIL students have received more exposure than
non-CLIL ones precisely due to their participation in CLIL programmes, and there is a dearth of research
designs which attempt at isolating the variable CLIL.
This study comes to fill this gap by focussing on oral production, one of the linguistic aspects which
may benefit most from those teaching methods fostering the use of the language in meaningful contexts
(Block, 2003). The present investigation assesses oral production in FL English by 15 year-old secondary
school children who have received the same amount of English exposure but differ in terms of their participation in a CLIL programme. One of the groups has experienced regular English lessons where the
FL is the subject of instruction itself whereas the other group has received 25% of their exposure through
CLIL as a consequence of their engaging in using English as a vehicular language from the beginning
of secondary school (age 12).
English learners were audio-recorded while telling a story in English and their productions were assessed
by means of two types of analysis. Firstly, a holistic assessment by trained judges focused on linguistic
aspects such as pronunciation, vocabulary, grammar, fluency and content. Additionally, a quantitative
analysis was conducted to explore the amount and density of learners’ productions as well as the compensation strategies that they used.
Results from the holistic assessment indicated that CLIL learners obtained significantly higher scores in
all the linguistic scales analysed except for pronunciation. With regard to the quantitative assessment,
analyses showed that CLIL and non-CLIL learners produced stories with similar word counts. However,
CLIL learners’ discourse was made up of significantly richer and denser contributions, as attested by their
significantly higher scores in the ‘words per turn’ and ‘utterances per turn’ CHILDES ratios. Additionally,
CLIL learners were found to resort to compensation strategies such as ‘native language transfer’ or ‘interviewer help demand’ to a significantly lesser extent than non-CLIL learners. These findings could be
interpreted as CLIL learners being more capable when communicating in the FL and hint at the benefits
of CLIL, a ‘more natural’ learning approach, on oral production skills in FL English.
Referencias:
Block, D. (2003) The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh University Press.
Snow, M. A. (1990) Language immersion: An overview and comparison. In A. Padilla, H. H. Fairchild
and C. M. Valadez (eds) Foreign Language Education: Issues and Strategies (pp. 109-126). Newbury
Park, CA: Sage.
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Título: Competencia comunicativa, competencia lingüística, comprensión lectora y web 2.0
Autores:
Jiménez Pérez, Elena
UHU, UMA - [email protected]
Crespo Miguel, Mario
Universidad de Huelva - [email protected]
Resumen:
La comprensión lectora (CL) es uno de esos conceptos difíciles de definir porque a pesar de que ya viene
definido al nombrarlo (básicamente, comprender lo que se lee) no existe un consenso a nivel lingüístico
de qué es exactamente y qué debe abarcar una definición más extensa, es decir, tenemos un significado
(comprensión lectora) del que nos cuesta imaginar el significante (concepto exacto y delimitado de
comprensión lectora).
Por regla general, se parte de la base de que la competencia lingüística, entendida desde el punto de
vista generativo-transformacional de Chomsky (sistema de reglas lingüísticas, interiorizadas por los
hablantes, que conforman sus conocimientos verbales y que les permite entender un número infinito de
enunciados lingüísticos, esto es, lo que tradicionalmente se asociaba a la comprensión lectora al comienzo
de ser nombrado el concepto), es fundamental para entender la noción de CL, pero no hay que olvidar
que dicha competencia forma parte de una globalizadora competencia comunicativa ―la competencia
comunicativa está compuesta por la competencia lingüística y la pragmática― que matiza aún más la
idea de comprensión lectora dentro del plano lingüístico al tener en cuenta otros factores ajenos al dicho
plano, por ejemplo, la inteligencia emocional.
Pero esta competencia comunicativa (Hymes, 1967), fundamental en la comprensión lectora, está sufriendo
una transformación profunda que responde a la rapidez con la que la Era Digital y su mayor manifestación
comunicativa ―la Web 2.0― transforman la sociedad de la comunicación. Entre otras partes importantes
de la Web 2.0, las redes sociales se erigen como componente regulador fundamental que condiciona a los
lectores y escritores por su particular idiosincrasia concisa, efímera, precipitada y rápida.
Con el presente estudio, se pretende demostrar que las redes sociales condicionan los hábitos lectoescritores de los hablantes de una lengua y, por consiguiente, surge la necesidad de revisar la competencia
comunicativa y, dentro de ella, la lingüística.
Título: El aprendizaje del inglés durante el verano: estudio comparativo de tres contextos de aprendizaje
Autores:
Tragant, Elsa
[email protected]
Marsol Jornet, Anna
Resumen:
Muchas familias españolas creen que el verano es un buen momento para que sus hijos lo dediquen al
aprendizaje de un idioma. Además de los tradicionales viajes de estudios en el extranjero, también existe
la posibilidad de los campamentos lingüísticos o los cursos de lengua intensivos, ambos en el país de
origen. Estos tres contextos de aprendizaje ofrecen al alumno en edad escolar una experiencia bastante
más intensiva a la lengua que durante el resto del curso, cuando la exposición a la lengua suele limitarse
a unas pocas horas de clase a la semana. El presente estudio tiene como finalidad la comparación de estos
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tres contextos de aprendizaje del inglés en niños y adolescentes: estancias lingüísticas, campamentos de
idiomas y cursos intensivos de lengua.
Aunque existen estudios donde se comparan las estancias en el extranjero con contextos tradicionales
de instrucción y programas de inmersión (ver Freed et al., 2004, Collentine & Freed, 2004), los campamentos, tanto en el país de origen como en el extranjero, se han analizado poco aunque constituyen
un contexto de aprendizaje en auge tanto en España como en otros países (Collentine, 2009). Otra
característica específica de este estudio es la duración de los tres programas que se comparan, que
es considerablemente más breve (tres semanas) que en una mayoría de estudios sobre intensidad de
instrucción (ver por ejemplo, Collins and White, 2011) o estancias lingüísticas de corta duración (ver
por ejemplo, Jackson, 2006).
El estudio de los tres programas cortos de aprendizaje estival tiene dos objetivos: (1) comparar el progreso en el nivel general del idioma de los niños y adolescentes que participan en dichos programas e (2)
identificar los rasgos diferenciales de los tres contextos en cuanto a nivel de contacto con la lengua meta
y percepciones del alumno. La muestra total está formada por 107 niños y adolescentes (10-17 años de
edad) que durante el verano del 2011 participaron en uno de los tres programas lingüísticos, organizados
por instituciones que captan un perfil de familias similar. Para medir el nivel general de lengua se administró una prueba holística que en estudios anteriores mostró tener una capacidad de discriminación alta
(Muñoz, 2006). Para identificar los rasgos diferenciales de los tres contextos se realizó un trabajo de campo
(observaciones pautadas y notas de campo) y se administró un cuestionario al final de los programas. Los
resultados apuntan a un progreso diferencial según contexto y edad del alumno.
Referencias:
Collentine, J. 2009. Study abroad research: Findings, implications, and future research. In M. H. Long
and C. J. Doughty (eds.), The Handbook of Language Teaching (pp. 218-233). Chichester, England:
Wiley and Blackwell.
Collentine J. y Freed B. 2004. Learning context and its effects on second language acquisition. Introduction. Studies in Second Language Acquisition, 26, 153-171.
Collins L. y White J. 2011. An intensive look at intensity and language learning. TESOL Quarterly 45(1),
106-133.
Freed, B., Segalowitz N. y Dewey D. 2004. Context of learning and second language fluency in French.
Studies in Second Language Acquisition, 26, 275-301.
Jackson J. 2006. Ethnographic pedagogy and evaluation in short-term study abroad. In M- Byram and A.
Feng (eds.), Living and Studying Abroad. Research and Practice (pp. 134-156). Clevedon: Multilingual
Matters.
Muñoz C. 2006. Age and the rate of foreign language learning. Clevedon, England: Multilingual Matters.
Título: Estrategias para el plurilingüismo: un estudio piloto
Autores:
Dmitrenko, Violetta
Universidad de Navarra - [email protected]
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Resumen:
La diversidad lingüística en la época de globalización plantea para la humanidad numerosos retos no sólo
en las dimensiones éticas y culturales, sino también en el ámbito de la enseñanza.
Guiados por la necesidad de desenvolverse en el mundo cada vez más globalizado, los alumnos de idiomas
se enfrentan con el problema del aprendizaje de más de una lengua, lo que supone un reto psicolingüístico
tanto para los adultos como para los niños en cuanto a la adquisición de una nueva lengua.
Presentamos un estudio-piloto de las estrategias aplicadas por los adultos en el aprendizaje de terceras lenguas.
El diseño del estudio se basa en una investigación llevada a cabo en Alemania (Gibson, Hufeisen, 2003)[1],
pero se distingue en lo siguiente: todos los participantes tienen la misma lengua materna (español), debían realizar una traducción al español de un texto alemán apoyándose en sus conocimientos previos de otras lenguas.
En el estudio participaron 18 adultos de entre 21 y 48 años matriculados en un curso de alemán para
principiantes.
En primer lugar, se realizó el análisis de datos sociolingüísticos (cuestionario) y se establecieron los
perfiles lingüísticos de los participantes. En segundo lugar, se realizó un “análisis de errores” de las
traducciones mediante la metodología aplicada en el estudio de Gibson&Hufeisen. La correlación de
los resultados del test con los perfiles lingüísticos permitió seleccionar a 9 participantes para un estudio
cualitativo (entrevistas).
Los resultados del estudio confirmaron las hipótesis planteadas. 1. Actualmente el plurilingüismo se
convierte en un fenómeno común (17 de 18 participantes son plurilingües con una media de 3 lenguas
incluido el inglés).
2. Para entender una lengua desconocida los aprendientes plurilingües suelen aprovechar sus conocimientos previos de otras lenguas. Además, se apoyan en distintos elementos de la competencia comunicativa
(conocimiento del mundo, contexto, competencia textual).
3. El parentesco de las lenguas indoeuropeas y en particular, el conocimiento de una lengua de la misma
familia (p.ej. germánica: inglés), puede facilitar el aprendizaje de una nueva lengua (alemán) para los
alumnos hispanohablantes. Se reveló que los conocimientos previos de idiomas se movilizaron en una
cierta jerarquía: desde lo más cercano y mejor conocido (lengua materna, LE mejor dominada) hasta las
lenguas tipológicamente más alejadas (p.ej. euskera).
En cuanto a la 4ª hipótesis de que los participantes con mayor número de lenguas tendrían mejores resultados en el test, los resultados no son concluyentes. Efectivamente, el único participante monolingüe obtuvo
el resultado más bajo del grupo. Sin embargo, algunos de los participantes con mayor número de idiomas
no siempre recurrían a todos sus conocimientos ni eran conscientes de similitudes entre distintas lenguas.
En la siguiente fase parece conveniente ajustar las herramientas de investigación de distintas variables en
el aprendizaje de idiomas (cuestionarios, test), así como concretar los perfiles y el número de participantes.
[1] Gibson M., Hufeisen B. 2003. Investigating the role of prior foreign language knowledge: translating
from an unknown into known foreign language. En J. Cenoz, B. Hufeisen, U. Jessner (eds.), The Multilingual Lexicon: 87-102. Dordrecht, Boston: Kluwer Academic Publishers. 500
Referencias:
Aronin L., Singleton D. 2008. Multilingualism as a New Linguistic Dispensation. En International Journal
of Multilingualism, Vol. 5, No. 1.
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Cenoz J., Hufeisen B., Jessner U. (eds.) 2003. The Multilingual Lexicon. Dordrecht, Boston: Kluwer
Academic Publishers.
Cook V. 1995. Multi-competence and the learning of many languages. En Language, Culture and Curriculum, 8: 2, 93-98.
De Angelis J. 2011. Teachers’ beliefs about the role of prior language knowledge in learning and how
these influence teaching practices. En International Journal of Multilingualism, vol. 8, iss. 3, 216-234.
Dewaele J.-M. 2007. Predicting Language Learners’ Grades in the L1, L2, L3 and L4: The Effect of
Some Psychologicai and Sociocognitive Variabies. En Internationai Journal of Multilingualism, Vol. 4,
No. 3, 169-197.
Gibson M., Hufeisen B. 2003. Investigating the role of prior foreign language knowledge: translating from
an unknown into known foreign language. En J. Cenoz, B. Hufeisen, U. Jessner (eds.), The Multilingual
Lexicon: 87-102. Dordrecht, Boston: Kluwer Academic Publishers.
Meara P. 2006. Emergent Properties of Multilingual Lexicons. En Applied Linguistics, 27 (4): 620-644.
Oxford: Oxford University Press.
Título: Examining L2 gains in three learning contexts: study abroad, summer camp and intensive English
courses
Autores:
Serrano, Raquel
[email protected]
Llanes, Àngels
[email protected]
Resumen:
Learning context has been claimed to have an influential role in determining second language (L2) gains in
several studies that have compared, for example, “at home” (AH) classroom instruction and study abroad
(SA) (Segalowitz & Freed, 2004), or SA, AH and immersion/intensive instruction in the home country
(Freed, Segalowitz, & Dewey, 2004; Serrano, Llanes, & Tragant, 2011). Although short SA programs (<
8 weeks according to the Institute of International Education) are the most popular (Collentine, 2009;
Llanes, 2011), little is known about their effects on L2 development. Moreover, most SA research has
included adult participants, even though other populations such as children and teenagers often enroll in
SA experiences (especially in short-term programs). Similarly, there is a lack of research on how summer
camps or short intensive courses affect children and teenagers’ L2 skills.
The purpose of this study is to fill the gap in this area and analyze the language gains in English experienced by a group of Spanish/Catalan bilingual children and teenagers (age 10-17) over a three-week
period in three types of learning contexts: SA (N=40), an English summer camp in Spain (N=47), and an
intensive “at home” English as a foreign language (EFL) program (N=53). In all the three contexts the
students received 3-5 hours of daily classroom instruction, with the EFL program including the highest
amount of teaching hours. However, in the SA context and in the summer camp the learners could also
use the L2 outside of the class.
The students in the three contexts took a pretest at the beginning of each program and a posttest at the end,
which consisted of two judgment tasks. In one of them, the students had to demonstrate their knowledge
of English grammar, while the other test assessed the participants’ knowledge of some typical formulas
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in English such as “Take care”, “See you later”, etc. Apart from these two tasks, the students performed a
memory test, in order for us to examine whether the capacity to memorize words in an artificial language
mediated language gains in the three contexts under study.
The results of the statistical analyses comparing pre-test/post-test scores for each group independently
suggest that the students in the three contexts made significant gains in their knowledge of formulas. Moreover, all the students, except for the students abroad, made significant gains in their grammar knowledge.
When gains across contexts were compared, it became evident that the SA context was the most favorable
to learn formulas in English. Additionally, it was found that the ability to memorize names for objects in
an artificial language did not seem to have any effect on the language gains experienced in any context.
Referencias:
Collentine, J. (2009). Study abroad research: Findings, implications and future directions. In C. Doughty &
M. Long (Eds.), Handbook of language teaching (pp. 218-233). Malden, MA: Blackwell Publishing, Ltd.
Freed, B. F., Segalowitz, N. & Dewey D. P. (2004). Context of learning and second language fluency in
French: Comparing regular classroom, study abroad, and intensive domestic immersion programs. Studies
in Second Language Acquisition, 26, 275-301.
Institute of International Education. Retrieved November, 23, 2011 from http://www.iie.org/Research-andPublications/Open-Doors/Data/~/media/Files/Corporate/Open-Doors/Fast-Facts/Fast-Facts-2011.ashx
Llanes, Àngels (2011). The many faces of study abroad: An update on the research on L2 gains emerged
during a study abroad experience. International Journal of Multilingualism, 3, 189-215.
Segalowitz, N. & Freed, F. B. (2004). Context, contact, and cognition in oral fluency acquisition: Learning
Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26, 173-199.
Serrano, R., Llanes, À. & Tragant, E. (2011). Analyzing the effect of context of second language learning:
Domestic intensive and semi-intensive courses vs. study abroad in Europe. System, 39, 2, 133-143.
Título: First language attrition among Russian speakers in Spain: Contributing factors and affected
linguistic areas
Autores:
Zaytseva, Victoria
Sanz, Inmaculada
[email protected]
Resumen:
Living in a foreign country usually requires speakers to become bilingual, yet on most occasions, the
second (foreign) language ends up replacing the first one. When the first language proficiency deteriorates due to the dominant second language, we are dealing with a linguistic development known as first
language attrition. The present paper is an attempt to provide a general overview of the L1 attrition, by
shedding light on the wide range of factors that predispose the language to decline and identifying the
most affected linguistic areas. Our primary goal is to examine L1 attrition in the case of Russian speakers in Spain. Through a designed questionnaire and a structured interview, an attempt is made to analyze
interferences in morphosyntactical, lexical and phonological domains, taking into account the factors that
chiefly contribute to the development of L1 attrition. The findings show that no single factor can alone
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account for the decline of language skills and that, among all aspects of language, lexicon remains the
first and most vulnerable candidate to attrition. References: Cook, V. (2002). Portraits of the L2 User.
Clevedon: Multilingual Matters Cook, V. (2003). Effects of the Second language on the First. Clevedon:
Multilingual Matters. Davies, A. (2003). The Native Speaker: Myth and Reality. Clevedon: Multilingual
Matters. Köpke, B. and Schmid, M. S. (2004). “Language attrition: The next phase.” In M. Schmid et al.
(eds.), First language attrition: Interdisciplinary perspectives on methodological issues, 1-43. Amsterdam: John Benjamins. Montrul, S. (2008). Incomplete Acquisition in Bilingualism: re-examining the age
factor. Amsterdam/ Philadelphia: John Benjamins. Pavlenko, A. (2005). Emotions and multilingualism.
Cambridge: CUP. Schmid, M. S., Köpke, B., Keijzer, M. and Weilemar, L. (2004). First
First language
language atattrition: Interdisciplinary perspectives on methodological issues. Amsterdam: John Benjamins. Schmid,
M. S. (2011). Language Attrition. Cambridge: CUP. Schmitt, E. (2001). Beneath the surface: Signs of
language attrition in immigrant children from Russia. PhD dissertation, University of South Carolina.
Seliger and R. M. Vago (eds.), First language attrition, 3-15. Cambridge: CUP. Weltens, B., de Bot, K.
and van Els, T. (eds.) (1986). Language Attrition in Progress. Dodrecht: Foris.
Título: Generalization effects in L2 production and imitation tasks for English schwa after training
Autores:
Gómez Lacabex, Esther
García Lecumberri, María Luisa
Resumen:
Previous studies on training non-native categories have focused on laboratory training (Bradlow et al.,
1997; Bradlow et al., 1999; Lively et al., 1994; Nishi & Kewley-Port, 2007; Aliaga & Mora, 2009)
while fewer studies have been conducted on the effects of phonetic training in classroom contexts (Pavón Vazquez, 1999; Gutierrez & Monroy, 2003). The present study investigates the effect of specific
phonetic training on English lexical schwa to Spanish speakers in the foreign language (FL) classroom.
Thirty-four Spanish learners of English underwent instruction on English schwa for a period of 3 months.
Production performance of lexical schwa was assessed before and after training by means of production
with visual prompts and imitation (production with audio prompts) tasks. Generalization was tested in
carrier sentences (new task) and new stimuli. Results indicated that performance in production with visual
prompts significantly improved after training and that such improvement transferred to production of
words with schwa in the embedding sentence and in new stimuli. Imitation performance also revealed
generalization effects to novel stimuli. Interestingly, differences between the generalization contexts and
testing tasks were observed as production with visual prompts tasks showed a greater gain than imitation
tasks but lower overall scores and generalization to new words showed more robust carry over effects
than generalization to a new task. Results will be discussed with regard to the relevance of task effects
in L2 speech production training and testing.
Referencias:
Aliaga-García, C., and J. C. Mora. (2009). Assessing the effects of phonetic training on L2 sound perception and production. In M. A. Watkins, A. S. Rauber, and B. O. Baptista (eds). Recent Research in
Second language Phonetics/Phonology: Perception and Production. Cambridge Scholars Publishing.
Bradlow, A. R., Akahane-Yamada, R., Pisoni, D. B., & Tohkura, Y. (1999). Training Japanese listeners
to identify English /r/ and /l/: Long-term retention of learning in perception and production. Perception
and Psychophysics, 61(5) 977-985.
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Bradlow, A. R., Pisoni, D. B., Akahane-Yamada, R., & Tohkura, Y. (1997). Training Japanese listeners
to identify English /r/ and /l/: IV. Some effects of perceptual learning on speech production. Journal of
the Acoustical Society of America, 101(4) 2299-2310.
Gutierrez, F., & Monroy, R. (2003). Contraste entre las vocales átonas del inglés y el español: el debilitamiento vocálico en el inglés de un grupo de hispanohablantes. Proceedings of the 3rd International
Contrastive Linguistics Conference, September 2003, 211-222.
Lively, S. E., Pisoni, D. B., Yamada, R. A., Tohkura, Y., & Yamada, T. (1994). Training Japanese listeners
to identify English /r/ and /l/. III Long-term retention of new phonetic categories. Journal of the Acoustical
Society of America, 96 (4) 2076-2087.
Nishi, K. and Kewley-Port, D. (2007). Training Japanese Listeners to Perceive American English Vowels:
Influence of Training Sets. Journalof Speech, Language, and Hearing Reserach (50) 1496-1509.
Pavón Vasquez, V. (1999). Un estudio sobre la mejora de las habilidades perceptivas en los aprendices
de inglés adultos por medio de la instrucción formal: el acento léxico. Actas del I Congreso de Fonética
Experimental. Universidad Rovira y Virgili, 273-279.
Título: ‘His hand?’‘her hand?’: The acquisition of gender agreement in L3 English
Autores:
Imaz Agirre, Ainara
[email protected]
García Mayo, María Pilar
[email protected]
Resumen:
This study investigates the acquisition of gender agreement in third person singular possessive pronouns
(his/her) by Basque/Spanish bilinguals learning English as a third language (L3) in a classroom context.
Within a formal second language acquisition (SLA) framework, gender is claimed to be an interpretable
feature in both English and Basque and an uninterpretable feature in Spanish. Under current computational
(White et al. 2004) and representational (Hawkins and Hattori, 2006; Hawkins and Tsimpli, 2009) accounts
posited to explain variability in L2 learner production, uninterpretable features (e.g. the gender feature
in Spanish) remain problematic for L2 learners (Franceschina, 2005) whereas interpretable features (e.g.
the gender feature in Basque and in English) are claimed to be acquirable (Sagarra and Herschensohn,
2010, 2011). Nevertheless, anecdotic evidence from Basque/Spanish bilinguals and previous research on
Catalan/Spanish (Muñoz, 1991, 1994) and French learners of English (J. White and Ranta, 2002; White
et al. 2007) show gender agreement errors in the acquisition of possessive pronouns.
The present study addressed this issue in the interlanguage (IL) of 34 Basque/Spanish L3 English learners
with two different proficiency levels: advanced and intermediate. Specifically, the study was designed to
assess the possible effect of two variables on gender agreement errors: (i) the internal structure of the determiner phrase (DP) - in terms of structure complexity, animacy and ‘gender attraction effects’ (Santesteban
et al. 2010) - and (ii) learner proficiency in the target language. Participants performed two oral production
tasks: an elicitation task and a picture narration task. The findings showed that Basque/Spanish bilinguals
had problems when establishing gender agreement in English. The results confirmed that the internal
structure of the DP seems to have an influence on establishing gender agreement. Besides, results showed
that proficiency may be playing a significant role, when acquiring gender agreement in L3 English since
advanced learners outperformed intermediate learners. However, advanced learners performed similar to
native speakers in specific contexts (i.e. inanimacy contexts) but differed in some other contexts (i.e. animacy
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contexts). Contrary to the predictions put forward by representational accounts, the findings of the present
study show that the acquisition of the interpretable gender feature poses persistent problems for L3 learners.
Referencias:
Franceschina, F. (2005) Fossilized second language grammars: The acquisition of grammatical gender.
Amsterdam: John Benjamins.
Hawkins, R. and H. Hattori (2006) Interpretation of English multiple wh-questions by Japanese speakers:
a missing uninterpretable feature account. Second Language Research 22 (3), 269-301.
Hawkins, R. and I. M. Tsimpli (2009) Explaining target- and non-target performance in the acquisition
of Gender concord by L2 speakers. Paper presented at the International Symposium on Bilingualism
Utrecht, 8-11 July.
Muñoz, C. (1991) Why are HE and SHE a problem for Spanish learners of English? RESLA, 7, 129-136.
Muñoz, C. (1994) A Case of Frequency-Based Markedness. Atlantis XVI 1-2, May-November, 165-177.
Sagarra, N., & Herschensohn, J. (2010). The role of proficiency and working memory in gender and
number agreement processing in L1 and L2 Spanish. Lingua, 120, 2022-2039.
Sagarra, N., & Herschensohn, J. (2011). Proficiency and animacy effects on L2 gender agreement processes during comprehension. Language Learning 61(1), 80-116.
Santesteban, M., A. Foucart, M. J. Pickering and H. Branigan (2010) Is selection of possessive pronouns/
adjectives in L2 affected by L1 syntax? Poster presented at the 16th Annual Conference on Architectures
and Mechanisms for Language Processing (AMLaP). York, UK.
White, J. and L. Ranta (2002) Examining the Interface between Metalinguistic Task Performance and
Oral Production in a Second Language. Language Awareness, 11:4, 259-290.
White, J., C. Muñoz and L. Collins (2007) The his/her challenge: making progress in a ‘regular’ second
language program. Language Awareness, 16(4), 278-299.
White, L., E. Valenzuela, M. Kozkowska-MacGregor and Y.K.I Leung (2004) Gender and number agreement in nonnative Spanish. Applied Psycholinguistics 25, 105-133.
Título: L2 writing strategies as potential facilitators of SLA processes: a tentative classification.
Autores:
López Serrano, Sonia
Universidad de Murcia - [email protected]
Roca de Larios, Julio
Resumen:
During the last two decades, a growing body of theoretical and empirical research (framed in both cognitive and sociocultural frameworks) has begun to explore the role that written output practice may play
in fostering a number of processes potentially conducive to second language acquisition (SLA) (Harklau,
2002; Manchón, 2011; Williams, 2008). The argument is that these processes, which basically involve
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noticing, lexical and syntactic encoding of form-meaning connections, and the use of metalinguistic
thinking, are potentially activated by the strategies deployed by writers when composing their texts.
However, although a fair number of these strategies have been identified in research on the so-called
“language-related episodes” (LREs) as the unit of analysis (García Mayo, 2002; Kuiken & Vedder, 2002;
Lapkin, Swain, & Smith, 2002; Swain & Lapkin, 1995), no systematic, theoretically-motivated attempt
has been made so far to classify LREs on the basis of their language learning potential (LLP). As an
alternative to this state of affairs, the present study, framed in recent conceptualizations of the LLP of
written output practice within the problem-solving paradigm in cognitive psychology and the strategy
literature in SLA, intended to:
(i) provide a reconceptualization and categorization of LREs based on the notions of “problem-space”
(Manchón & Roca de Larios, 2007), and “strategy cluster” (Macaro,2006);
(ii) explore the differential LLP of the various types of LREs identified as a function of (a) the linguistic
units focused on (scope of noticing), (b) the number and type of strategies activated (complexity), (c) the
compensatory or upgrading nature of the problem-solving process (orientation);
(iii) put the resulting classification of LREs to the empirical test so that the influence exerted by learners’
L2 proficiency level and task complexity issues could be ascertained.
These objectives were addressed by means of a case study in which three EFL students of varying L2
proficiency levels were asked to write two L2 essays (an argumentative and a narrative text) under think
aloud conditions. The resulting protocols were analyzed by means of the new categories identified, i.e.
searching for lexical alternatives, restructuring of syntactic formats and decomposition and translation
of L1 clauses and sentences. The data indicated that the scope of noticing, and the complexity and orientation of LREs varied as a function of learners’ proficiency level and complexity of the writing task. Our
proposals and findings will be discussed from the perspective of the light they shed on the LLP of written
output practice in SLA. Based on our data, possible avenues for further research will be suggested.
Referencias:
García Mayo, M. P. (2002). The effectiveness of two form-focused tasks in advanced EFL pedagogy.
International Journal of Applied Linguistics 12 (2), 156-175.
Harklau, L. (2002). The role of writing in classroom second language acquisition. Journal of Second
Language Writing, 11, 329-350.
Kuiken, F., & Vedder, I. (2002). The effect of interaction in acquiring the grammar of a second language.
International Journal of Educational Research, 37, 343-358.
Lapkin, S., Swain, M. & Smith, M. (2002). Reformulation and the learning of French pronominal verbs
in a Canadian French immersion context. The Modern Language Journal, 86 (4), 485-507.
Macaro, E. (2006) Strategies for language learning and for language use: revising the theoretical framework Modern Language Journal, 90 (3). 320-337
Manchón, R. M. (2011). Writing to learn the language: Issues in theory and research. In R. M. Manchón
(Ed.) Learning-to-Write and Writing-to-Learn in an Additional Language, Amsterdam: John Benjamins,
61 – 82.
Manchón, R. M. & Roca de Larios, J. (2007). Writing-to-learn in instructed language learning contexts.
In E. Alcón Soler & M. Safont Jordá (Eds.) Intercultural Language Use and Language Learning, Dordrecht: Springer, 101 - 121.
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Swain, M. & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step
toward second language learning. Applied Linguistics, 16, 371-391.
Williams, J. (2008). The speaking-writing connection in second language and academic literacy development. In D. Belcher & A. Hirvela (Eds.), The Oral-Literate Connection: Perspectives on L2 Speaking,
Writing, and Other Media Interactions, Ann Arbor: The University of Michigan Press, 10-25.
Título: La adquisición de los clíticos pronominales en español L2 por parte de hablantes de dariya L1
Autores:
Tarrés Larrègola, Mònica
García-Alcaraz, Estela
Bel, Aurora
Resumen:
Una de las particularidades de las lenguas románicas es la riqueza de su sistema pronominal y, entre ellas,
el español es un claro ejemplo. Una muestra de ello es el amplio abanico de estudios dedicados a los
clíticos pronominales en la tradición lingüística de las lenguas románicas, así como en investigación de
primeras y segundas lenguas como fenómeno de difícil adquisición. Los trabajos previos se han centrado,
sobre todo, en combinatorias lingüísticas en las que una de las lenguas carece de clíticos. Es el caso de
Rosado (2007) en su estudio de español L2 por parte de hablantes de chino L1 y de Domínguez y Arche
(2011) sobre la adquisición de clíticos pronominales en español L2 por parte de aprendices de francés L1
e inglés L1. Pocos estudios centran su atención en combinatorias lingüísticas en las que ambas lenguas,
L1 y L2, tienen clíticos (Maré 2007). Nuestra aportación se sitúa en la combinatoria español/dariya, lenguas que poseen clíticos pero difieren en el hecho de que una de ellas, el dariya, no tiene tantas formas
distintivas según la función como el español. Los clíticos pronominales cubren diferentes funciones
sintácticas, entre ellas objeto directo e indirecto (OD y OI, respectivamente). En español, las de tercera
persona presentan distinción según la función sintáctica (lo/la/los/las vs. le/les). En cambio, el dariya no
tiene un sistema diferenciado para tales funciones. El objetivo de este trabajo es analizar la producción
de los clíticos pronominales de 3ª persona en español por parte de hablantes de dariya L1 para discernir
en qué medida esta diferencia del sistema se refleja en la realización de dichos clíticos, es decir, hasta qué
punto son capaces de usar ambas formas de modo adecuado o si las reducen a una, y en tal caso a cuál.
En este estudio analizamos 20 textos semiespontáneos narrativos, orales y escritos, producidos por 10
estudiantes marroquíes (L1 dariya) que aprenden el español como L2 escolarizados en el sistema educativo español. Todos ellos se encuentran cursando la Educación Secundaria Obligatoria y llevan en
España entre 2 y 4 años. Los participantes visualizaban un breve video sin audio en el que se reflejaban
diferentes conflictos interpersonales conforme al protocolo detallado en Berman (2008). Seguidamente,
se les daba la instrucción de que detallaran, tanto oralmente como por escrito, una situación similar
presenciada por ellos.
Las producciones se trascribieron en formato Chat del sistema Childes; los enunciados se dividieron en
cláusulas. Se identificaron y codificaron todos los clíticos de objeto directo e indirecto y se extrajeron
todos ellos para su posterior análisis. El número de ocurrencias de clíticos analizados fue de 130 de OD
y 83 de OI.
Los resultados preliminares ponen de manifiesto que los hablantes de dariya L1 parecen haber adquirido
los usos sintácticos de los pronombres clíticos de acusativo y dativo idiosincrásicos de la lengua española,
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ya que apenas se documentan casos de omisión o sobreproducción en sus discursos narrativos independientemente de la modalidad. Estos resultados sugieren que el hecho de que el dariya no posea dos formas
pronominales diferenciadas para las funciones analizadas no supone un obstáculo a los aprendices a la
hora de producir adecuadamente en español L2 los elementos pronominales según su función sintáctica.
Título: Learning and teaching English as a foreign language through cognitive and metacognitive learning
strategies
Autores:
Gómez Macho, Claudia Mª
Universidad Autónoma de Madrid - [email protected]
Resumen:
The aim of this study is to research the relationship between the teaching of learning strategies to young
learners and the use of these strategies by pupils in their learning of English. The main hypotheses are,
in first place, that students who are trained and practice strategies improve their competence of English
more than those who are not explicitly taught these kinds of strategies and that strategies-based instruction
increases learners’ language awareness in the use of strategies and improve their learning. And secondly,
that strategies-based instruction is more profitable for those students who are less exposed to the target
language.
The method used in this study consists of an intervention which comprises the use of cognitive and metacognitive strategies. There are two groups, the intervention has been carried out in one of them while
the other remains the control group. Each group has been divided in two subgroups: with and without
extra curricular lessons. The design of this study has the three following parts: Pre-test, Intervention and
Post-test, to check the effect of the intervention. During the intervention, in the experimental group, the
teacher practiced, taught and made explicit some cognitive and metacognitive strategies, trying to make
children use them in class. Meanwhile, in the control group, the English teacher did not use these strategies in an explicit way. The kind and amount of strategies used by the teachers and pupils are analysed
in quantitative and a qualitative way in both groups.
The results show that it is useful to teach learning strategies explicitly and that learning strategies are useful to learn a foreign language, as the marks in the post-test are better in those students who were trained
in the strategies. It promotes pupils’ language awareness, it encourages them to construct meanings and
develop learner autonomy. What the findings of our study suggest is that the more explicit the teacher
makes the strategies to the students, the more the children use them and the more the learning strategies
are helpful for the learning of a foreign language. We have observed that the children got better marks in
the test after the intervention than those who did not go under the intervention. Therefore, we can conclude
that the intervention has been effective. The teacher’s explicit teaching of learning strategies seems to
have a positive effect on the students results, as shown in the post-test. Therefore, the first hypothesis has
been validated. The second hypothesis is partly validated. Although the students without extra curricular
lessons particularly improved their marks in the post-test, the analysis of the use of strategies did not
show that this improvement was due to the explicit use of learning strategies.
Results
Post –test
Pre-test
Experimental group:
mean = 68.50
mean = 44.61
Control group:
mean = 55.42
mean = 39.64
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Referencias:
Brunning, R.H.; Schraw, G.J. & Ronning, R.R. 1999. Psicología cognitiva e instrucción. Celina González
version (2002). Madrid: Alianza Editorial.
Chamot, A.U. 1987. “Implementing the cognitive academic language learning approach (CALLA).” In
Oxford R.L. (ed.) Language learning strategies around the world: cross-cultural perspectives. (Technical
Report 13). Second Language Teaching & Curriculum Center. University of Hawaii, Honolulu, pp. 167-73.
Cohen, A.D. 1998. Strategies in learning and using a second language. New York: Longman.
Ellis, R. 1997. Second Language Acquisition. Oxford: Oxford University Press.
Graham, S. 1997. Effective language learning. Clevedon, England: Multilingual Matters.
Harmer, J. 1991. The practice of English language teaching. Harlow, Essex: Pearson.
House, S. 1997. An introduction to teaching English to children. London: Richmond.
Kecskes, I. & Papp, T. 2000. Foreign Language and Mother Tongue. New Jersey: Lawrence Erlbaum
Associates.
Long, M.H., Inagaki, S., & Ortega, L. 1998. “The role of implicit negative feedback in SLA: Models and
recasts in Japanese and Spanish.” Modern Language Journal, 82.
Long, M.H. & Sato, C.J. 1983. “Classroom foreigner talk discourse: forms and functions of teachers’
questions.” Classroom-oriented Research in Second Language Acquisition, ed. By Seliger, H.W. & Long,
M.H, 268-285. Rowley, MA: Newbury House.
Muñoz. C. 2006. The effect of age on foreign language learning. In Muñoz, C. (ed.) Age and the rate of
foreign language learning. Clevedon: Multilingual Matters (1-40).
Naiman, N., Frölich, M., Stern,.H. and Todesco, A. 1978. The Good Language Learner. Ontario: The
Ontario Institute for Studies in Education. Reprinted (1996) Clevedon: Multilingual Matters Ltd.
O’Malley. J.M. & Chamot, A.U. 1985. “Learning strategies used by beginning and intermediate ESL
students” Language learning. 35.1
O’Malley. J.M. & Chamot, A.U. 1990. Learning Strategies in Second Language Acquisition. Cambridge:
Cambridge University Press.2
Oxford, R.L. 1990. Language learning strategies: what every teacher should know. New York: Newbury
House/Harper Collins.
Oxford, R.L. 1992. “Second Language Acquisition. Implications for Instructional Practice” TESL Canada
Journal. Vol. 9, no.2.
Oxford. R.L. 1989. “Use of language learning strategies. A synthesis of studies with implications for
strategy training” System 17 (2), 235-47.
Palacios Martínez, Ignacio M. 1992. “Strategies Used by Secondary and University Students in their
Learning of English”. Actas del XVI Congreso de AEDEAN. Valladolid: Servicio de Publicaciones de la
Universidad de Valladolid, pp. 57-62.
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Romero Trillo, J. & Llinares García, A. 2001 “International Journal of Corpus Linguistics” Vol. 6 (1).
27-46. John Benjamins Publishing.
Schmidt, R. & Frota, S. 1986 “Developing basic conversational ability in a second language: a case-study
of an adult learner” in R. Day (ed.): Talking to Learn: Conversation in Second Language Acquisition.
Newbury House.
Schimdt, R. 1994. “Deconstructing consciousness in search of useful definitions for applied linguistics.”
AILA Review 11: 11-16.
Swain, M. 1985. “Communicative competence: Some roles of comprehensible input and comprenhensible
output in its development.” In Gass & C.Madden (Eds.), Input in second language acquisition. 235-253.
Rowley, MA: Newbury House.
Swain, M. 1996. “Three functions of output in second language learning” In G. Cook & B. Seidlhofer
(eds), Principles and Practice in Applied Linguistics. Oxford: Oxford University Press.
Victori, M. and Tragant, E. 2005. “Learner Strategies: A Cross-sectional and Longitudinal Study of
Primary and High-School EFL Learners.” In García Mayo, M.P and García Lecumberri, M.L. (Eds.)
Age and the Acquisition of English as a Foreign Language, 82-206 Clevedon: Multilingual Matters Ltd.
Second Language Acquisition: 4.
Wenden, A. 1986. “What do Second-Language Learners Know about their Language Learning? A Second
Look at Retrospective Accounts”. Applied Linguistics. 7.2.
Título: Les estades a l’estranger i l’adquisició del lèxic: un estudi longitudinal sobre l’adquisició del rus
com a segona llengua
Autores:
Denisenko, Anna
[email protected]
Pérez, Carmen
[email protected]
Resumen:
És majoritàriament acceptat per part de les institucions educatives i els pares que les estades a l’estranger
afavoreixen l’aprenentatge d’una segona llengua (L2). De manera que no es dubta a enviar els alumnes a
la comunitat on la L2 es parla com a nativa. Malauradament, hi ha relativament pocs estudis empírics que
contrastin els beneficis lingüístics d’aquestes estades amb l’aprenentatge que es produeix en un context
formal d’instrucció al país d’origen (Freed 1995).
Per consegüent, oferim un estudi comparatiu que investiga els efectes de les estades a l’estranger (ES)
en la competència lingüística escrita, més concretament en l’adquisició del lèxic. Els participants són
alumnes bilingües català/castellà de la Universitat de Barcelona que estudien el rus com a segona llengua
a la Facultat de Filologia en l’especialitat de llengües eslaves. Es tracta, per tant, d’un estudi longitudinal
en què les dades es recullen abans, mentre i després de l’estada al país de la llengua meta i es contrasten
amb les del grup control, que no interromp els estudis per anar a l’estranger.
A tots dos grups se’ls demana escriure un sèrie de redaccions que posteriorment s’analitzen amb la matriu
de criteris de Celaya, Pérez-Vidal & Torras (2001), elaborada específicament per mesurar la competència
lingüística escrita d’una llengua estrangera. La informació sobre el perfil lingüístic, les actituds i les con34
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dicions durant l’estada a l’estranger es recull mitjançant qüestionaris i diaris personals d’alumnes. Les
dades que se n’extreuen es posen en relació amb els resultats obtinguts de l’anàlisi de les composicions
escrites pels participants.
El corpus d’anàlisi es constitueix d’aproximadament 135 produccions escrites (provinents dels 15 subjectes estudiats) d’una extensió mitjana de 150 paraules com a mínim, que és la quantitat exigida en un
tercer nivell de rus. Les composicions són realitzades tan pels alumnes del grup experimental com pels
alumnes del grup control i en les mateixes condicions, a classe sense diccionaris ni material didàctic. A
més, a tots dos grups se’ls demana escriure sobre els mateixos temes, el que ens permet contrastar les
dades obtingudes entre els grups i els períodes de recollides tan quantitativament com qualitativament.
Título: Linguistic relativity in greek as a foreign language by spanish/ catalan learners: the role of
proficiency
Autores:
Andriá, María
Universidad de Barcelona - [email protected]
Serrano, Raquel
[email protected]
Resumen:
The relationship between language and thought has always been a topic of great interest for the linguists.
It is observed from several studies that learners from different first languages (L1s) tend to describe
the same experience in different ways, due to different conceptualization of the external reality (Jarvis,
1998; Jarvis & Pavlenko, 2008). Slobin’s “Thinking for Speaking Hypothesis” (1996a, 1996b) suggests
that learners from different L1s tend to use different linguistic patterns to express the same experience,
event or thought, and they also transfer those patterns when they acquire a second language (L2). This
finding has been confirmed by other researchers (Han & Cadierno, 2010). Moreover, previous studies
have indicated that learners’ L1 thinking- for- speaking patterns can be observed even in advanced levels of proficiency in the L2 (Cadierno, 2010; Kellerman & Van Hoof 2003; Stam 2010). The purpose
of the present study is to further investigate this hypothesis, as well as to analyze the effect of learners’
L2 proficiency on conceptual transfer, with an under-researched combination of languages: Spanish and
Spanish/ Catalan bilinguals who learn Modern Greek as a Foreign Language.
A total of fifty (N= 50) Spanish and Spanish/ Catalan L1 learners belonging to different proficiency levels
participated in the study. Additionally, data from fifteen native speakers of Greek was also collected. A
battery of tests including a Grammaticality Judgment Test and a picture description task were used and
both quantitative and qualitative analyses were performed. Apart from these tests, the learners completed
a questionnaire in which they provided information about their linguistic profile. The particular linguistic
patterns that were analyzed to examine conceptual transfer between Spanish/ Catalan and Greek refer to
the “Experiential Verbs” which are expressed with one verb in Greek, but with a periphrasis in Spanish/
Catalan (πεινάω /pináo/- tener hambre/ tenir gana “to be hungry”, βιάζομαι /viázomai/ - tener prisa/
tenir pressa “to be in a hurry”).
The results of the study show that even in advanced proficiency levels traces of L1 based patterns could
still be detected, providing, thus, evidence to the Speaking- for-Speaking Hypothesis. The influence of
these patterns is stronger at the initial stages of language learning and it decreases as proficiency improves;
however, even advanced learners of Greek seem to differ from native Greek speakers in the use of these
verbs. The analysis also revealed that spending time in Greece (information that was obtained through
background questionnaires) seems to be beneficial for the acquisition of the target pattern.
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Referencias:
Han, Z-H. and Cadierno T. (Eds.) (2010). Linguistic Relativity in SLA: Thinking for Speaking. Clevedon:
Multilingual Matters.
Jarvis, S. and Pavlenko, A. (2008). Crosslinguistic Influence in Language and Cognition. New York:
Routledge.
Jarvis, S. (1998). Conceptual Transfer in the Interlingual Lexicon. Bloomington. IN: Indiana University
Linguistics Club Association.
Kellerman, E. and Van Hoof, A. (2003). Manual Accents. International Review of Applied Linguistics
41, 251-269
Slobin D.I. (1996a). From “thought and language” to “thinking-for-speaking”. In C. Gumperz & S. Levinson (Eds.), Rethinking Linguistic Relativity. Studies in the Social and Cultural Foundations of Language
(Vol. 17, pp. 70-96). Cambridge: Cambridge University Press.
Slobin D.I. (1996b). Two ways to travel: Verbs of motion in English and Spanish. In M. Shibatani and
S.A. Thompson (Eds.), Grammatical Constructions: Their Form and Meaning (p.p. 195-220). Oxford:
Clarendon Press.
Stam, G. (2010). Can an L2 Speaker’s Patterns of Thinking for Speaking Change?. In Z-H. Han and T.
Cadierno (Eds.), Linguistic Relativity in SLA: Thinking for Speaking (p.p. 59-83). Clevedon: Multilingual
Matters.
Título: Mid-term effects of a study abroad period: a longitudinal approach to L2 fluency development
Autores:
Valls Ferrer, Margalida
Mora, Joan C.
Pérez, Carmen
[email protected]
Resumen:
This study provides new insights into the mid-term effects of a 3-month study abroad (SA) period on
L2 learners’ fluency. Research on SA has mainly been based on the analysis of participants’ productions
before and after the period abroad in order to capture gains in performance. Most studies have found
that SA results in improved learners’ oral skills, especially oral fluency (Freed, 1995; Segalowitz &
Freed, 2004, Towell, Hawkins & Bazergui, 1996, among others). However, to the best of our knowledge,
no research has been conducted on the mid-term effects of a SA on oral fluency (cf. Sasaki, 2009, for
writing). In addition, further research is needed on the constraints that certain linguistic and individual
contextual factors put on these gains (DeKeyser, 1991, 2010; DuFon & Churchill, 2006; Freed, Segalowitz & Deway 2004). The present study examines the development of L2 fluency over time (2.5
years), focusing on the mid-term effects of the stay (16 months after returning from the SA), and on
certain contextual variables (eg. type of L2 exposure and interaction, among others) which result in
different patterns of development.
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A longitudinal corpus of spoken English was gathered for a group of 30 EFL learners studying in an undergraduate degree program at a university in Catalonia. Data collection took place at 4 different points
in time: i) upon students entrance at the home university (T1), ii) after a 6-month formal instruction (FI)
period (T2), iii) following a 3-month study abroad period in an English speaking country (T3), and iv) 16
months after students returned from the SA (T4). The elicitation task was cognitively simple, consisting
of a semi-guided interview performed in pairs on a familiar topic, ‘University life’. Individual self-report
questionnaires were used to obtain data on participants’ SA experiences.
Oral productions were recorded, edited and analyzed for temporal fluency. Two sets of fluency measures
were used: a) speed fluency (speech rate, mean length of runs, phonation time ratio, articulation rate) and
b) breakdown fluency (pause frequency and duration). The data from the questionnaires were retrieved
and coded for explanatory purposes. Analyses were performed to track the effect of time and contextual
factors on participants’ fluency performance.
Preliminary results revealed overall gains in fluency for the whole period under study (30 months). However, the development was not gradual and unidirectional for the participants. A main pattern emerged for
all fluency measures with statistically significant gains taking place only during the 3-month SA period;
no significant gains were found in fluency performance for the 6-month FI period previous to the SA,
nor for the 16-month period after it. These results are partly explained by the information on contextual
variables the questionnaires data provided, suggesting that L2 oral fluency is sensitive to factors related
to the conditions under which their stay developed.
Referencias:
DeKeyser, R. (2010). Monitoring processes in Spanish as a second language during a study abroad program. Foreign Language Annals, 43 (1), 80-92.
DeKeyser, R. (1991). Foreign language development during a semester abroad. In B. Freed (ed.) Foreign
Language Acquisition: Research and the classroom (pp. 104-119). Lexington, MA: D.C. Heath.
DuFon, M., & Churchill, E. (2006). Language learners in study abroad contexts. Clevedon, UK: Multilingual Matters.
Freed, B. F., Segalowitz, N., & Dewey, D. (2004). Context of learning and second language fluency in
French: comparing regular classroom, study abroad and intensive domestic immersion programs. Studies
in Second Language Acquisition, 26, 275–301.
Freed, B. F. (1995). What makes us think that students who study abroad become fluent? In B. F. Freed
(Ed.), Second Language Acquisition in a Study Abroad Context (pp. 123-148). Amsterdam: Benjamins.
Sasaki, M. (2009). Changes in EFL students’ writing over 3.5 years: A socio-cognitive account. In R. M.
Manchón (Ed.). Learning, teaching, and researching writing in foreign language contexts (pp. 49-76).
Clevedon, England: Multilingual Matters.
Segalowitz, N., & Freed, B. (2004). Context, contact, and cognition in oral fluency acquisition: learning
Spanish in at home and study abroad contexts. Studies in Second Language Acquisition, 26, 173–199.
Towell, R., Hawkins, R., & Bazergui, N. (1996). The development of fluency in advanced learners of
French. Applied Linguistics, 17 (1), 84-119.
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Título: Mimicking foreign-accented speech as evidence of category formation for L2 sounds
Autores:
Rochdi, Youssef
[email protected]
Mora, Joan C.
Resumen:
This study investigates Spanish advanced EFL learners’ (NNSs) ability to incorporate L2 (English)-specific
phonetic properties in the formation of developing long-term phonological representations (phonetic
categories) for L2 speech sounds. A foreign-accent mimicking task (Flege & Hammond, 1982) was used
to elicit English-accented oral productions in the participants’ L1 (Spanish) that contained target oral
stops (/p t k b d g/) that differed phonetically in their contextual realization but shared the same abstract
phonological representation: VOT in voiceless stops in word-initial stressed position and spirantization
of intervocalic voiced stops. The NNSs were asked to read aloud sentences in Spanish with what subjectively seemed to them to represent a “typical English accent”. The sentences contained 12 target words
with /p t k/ in word-initial stressed syllables (long-lag VOT in English vs. short-lag VOT in Spanish)
and 15 target words with intervocalic /b d g/ (non-spirantized in English vs. spirantized in Spanish). In
addition, the participants had first been asked to read the same sentences in Spanish and were also asked
to read a set of sentences in English containing the target stops in the same contexts. A group of native
speakers of English (NSs; N=5) provided the English baseline data.
Acoustic measurements of VOT for /p t k/ and of spirantization for /b d g/ were obtained from words
produced in the participants’ L1 (Spanish), L2 (English) and English-accented Spanish. It was deemed
possible that learners would differ in the extent to which they would have incorporated L2-specific features of voiceless and voiced stops in their L2 phonological representations, but it was hypothesized that
such phonetic knowledge would be accessible and would surface in their English-accented stops to the
extent that they would be capable of producing accurate L2 stops.
As expected, NNSs and NSs significantly differed in the realization of English stops as regards VOT
(41.45ms vs 70.58ms) % of non-spirantized stops (%NSP; 81.73% vs 100%) and their closure duration
(CD; 57.04ms vs 82.6ms). NNSs’ VOT, %NSP and CD measures were found to differ in Spanish, English
and English-accented Spanish and were submitted to a series of one-way RM ANOVAs with read-aloud
task as the within-subjects factor. The analyses revealed a main effect of read-aloud task on VOT (F(2,
21)=29.60, p<.001, η2=.738), %S (F(2, 21)=156.45, p<.05 η2=.937) and CD (F(2, 21)=68.67, p<.001,
η2=.867). VOT was significantly shorter in Spanish (20.29ms) than in English (41.45ms) and Englishaccented Spanish (46.62ms) which did not significantly differ, whereas %NSP in English-accented Spanish
(15.45%) differed significantly from Spanish (0.38%) and English (81.73%), a pattern similar to that
obtained for CD (0.32ms vs. 0.18ms vs. 57.04ms). Pearson-r correlation coefficients between the Englishaccented stops and the English stops were obtained, revealing moderate-to-strong significant correlations
for VOT (r=.600, p=.002) and CD (r=.429, p=.041). Overall these results indicate that NNSs’ ability to
mimic English-accented Spanish in the production of oral stops is related to their ability to accurately
produce English stops, which suggests that L2 sound representations are acquired and develop together
with their L2-specific phonetic and distributional properties.
Referencias:
Flege, J. and Hammond, R. (1982). Non-distinctive phonetic differences between language varieties.
Studies in Second Language Acquisition 5, 1-17.
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Título: Natural and elicited data in SLA: resetting the Null Subject Parameter in L2 English
Autores:
Mendikoetxea Pelayo, Amaya
[email protected]
Lozano, Cristóbal
Universidad de Granada - [email protected]
Resumen:
This paper shows how corpus data and experimental data can be combined to gain an insight into the
processes that shape and constrain L2 acquisition. As is well known, Spanish and English differ in their
setting for the Null Subject Parameter, which has been widely studied in SLA research. Most of these
studies are experimental and it is only very recently that researchers have started using corpora to test
SLA hypotheses. We report on a corpus study on subject position in L1 Spanish – L2 English, which
revealed that subject position in L1 and L2 English is constrained by the same principles (see Lozano and
Mendikoetxea 2010) for which we using the International Corpus of Learner English (ICLE, Granger et
al. 2002). These principles have to do with verb type (unaccusative/unergative) as well as with the status
of the subject (information status and weight). This study shows that large and well constructed corpora
are powerful tools for our understanding the processes that constrain L2 production.
The results of the corpus-based study revealed that learners had difficulties in identifying what element
should occur preverbally in structures with postverbal subjects. As a follow-up, an online experiment
was designed to test learners’ knowledge of the types of elements which may appear preverbally in those
contexts. Learners had to judge, on a five-point Likert scale, the acceptability of 32 contextualised sentences with postverbal subjects containing 8 different verbs. Crucially, these sentences were structurally
similar to those extracted from the corpus: 4 of those verbs were our top inversion verbs in the corpus
(exist, appear, begin and come), while the other four where verbs for which no inversion structures were
found (talk, work, play and speak). Variables concerning the status of the subject (focus and heavy) were
controlled for. The preverbal position matched what we had found in the corpus: sentences containing it,
there, PP or a zero subject. In total, over 250 L1 Spanish-L2 English learners, at all levels of proficiency,
participated in the experiment.
Given the design of the experiment and the high number of learners, the results show a very robust pattern,
which mostly matches the one obtained in the corpus study. Thus, we can talk about converging evidence,
but there are also some interesting (and consistent) deviations which are commented on in detail. In the
general discussion I argue that using converging evidence to triangulate results is paramount in current
second language research: corpus-based results can, and should, be validated against corpus-external findings, and combining naturalistic and experimental data is crucial to gain insight into the relation between
the two types of data (see Gilquin & Gries 2009). There are, however, important methodological issues
that one needs to address in combining data from different sources.
Referencias:
Gilquin, Gaëtanelle & Gries, Stephan (2009). Corpora and experimental methods: a state-of-the-art review. Corpus Linguistics and Linguistic Theory 5(1). 1-26.
Granger, S., Dagneaux, E., & Meunier, F. (Eds.). (2002). International Corpus of Learner English (inc.
CD ver 1.1). Louvain: UCL Presses Universitaires de Louvain.
Lozano, C. & Mendikoetxea, A. (2010). Interface conditions on postverbal subjects: a corpus study of
L2 English. Bilingualism: Language and Cognition, 13(4):475-497.
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Título: On the relationship between phonological assimilation and ESL listening proficiency
Autores:
Vidal Fondo, Karina
Universidad Autónoma de Madrid - [email protected]
Resumen:
In connected speech the sounds at word boundaries are subject to the pressures of their sound environment
(Gimson 2001). Word-final alveolars frequently assume the phonetic characteristics of a following bilabial
or velar consonant, a phenomenon known as assimilation. Scholars like Brown (1990), Ur (1990), Gimson
(2001), Norris (1994), Ito (2001) and Field (2008) believe that these types of variation in word-final consonants cause ESL learners problems with word recognition. Consequently, they consider these students
need help in learning to recognize instances of assimilation to improve their listening comprehension.
However, research findings do not conclusively support the relationship between assimilation and ESL
listening comprehension difficulties. Whereas Koster (1987) found that assimilation affects the recognition of the L2 words involved, Tarouza’s (1993) results indicated that instability of word-final consonants
does not affect L2 word recognition. These latter findings are consistent with L1 evidence (Gow 2001,
Janse et al. 2007, etc).
The present study was then conducted with the aim of throwing more light in this area. As Brown &
Kondo-Brown (2006:8) point out: “much less is written on connected speech than on just about any other
topic in applied linguistics”. More specifically, this research was designed to determine whether students
with higher listening proficiency show higher level of recognition of assimilated word-final /t/ and /d/.
190 students participated in the research. They were exposed to 30 pairs of phrases. These monosyllabic two-word phrases, made up of high-frequency words, were selected from the BNC. The study also
included 30 filler phrases. Each target phrase was repeated three times: either 1) twice assimilated and
once fully realized or 2) twice fully realized and once assimilated. After hearing the first phrase, students
were asked to indicate 1) whether the second or third phrase they heard sounded the same as the first or
2) whether the 3 phrases sounded different. 30% of the unassimilated forms contained a release burst
of the first stop. In the remaining phrases the last /t/, /d/ of the unassimilated pair was unexploded. The
stimuli were recorded by an adult, female, university-educated native speaker of American English. The
students’ level of proficiency was measured by the TOEFL listening subtest. Results will be presented
and implications for the teaching of listening comprehension will be discussed.
Referencias:
Brown, G. ( 1990). Listening to Spoken English. Harlow, Essex: Longman
Brown & Kondo-Brown. (2006). Perspectives on Teaching Connected Speech to Second Language
Speakers. Manoa: University of Hawai’I Press.
Field, J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press
Gimson, A. (2001). Gimson’s Pronunciation of English. London: Eduard Arnold.
Gow, D. (2001). Assimilation and Anticipation in Continuous Spoken Word Recognition. Journal of
Memory and Language 45, 133–159.
Ito, Y. (2001). Effect of Reduced Forms on ESL Learners’ input-intake Process. Second Language Studies 20(1), 99-124.
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Janse, E., Nooteboom, S. & Quené, H. 2007.Coping with gradient forms of /t/ deletion and lexical ambiguity in spoken word recognition. Language and Cognitive Processes. 22(2) 161-200
Koster, C. (1987). Word Recognition in Foreign and Native Language: Effects of Context and Assimilation. Dordrecht: Foris Publications.
Norris, R. (1994). Keeping up with Native Speaker Speed: An Investigation of Reduced Forms and Deletions in Informal Spoken English. Studies in Comparative Culture, 25, 72-79.
Tauroza, S. (1993).Recognizing words in continuous speech: how important are word-final consonants?
ELT Journal, 47/3, 211-218.
Ur, P. (1990). Teaching Listening Comprehension. Cambridge: Cambridge University Press.
Título: Oral code-switching in CLIL and EFL contexts: a case study in mainstream secondary education
Autores:
Gené Gil, Maria
Universitat de les Illes Balears - [email protected]
Juan Garau, María
[email protected]
Salazar, Joana
[email protected]
Resumen:
In the context of a global society, multilingualism has become the norm rather than the exception and
thus this situation has led to the increase of code-switching. Since classrooms are supposed to mirror
the real world, this multilingual perspective should progressively enter the educational system (Cenoz,
2011). Nevertheless, although scholars consider code-switching an important scaffolding strategy to
assist learners in managing subject matter in immersion programmes (Cenoz and Gorter, in press), the
real practice in schools is not often such (Gearon, 2011).
In light of the above, the case study we present analyzes the use of several languages within CLIL (Content and Language Integrated Learning) and EFL (English as a Foreign Language) educational contexts.
More specifically, the main objective of this paper is to examine the oral linguistic choices regarding the
target language and the mother tongues made by CLIL and EFL teachers and students in the two different
contexts of secondary instruction aforementioned.[1] To that end, we carried out a research[2] in a state
secondary school in the Balearic Islands,[3] which offered CLIL instruction as mainstream secondary
education. The data[4] were gathered by means of students’ and teachers’ questionnaires, instructors’
interviews and observations of CLIL and EFL classes.
A total of 63 subjects participated in this research, including students (N=60) and teachers (N=3). All the
pupils were taught Technology in English (i.e. the CLIL subject) and EFL. Two instructors taught EFL
and the third one was the CLIL teacher.
Findings show that both the L1s and the target language were present orally –to a greater or lesser extent–
in all the CLIL and EFL classes. Oral language choices greatly depended on whether the learning situation
was planned (e.g. teachers’ subject-based explanations and students’ oral presentations) or unplanned
(e.g. instructors’ disciplinary words and pupils’ spontaneous speech). In the first case, the presence of
the target language was greater (Chavez, 2003). However, some differences were found between the two
contexts and groups of users. Teachers chose more English to speak than pupils did both in the CLIL and
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EFL classes. In the CLIL classes there were more instances of oral code-switching by both the teacher and
the learners. Although the instructors reinforced the students’ spontaneous oral productions in English,
the oral use of the L1 was not punished at all. It is also remarkable that technological terms were always
referred to in English by the teachers and the students, even when speaking the L1. Furthermore, there
were many oral activities in which the learners were requested to speak English in both classes.
It can be concluded that in the analyzed context the mother language was used orally as a source of support and relief by the CLIL and EFL teachers and pupils alike. In any case, the L1 was not a rival of the
target language (Cid Manzano, 2004).
[1] In Spain, most CLIL programmes are part of pilot experiences and thus mainstream CLIL education
is rather the exception. In fact, to our knowledge, there is only one example of CLIL instruction as part
of mainstream secondary education in a state-run school in the Balearic Islands, which is the one under
research in this paper.
[2] Our gratitude goes to the Spanish Ministry of Science and Innovation for their funding (FF1 201021483-C02-02). Thanks are also due to all the students and teachers from IES Son Pacs (Palma) involved
in this research –especially Antònia Vidal, Catherine Cobb, Maria Cloquell and Antoni Quintana.
[3] In the Balearic Islands the CLIL programmes are called ‘European Sections’.
[4] The data examined in this paper are part of a broader research endeavour, a master’s dissertation
carried out at the University of the Balearic Islands, which explored the implementation of the European
Sections programme as mainstream education in the secondary school being analyzed in this article.
Referencias:
CENOZ, J. (2011). “Multilingualism and multilingual education: from monolingual to multilingual
perspectives”. Communication presented at 2nd Barcelona Summer School on Bilingualism and Multingualism. Barcelona.
CENOZ, J.; GORTER, D. (in press). “Focus on Multilingualism: A Study of Trilingual Writing”. To be
appeared in The Modern Language Journal.
CHAVEZ, M. (2003). “The Disglossic Foreign-Language Classroom: Learners’s Views on L1 and L2
Functions”. C. S. Blyth (ed.). The Sociolinguistics of Foreign-Language Classrooms. Heinle: Thomson.
CID MANZANO, R. (2004). “Secciones Europeas. Enseñando idiomas desde las otras áreas”. Revista
de educación, 334 (2004), 9-20.
GEARON, M. M (2011). “The bilingual interactions of late partial immersion French students during a
history task”, International Journal of Bilingual Education and Bilingualism, 14:1, 39-48.
Título: Oral communication strategies and spoken performance: What’s the connection?
Autores:
Khan, Sarah
Universitat de Vic - [email protected]
Within tertiary education in Spain, despite increased internationalization through various educational
policies (Erasmus exchanges, Socrates programmes or CLIL course implementation) the academic language classroom still provides little opportunity to improve oral communication skills compared to other
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skills (listening, reading and writing) and recent reports (Pantaleoni, 2008) claim only a small percentage
of Spanish undergraduates are capable of communicating in English. However, oral communication
plays a vital role in cross cultural communication and much has been published in the research literature
on communication strategies (CSs) (Faerch & Kasper, 1983; Poulisse, 1990; Dörnyei & Scott, 1997;
Nakatani, 2006, among others) which help learners to overcome breakdowns in communication. Fewer
studies have considered the relationship between strategy use and spoken performance (Purpura, 1999;
Swain et al., 2009). Therefore the purpose of this paper is to describe a study which attempts to forge a
link between these two areas which traditionally have been studied separately.
Spoken performance and strategy use were examined in a task-based context using multiple data collection methods. A total of 24 high and 24 low proficiency university EFL learners were videoed performing
three different oral communication tasks in pairs. The recorded tasks provided the data to code for spoken
performance (operationalised as 9 different measures) and strategy use. Strategies were grouped into interactional, compensation, conversation-flow maintenance, planning and evaluating strategies, categories
which had been obtained from preliminary studies with a strategy questionnaire. These measures were
then compared across tasks and between the two proficiency groups. Multiple regression analysis was
then used to examine the relationship between spoken performance measures and the strategy groups.
Results revealed a non-linear relationship between oral communication strategy use and spoken performance, disproving some early claims in strategy research that the more strategies used the better or that
lower proficiency learners use more strategies (Griffiths, 2003; Chamot et al., 1987; Green and Oxford,
1995; Vogely, 1995). Compensation strategies were the strongest predictors of poor spoken performance,
regardless of the task. However, on two tasks metacognitive (planning and evaluating strategies) correlated negatively with aspects of spoken performance and, in contrast, on a different task metacognitve
planning strategies correlated positively. The study suggests a complex picture for strategy use in which
task seems to play a more important role than learners’ proficiency. Implications for oral communication
strategy research will be discussed as well as the limitations within which the study should be considered.
Título: Outlining bilingual education practices: a study on language acquisition in teenagers of bilingual
programs in Colombia
Autores:
Tejada Sanchez, Isabel
Universitat Pompeu Fabra / Université Paris 8 - [email protected]
Pérez, Carmen
[email protected]
Resumen:
The world of today is reaching the point where Bilingual Education (BE) practices lead the constitution of
future societies that convey multilingualism a as a result of globalization, García, 2008). The adoption and
extension of BE modalities such as immersion and Content and Language Integrated in Learning (CLIL)
play an essential role in current Second Language Acquisition (SLA) research where new perspectives of
L2 processing inside the classroom are drawn (Perez-Vidal and Juan-Garau, 2010). In Colombia, foreign
language teaching has become a widespread phenomenon in the past 20 years for both: the public and
private institutional sectors, where the inclusion of contextualized language teaching programs in different international and native languages is progressively developed, (De Mejía & Fonseca-Duque, 2009).
This poster presents a longitudinal study being carried out which focuses on the impact of L2 (English)
exposure stated in the curriculum on the L2 proficiency level of the students from 8th to 11th grade (ages
13 - 17) in four elite bilingual schools in Cali. The preliminary outcomes of this study highlight the
influence of time distribution in the curriculum on the appearance of lexical, syntactic and idiomatic interferences with the L1 (Spanish) in a guided writing production task in the four groups compared. This
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study portrays as well the diversity of bilingual programs carried out as well as their multiple outcomes
according to current pedagogical, social and cultural trends.
Referencias:
De Meja, A-M y Fonseca Duque, L. (2009). Orientaciones para políticas bilingües y multilingües en
lenguas extranjeras en Colombia. Centro de Investigación y Formación en Educación Universidad de
los Andes, Bogotá.
García, O. (2008). Bilingual Education in the 21st Century: A Global Perspective. Wiley & Sons, 2008.
Juan Garau, M. & Pérez Vidal, C. (2001). Mixing and pragmatic parental strategies in early bilingual
acquisition, Journal of Child Language 28 (1).
Pérez Vidal, C. & Juan Garau, M. (2010). From Bilingualism to Multilingualism in Catalan/Spanish
Communties in Spain. To CLIL OR NOT TO CLIL?
Título: Posibilidades de la práctica sistemática en el desarrollo de la competencia gramatical. Estudio
sobre sus efectos en el aprendizaje del español como lengua extranjera
Autores:
Alonso Aparicio, Irene
Universidad Técnica de Aquisgrán (Alemania) - [email protected]
Resumen:
Un análisis de la propuesta teórica de instrucción formal de una segunda lengua (L2) hoy en boga en
los foros académicos, la atención a la forma (AF) (Long, 1988, 1991, 2007; Long y Robinson, 1998),
revela que ésta se materializa en procedimientos didácticos poco explícitos, breves, que evitan obstruir
el flujo de la comunicación y que responden a un problema comunicativo, que permiten al aprendiz
captar determinadas formas de la lengua meta, y en los que no se contempla como parte integrante a las
actividades de práctica sistemática que involucran al aprendiz en la comunicación de mensajes reales
mediante la forma meta. Teniendo en cuenta dicha caracterización de la AF, se observa entonces que
esta propuesta de instrucción dista de la intuición y la conclusión científicamente probada en psicología
cognitiva de que “la práctica es la clave del éxito”. En este sentido, de acuerdo con la Teoría del Control
Adaptativo del Pensamiento (Anderson, 1976 y sgtes.), el conocimiento que subyace al comportamiento
experto resulta de una práctica sistemática relevante.
Considerando entonces la posible contribución de las actividades de práctica sistemática al desarrollo de
la interlengua, procede investigar hasta qué punto este tipo de actividades deberían contemplarse como
constituyente de la instrucción formal. El objetivo de esta comunicación es precisamente presentar los
resultados de un estudio que aborda dicho objetivo de investigación. Concretamente, nuestro estudio
compara las posibilidades de dos propuestas de instrucción formal: (a) la AF (materializada como
reformulación correctiva, input realzado, y anegación del input); y, (b) un enfoque de instrucción que
combina la explicación más o menos explícita de la AF con actividades de práctica sistemática. Para ello,
se investiga el impacto de los dos contextos de aprendizaje en la adquisición de la distinción modal en
las construcciones de valoración en español/L2 (p. e., es un horror que, creo que), durante un periodo
de seis semanas (una sesión de 90 minutos/semana), y durante el desarrollo de dos tareas comunicativas
reales. Asimismo, se cuenta para nuestro estudio con la participación de 27 estudiantes de español/L2
de la Universidad Técnica de Aquisgrán (Alemania) distribuidos en dos grupos de trabajo: (a) el grupo
que recibe actividades de práctica sistemática (n = 14); y, (b) el grupo AF (n = 13). Por otro lado, para
estudiar el impacto de los dos contextos de aprendizaje, se miden, siguiendo un diseño pre-test/post-test,
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las habilidades de interpretación y producción de los participantes mediante tres tareas: (a) una tarea de
interpretación (discriminación); (b) una tarea de producción (rellenar huecos); y, (c) una tarea de interpretación y producción simultánea (juicio de gramaticalidad seguido de corrección).
El análisis de resultados revela que la instrucción formal resulta más efectiva cuando se materializa en
la combinación de información explícita y actividades de práctica sistemática que cuando se materializa en procedimientos de la AF. A la luz de tales resultados, se concluye que las actividades de práctica
sistemática que involucran al aprendiz en la comunicación a través de ciertas formas lingüísticas no son
estrictamente necesarias pero sí facilitadoras del proceso de aprendizaje; y, que deberían contemplarse
como un componente más de la instrucción formal por lo menos cuando se trata de la adquisición de
formas inherentemente difíciles, durante un periodo breve de tiempo, y cuando los aprendices no cuentan
con conocimiento previo sobre la forma meta.
Referencias:
Anderson, J.R. (1976). Language, Memory, and Thought. Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J.R. (1983). The Architecture of Cognition. Cambridge, MA: Harvard University Press.
Anderson, J.R. (1993). Rules of the Mind. Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J.R. y Lebiere, C. (1998). The Atomic Components of Thought. Mahwah, NJ: Lawrence Erlbaum Associates.
Long, M.H. (1983). “Does Second Language Instruction Make a Difference? A Review of Research”,
en TESOL Quarterly, 17, 3: 359-382.
Long, M.H. (1988). “Instructed Interlanguage Development”, en L.M. Beebe (ed.), Issues in Second
Language Acquisition. Multiple Perspectives. Boston: Heinle & Heinle Publishers, 115-141.
Long, M.H. (1991). “Focus on form: A design feature in language teaching methodology”, en K. de Bot,
R. Ginsberg y C. Kramsch (eds.), Foreign language research in cross-cultural perspective. Amsterdam:
John Benjamin, 39- 52.
Long, M.H. (2007). Problems in SLA. New Jersey: Lawrence Erlbaum Associates.
Long, M.H. y Robinson, P. (1998). “Focus on form: Theory, research, and practice”, en C. Doughty y
J. Williams (eds.), Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge
University Press, 15-41.
Título: Production of refusals: a comparison of refined versions of DCTs and role plays
Autores:
Salazar, Patricia
[email protected]
Martí, Otilia
[email protected]
Codina Espurz, Victoria
[email protected]
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Resumen:
Much criticism has been raised as to the best method to collect speech acts, partly due to the fact that
both written and oral discourse completion tasks (DCTs) only measure offline pragmatic knowledge, in
Felix-Brasdefer’s (2010) terms. Nevertheless, the inherent difficulty of gathering naturally-occurring
speech act data has led researchers to use written or oral procedures in the form of DCTs or role plays. In
the present study, our participants elicited refusals by means of a refined version of the traditional DCT
proposed by Rose (2000) known as cartoon oral production task (COPT) and Schauer’s (2004) multimedia elicitation task (MET). We aimed at comparing these two measures to collect data to ascertain if
refusal responses varied in terms of length and number of semantic formulas.
Findings of the present study concur with previous research (i.e., Duan and Wannaruk, 2008) as for the
production of longer responses in the written task. However, our results do not lend support to other research
(i.e., Sasaki, 1998) which claimed that role plays induced a larger number of refusal strategies. In our study,
the COPT elicited more semantic formulas and a higher number of words than the oral task. Moreover, it
is noteworthy to mention that Brown and Levinson’s (1987) weak versus strong rank of imposition of each
refusal situation may be a predictor of the level of verbosity when the participants are to turn down a request.
Referencias:
Brown, P. and S. C. Levinson (1987) Politeness: Some universals in language usage. Cambridge: Cambridge University Press.
Duan, L. and A. Wannaruk (2008) The comparison between written DCT and oral role plays in investigation upon English refusal strategies by Chines EFL students. Sino-US English Teaching, 5: 8-18.
Felix-Brasdefer, J. C. (2010) Data collection methods in speech act performance: DCTs, role plays and
verbal reports. In A. Martínez-Flor and E. Usó-Juan (eds.) Speech act performance: Theoretical, Empirical and Methodological Issues. Amsterdam: John Benjamins. Pp. 221-231.
Rose, K. R. (2000) An exploratory cross-sectional study of interlanguage pragmatic development. Studies
in Second Language Acquisition, 22: 27-67.
Sasaki, M. (1998) Investigating EFL students’ production of speech acts: A comparison of production
questionnaires and role plays. Journal of Pragmatics, 30: 457-484.
Schauer, G. A. (2004) May you speak louder maybe? Interlanguage pragmatic development in requests. In
S. Foster-Cohen, M. Sharwood-Smith, A. Sorace and M. Ota (eds.) EUROSLA Yearbook 4. Amsterdam:
John Benjamins. Pp. 253-272.
Título: Pronunciation Teaching at Official Schools of Languages in the Murcia Region. A Survey
Autores:
Fouz González, Jonás
Monroy, Rafael
[email protected]
Resumen:
This paper explores how the teaching of English pronunciation is implemented at Official Schools of
Languages (OSLs) in the region of Murcia. Using a descriptive qualitative design, we analyse the effec46
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tiveness of the approach adopted for the teaching of pronunciation in a context where English is learnt as
a second language by highly heterogeneous groups of learners in terms of age and previous knowledge of
English. We wanted to examine to what extent factors such as age, motivation or context impinge on the
teaching of English pronunciation as perceived by members of the teaching staff. We also canvass how
teachers at OSLs deal with these matters in their classes. The data were obtained from a questionnaire
administered to five teachers working at two OSLs in the region of Murcia. Aspects such as the amount
of time dedicated to pronunciation practice in class, the pronunciation model favoured, the pronunciation
contents studied as well as the type of approach teachers adopt were addressed. The teachers’ experience
reveals that one of the most common problems is that of fossilised mistakes: students at OSLs are often
familiar with the English language, but they have a faulty knowledge as regards pronunciation. Respondents are fully aware of the impact of the students’ mother tongue in the acquisition of the new sound
system. For this reason, teachers tend to favour a contrastive approach, pointing out not just problematic
areas that may arise from interference with Spanish, but also train their students to discriminate similar
sounds in order to achieve an accurate pronunciation. Respondents seem to be convinced that sound
discrimination is a good starting point for a better pronunciation, being an excellent way to train students
to distinguish subtleties that are non-existent in Spanish, but crucial in English, such as the difference
between long and short vowels. As for the type of approach adopted, recourse to either explicit or implicit
explanations given in class is mostly context dependent. Teachers stated that they are not in favour of
making use of phonetic jargon such as ‘place of articulation’, ‘manner of articulation’, etc. Instead, they
will illustrate where and how a particular sound is produced in the mouth. The results show that teachers
are overall satisfied with the way pronunciation is catered for at Murcian OSLs, pronunciation teaching of
segmental as well as suprasegmental features being considered generally successful at all levels. Although
respondents acknowledge that accuracy and fluency are in no way neglected components in the phonetic
training practice, intelligibility seems to take precedence over the former as the main final outcome.
Título: Sex differences in aptitude and foreign language proficiency in young learners
Autores:
Suárez, M.M.
[email protected]
Muñoz, Carme
[email protected]
Resumen:
Women have traditionally been thought superior to men in verbal ability while men tend to be found
better at visual-spatial tasks and maths. Although fewer studies are available concerning young learners,
superiority of females over males in language aptitude has been found from an early age already using
objective aptitude measures, such as the Elementary version of the Modern Language Aptitude Test
(MLAT-E) (Carroll & Sapon, 1967; Harper & Kieser, 1977). This aptitude test consists of four parts: Part
1 taps sound-symbol association and vocabulary; Part 2, grammatical sensitivity; Part 3, the ability to hear
and make speech sounds; and Part 4, rote memory and aural comprehension. In the norming study of the
MLAT-E, girls consistently obtained higher scores than boys although the difference was not significant
as measured by Cohen’s d. Only in some parts did girls outperform boys (in Part 2 and 4 in grade 4). Using an adaptation of this test, Kiss (2004; Kiss & Nikolov, 2005) found that girls performed significantly
better than boys in grade 6, although Kiss (2009) did not find significant differences in 2-graders. As
for language skills, the existing research is not conclusive as to whether females are better than males,
although research seems to show females excel in all skills but listening; yet this superiority disappears
progressively with age (Hyde & Lynn, 1988).
The present study aims to find whether sex differences exist in language proficiency and in language aptitude
as measured by the Spanish version of the MLAT-E, the MLAT-ES (Stansfield & Reed, 2005) (N=325) and
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its Catalan version (MLAT-EC - Suárez, 2010) (N=304) in children from grade 3 to 7. Both tests were validated in a bilingual Catalan-Spanish context using, among other measures, objective proficiency measures:
for grades 3 to 7, a cloze passage and a dictation, and for grades 5 to 7, a listening test as well.
Unlike the MLAT-E norming study, in the current study girls do not consistently obtain higher scores
than boys. On the contrary, boys obtained slightly higher, though not significantly, scores as shown by
the results of the Mann-Whitney U tests, except for the boys in grade 5 on the MLAT-ES, who obtained
a medium significant increase in their total scores, also due to their significant higher performance in
parts 2 and 4. The results by both boys and girls follow similar patterns across grades (larger increase
between grade 3 and 4 and steady increase from grade 4 to 7 with a tendency to plateau between grade
6 and 7) (Suárez & Muñoz, 2011).
As for the language proficiency measures, there is a clear tendency for girls to score higher than boys
in 9 out of the 10 comparisons except in the listening test in grades 5 and 7 and in the cloze passage in
grade 4 although differences are not significant.
The results are discussed in terms of the different abilities tapped in the aptitude tests as well as the skills
tested in the language proficiency measures across grades.
Referencias:
Carroll, J.B., Sapon, S. 1967. Modern Language Aptitude Test-Elementary. New York: Psychological
Corporation.
Harper, F. B. W., Kieser, W. E. 1977. “The validity of the Elementary Modern Language Aptitude Test for
French language achievement in grades seven and eight”, Canadian Modern Language Review, 34: 23-26.
Hyde, J. S., Linn, M. C. 1988. “Sex differences in verbal ability: A meta-analysis”, Psychological Bulletin, 107: 139-153.
Kiss, C. 2004. Factors affecting Hungarian young learners’ success in English language learning. Unpublished doctoral dissertation, University of Pécs, Pécs.
Kiss, C. 2009. The role of aptitude in young learners’ foreign language learning. In M. Nikolov (Ed.),
The Age Factor and Early Language Learning, 253-276. Berlin: Mouton de Gruyter.
Kiss, C., Nikolov, M. 2005. “Developing, piloting, and validating an instrument to measure young learners’ aptitude”, Language Learning: 55, 99-150.
Stansfield, C. W., Reed, D. J. 2005. Modern Language Aptitude Test- Elementary: Spanish Version –
MLAT-ES. Manual. Rockville, MD: Second Language Testing Foundation.
Suárez, M.M. 2010. Language aptitude in young learners: The Elementary Modern Language Aptitude
Test in Spanish and Catalan. Universitat de Barcelona, Barcelona. Available online: http://www.tesisenred.net/handle/10803/38244
Suárez, M. M., Muñoz, C. 2011. “Aptitude, age and cognitive development: The MLAT-E in Spanish
and Catalan”, EUROSLA Yearbook: 11, 5-29.
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Título: Speech rate effects on L2 vowel production
Autores:
Kivistö de Souza, Hanna
Mora, Joan C.
This study investigated whether changes in speech rate affect accuracy in the production of non-native
vowels. A group of Catalan/Spanish advanced EFL learners (NNSs, n=20) and a native-speaker control
group (NSs, n=7) produced tokens of the contrasting English vowels /i:/ and /I/ in a delayed sentence
repetition elicitation task The three different speech rates elicited were labeled as careful, citation and
fast and defined as hyperarticulated, normal speed and casual conversational pace, respectively.
Previous studies have shown that speech rate affects vowel duration and quality (Deterding, 1997), so
that in casual speech vowels become shorter and present more centralized spectral values. Similarly,
research on speech rate effects on Voice Onset Time (VOT) (Miller & Volaitis, 1989; Volaitis & Miller, 1992; Schmidt & Flege, 1996) has shown that as speech rate becomes slower, VOT and syllable
duration increase.
Based on previous research, it was expected that fast paced speech would result in shorter and more
centralized vowels due to economizing of articulatory gestures. It was hypothesized that the differences in speech rate in the three speech styles elicited would affect accuracy of production in the two
non-native vowels to a greater extent in NNSs than in NSs due to the varying degrees to which NNSs
would have accomplished target-like category formation for these vowels. Production in the three
speech rates was elicited by means of Delayed Sentence Repetition (DSR) tasks. The target stimuli
consisted of 12 /i:-I/ minimal pairs embedded in carrier sentences. Calculation of an articulation rate
(segmental units/sec) determined that the three speech rates differed significantly (F(2.18)=2.79.18;
p<.001) in their speed.
In order to explore how speech rate changes affected the vowel pair, vowel duration, height, frontness
and Euclidean distance were submitted to a mixed between-within subjects analysis of variance with
speech style (careful/citation/fast) as the within subjects factor and L1 (native/non-native) as between
subjects factor. The results showed a significant difference (p<.001) in the temporal dimension of the
two vowels over the three speech rates, so that when articulatory speed increased, the vowels became
increasingly shorter. The results from the spectral dimension supported the hypothesis as well. The lax
vowel was significantly affected for the vowel height (p=.001), whereas for the tense vowel the significantly affected dimension was frontness (p=.004). Spectral distance between the two vowels decreased
significantly (p<.001) in the fast speech when compared to the careful articulation. In other words, speech
rate had an effect on the articulation of the two vowels so that they were more dispersed in the careful
speech and more centralized in the fast speech. In comparison to the NSs, the NNSs’ vowels were more
strongly affected by the speech style changes. Following Schmidt and Flege’s (1996) rationale, the poorer
pronunciation accuracy of the NNSs in the fast speech would indicate that no target-like /i:-I/ category
formation had taken place.
Referencias:
Deterding, D. (1997). The formants of monophthong vowels in Standard Southern British English pronunciation. Journal of the International Phonetic Association, 27:47-55.
Miller, J., Volaitis, L. (1989). Effects of speaking rate on the perceptual structure of a phonetic category.
Perception & Psychophysics. 1989, 46 (6).505-512.
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Schmidt, A.M., Flege, J.E. (1996). Speaking rate effects on stops produced by Spanish and English monolinguals and Spanish/English bilinguals. Phonetica 1996; 53;162-179.
Volaitis, L., Miller, J. (1992). Phonetic prototypes: Influence of place of articulation and speaking rate
on the internal structure of voicing categories. The Journal of the Acoustical Society of America. 92 (2).
Título: Syntactic optionality in L2 grammars: a working definition
Autores:
Lozano, Cristóbal
Resumen:
This presentation assesses syntactic optionality, a common phenomenon observed in second language
(L2) acquisition which has been at the forefront of L2 research over the past decade. Syntactic optionality is a pervasive phenomenon that has been extensively reported across different L2 morphosyntactic
structures, in different L1-L2 combinations and in different acquisition and developmental contexts, e.g.,
L1 acquisition, L2 acquisition, child bilingualism, L1 attrition (e.g., Lozano 2006, Martínez-Adrián 2007,
Papp 2000, Sopata 2005, White 1991; for overviews, see Sorace 2000, 2004, 2005, 2011).
It is usual for L2 learners to optionally use two syntactic realizations (one of them being grammatical
and the other ungrammatical (1b, 2b) or pragmatically unacceptable (3b)) to express the same meaning.
(1) L1 Fr – L2 Eng (White 1991):
a. Alice quickly ate the mushrooms
b. *Alice ate quickly the mushrooms
(2) L1 Ger – L2 Eng (Robertson & Sorace 1999):
a. For many kids living with their parents is a nightmare.
b. *For many kids is living with their parents a nightmare
(3) L1 Eng – L2 Spa (Lozano 2006):
Speaker A: ¿Quién vino anoche a la fiesta?
Learner: a. Vino mi amiga
b. #Mi amiga vino
L2 researchers have endeavored to explain the source and etiology of optionality. The explanations have
grown exponentially over the past few years, ranging from deficits at the interfaces, processing limitations to impairment of features (e.g., Fruit-Bell 2009, Parodi & Tsimpli 2005, Truscott 2006, Prévost &
White 2000, Sorace 2011, van Kampen 2004, Zobl & Liceras 2005, inter alia).
Despite the bulk of research on L2 optionality, this presentation importantly shows how researchers have
confusingly used the term “optionality” to refer to different types of L2 learners’ variable patterns which
are sometimes unrelated and different from each other, e.g., distinct types of divergence, indeterminacy
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and incompleteness, since there is no working definition of optionality in the L2 literature. Additionally,
little is known about the precise quantitative properties that optional constructions in non-native, developing grammars must show in order to be considered truly optional. A working definition of optionality
is therefore presented, based on criteria having to do with:
(i) Statistical comparisons and benchmarks: While preceding studies have implicitly assumed that only
within-group comparisons are enough, it will be reasoned why both within- and between-group comparisons are required to detect true L2 optionality.
(ii) Measurement and instruments: Previous studies have indiscriminately used measurement scales and
instruments that cannot reliably detect optional L2 behaviour. Several measuring instruments will be
discussed to determine how these can be exploited to gauge optionality.
(ii) Quantitative criteria: Crucially, a statistical definition of optionality will be presented, showing how
this quantitative tool can help future L2 researchers to discriminate between truly optional L2 behaviour
vs. other subtypes of variable and pseudo-optional L2 behaviour.
Título: Teachers’, parents’ and learners’ views on social, cultural and linguistic capital of minority
language families. A Catalan- Canadian comparative study.
Autores:
De Bruyne, Liesbeth
Universidad de Barcelona - [email protected]
Naves, Teresa
[email protected]
Resumen:
Schumann’s (1986) SLA acculturation model contends that learners will succeed in learning a second
language only to the extent that they acculturate into the group that speaks the target language natively. He
places little value on the role of instruction. Cummins (2003), on the other hand, claims that supporting immigrant children’s mother tongue and valuing their culture enhances their literacy in the second language.
While teachers’ views have been investigated at length (Krashen, 1999; Llurda & Lasagabaster, 2010), parental contributions to children’s literacy have only recently been examined (Blackledge, 2000, Lao, 2004,
and Stavans et al., 2009). Very few studies have explored immigrant children’s views (Agirdag, 2010).
This paper is a partial replication of Peterson & Heywood’s (2007) study based on Mc Caleb’s (1994)
critique of the Minority Cultures and Language Deficit (MCLD) Model. They investigated teachers’ and
parents’ (but not pupils’) views on maintaining learners’ home culture and language, which they regarded
as the social, cultural and linguistic capital, and the support of the language of the community at home
and at school. The two main assumptions in the MCLD model are that culture and social-economic status
determine whether or not parents can provide an adequate literacy-learning environment, and that the
linguistic capital of ethnic and minority families cannot contribute to their children’s literacy development in the second language.
The purpose of the study was threefold: (a) to explore whether Peterson & Heywood’s (2007) framework
could also be applied to a bilingual context; (b) to investigate teachers’, parents’ and student’s views on
how to best help learners learn the community languages and become literate, and (c) to find out the extent
to which the participants’ views in the Canadian and Catalan community were similar. An adapted version
of Peterson & Heywood’s questionnaire and interviews were used. The participants were 11 teachers, 5
students and 4 parents from three state-funded schools in Catalonia.
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The results of the present study are in line with those of Peterson & Heywood (2007) in that parents and
educators only partially acknowledge the capital of children’s L1 and culture. Some parents provided
their children with L1 reading materials, and only half of the families took their children to heritage
language classes. Unlike in Canada, most parents did not often read to their children in either their L1 or
in the language(s) of the community.
Teachers showed different degrees of interest in learners’ linguistic diversity. More primary than secondary
school teachers were aware of the importance of the L1 for children’s literacy. School personnel did not
report as much interest in the learners’ L1 culture and L1 language as in Canada, where teachers made
an effort to learn about their students’ language and background culture. All children showed a great
interest in learning to read and write in their L1 and reported low degrees of difficulty and high interest
in the learning of Spanish and Catalan.
The results will also be discussed in the light of Cummins’s (1978) Interdependence Hypothesis and
Schumann’s Acculturation Model (1978).
Referencias:
Blackledge, A., Martin-Jones, M., Jones, K. (2000). Power relations and the social construction of ‘literacy’ and ‘illiteracy’: The experience of Bangladeshi women in Birmingham. Multilingual Literacies.
Reading and writing different worlds. John Benjamins, 55-69.
Cummins, J. (1978). Metalinguistic development of children in bilingual education programs: Data from
Irish and Canadian Ukranian-English programs. In M. Paradis (Ed.), Aspects of bilingualism. Columbia:
Hornbeam Press.
Cummins, J. (2003). Bilingual education: Basic principles. In J.M. Dewaele & L. Wei (Eds.), Bilingualism: Beyond basic principles. Clevedon: Multilingual Matters, 44-66.
Krashen, S.D. (1999). Bilingual education: Arguments for and (bogus) arguments against, University
of Southern California, 126 / Georgetown University Round Table on Languages and Linguistics 1999.
Lao, C. (2004). Parents’ Attitudes Toward Chinese–English Bilingual Education and Chinese-Language
Use, Bilingual Research Journal, 28: 1
Llurda, E. and Lasagabaster, D. (2010). Factors affecting teachers’ beliefs about interculturalism. International Journal of Applied Linguistics, 20: 327–353.
McCaleb, S.P. (1994). Building communities of learners: A collaboration among teachers, students,
families and community. Mahwah, NJ: Lawrence Erlbaum.
Peterson, S. S., & Heywood, D. (2007). Contributions of families’ linguistic, social, and cultural capital
to minority-language children’s literacy: Parents’, teachers’, and principals’ perspectives. The Canadian
Modern Language Review/La Revue Canadienne Des Langues Vivantes, 63(4), 517-538.
Schumann, J. (1986). Research on the Acculturation Model for Second Language Acquisition. Journal
of Multilingual and Multicultural Development, 7 (5), 379-92.
Stavans, A., Olshtain, E., & Goldzweig, G. (2009). Parental perceptions of children’s literacy and bilingualism: the case of Ethiopian immigrants in Israel. Journal of Multilingual and Multicultural Development, 30(2), 111-126.
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Título: Teaching communicative strategies to enhance the studentsćommunicative competence and
self-confidence. An empirical investigation of oral performance
Autores:
Benali, Hanane
[email protected]
Sánchez Manzano, María Jesús
Universidad de Salamanca - [email protected]
Resumen:
This is an empirical study that investigates the possibilities of enhancing communicative competence and
self-confidence in foreign spoken English through the teaching of communicative strategies in a 7 weeks
course of continuous work on various aspects of the oral discourse. Although communicative competence
is the center of interest of many second language acquisition research (Flyman 2009, Long 1998, Pica
2002, Varonis & Gass 1986), little attention has been given to the ability of employing different tactics
by language users in achieving communicative competence and the teachability of these strategies. This
paper examines this neglected area of communicative strategies and their implications for researcher and
teaching. The subjects were 24 students from Salamanca University between the age of 18 and 22 years old.
They were divided into 12 1st year and 12 4th year students who all participated in the classes designed for
the research that had two principal phases: Preparing the ground for the investigation (confidence building
and fluency or accuracy), and Teaching communicative strategies (strategies to substitute the missing
words, restructuring, cooperative strategies, language chunks, signposting, involving the interlocutor and
being a supportive listener), as a practical way to develop the students communicative competence to cope
with the unpredictable communicative problems they may encounter. To achieve this goal, the teaching
was based on natural conversations that were deeply analyzed and used as basic models to introduce the
previously mentioned communicative strategies, and to present the students with the authentic need to
use the learned communicative strategies in the practice part of each lesson. To investigate the influence
of the training on the students´ communicative competence and self-confidence, their performance on
a post-training conversation was compared to their pre-training performance through multiple oral data
collection procedures. The findings confirmed that the teaching of communicative strategies could enhance learners´ communicative skills and their self-confidence while communicating in English. Moreover,
there was also an important improvement of the studentsáccuracy and fluency. Thus, the results of the
study embody a new call to second /foreign language teaching and research on communicative strategies
to investigate the possibility of transferring the oral strategies to more formal contexts.
Título: The concurrent prediction of L2 written production in aptitude testing
Autores:
Feijóo Antolín, Sara
Suárez, M.M.
[email protected]
Resumen:
For the validation of the Modern Language Aptitude Test Elementary (MLAT-E) (Carroll & Sapon, 1967)
in Spanish (MLAT-ES) (Stansfield & Reed, 2005) and Catalan (MLAT-EC) (Suárez, 2010) as an aptitude
measure for young learners, different kinds of criterion proficiency measures (teachers’ and learners’
assessment, and objective proficiency measures such as listening, cloze passage and dictation tests) were
used. In all cases, the total score (a composite of the four parts which these tests consist of) obtained the
highest correlations. However, these measures do not reflect all the abilities tapped by these aptitude parts.
Consequently, it is expected that some parts should correlate higher than others depending on the nature
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of the proficiency measure used. However, very few studies explore this correspondence. Therefore, it
remains unknown if the constructs justified by the present research into aptitude are measured by some
of the existing and already validated aptitude measures. Accordingly, the aim of this study is to explore
the relation between language aptitude in young learners from grade 3 to 7 (N=100) as measured by the
Catalan version of the MLAT-E (MLAT-EC) (Suárez, 2010) and their lexical and syntactic complexity
in written performance.
The MLAT-EC was validated in a bilingual Catalan-Spanish context using teachers’ criterion measures
as well as other objective proficiency measures: for grades 3 to 7, a cloze passage and a dictation, and
for grades 5 to 7, a listening test as well. The most integrative measures (cloze passage and dictation)
correlated higher than the listening test. Besides, in all cases, the total score was the score the correlated
the highest, regardless of the nature of the proficiency test.
As for written production, the students were allotted 10 minutes to write a composition about their past,
present and future in English. Overall written performance was measured in two different ways: (a)
according to each student’s written fluency and lexical complexity, as indicated by Guiraud’s index, and
(b) according to each participant’s syntactic complexity, as indicated by production and/or omission of
grammatical words in the target language. The results are discussed in terms of the features explored in
the subjects’ written performance and the correlations with the different abilities tapped in the aptitude
test as a whole and in some of its subparts (the most relevant in this case being Part 1, which measures
sound-symbol association and vocabulary and Part 2, which measures sensitivity to grammatical structure).
Referencias:
Carroll, J.B., Sapon, S. 1967. Modern Language Aptitude Test-Elementary. New York: Psychological
Corporation.
Stansfield, C. W., Reed, D. J. 2005. Modern Language Aptitude Test- Elementary: Spanish Version –
MLAT-ES. Manual. Rockville, MD: Second Language Testing Foundation.
Suárez, M.M. 2010. Language aptitude in young learners: The Elementary Modern Language Aptitude
Test in Spanish and Catalan. Universitat de Barcelona, Barcelona. Available online: http://www.tesisenred.net/handle/10803/38244
Título: The effect of L2 experience on the perception of visual and auditory target language stimuli
Autores:
Cebrian, Juli
Universitat Autònoma de Barcelona - [email protected]
Carlet, Angelica
Resumen:
Second language (L2) studies on naitive and non-native speech perception tend to focus on auditory information only. However, visual cues have been found to play a relevant role in speech communication
too, as illustrated by the outcomes of visual perception studies (McGurk & MacDonald, 1976; Massaro et
al, 1993; Sekiyama & Tokhura, 1993; Hardison, 1996; among others), as well as by research on phonetic
training in a second language (Hardison, 2003; Hazan et al., 2005; Aliaga-García, 2010) and on native and
non-native perception in adverse conditions (García-Lecumberri & Cooke, 2006). For example, Sekiyama
& Tokhura (1993) found a greater bias for visual cues in L2 perception than in L1 perception. Wang et
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al. (2009) found that the greater the length of residence in the target-language country, the greater the
role of visual information in L2 perception.
This study examined these effects further by exploring the contribution of both auditory and visual cues
in non-native speech perception and investigating the effect of experience with the L2, understood as
amount of exposure to the target language and specialized instruction, on the use of auditory and visual
cues. Two groups of bilingual Catalan/Spanish learners of English differing in amount of experience with
English and a control group of native English speakers were tested on their perception of auditory-only,
visual-only and audiovisual English stimuli. The audiovisual stimuli included a congruent (matched
auditory-visual stimuli) condition and an incongruent (mismatched auditory-visual stimuli) condition. The
stimuli included consonant sounds that were common to both the L1 and the L2 (/b, g/), non-L1 sounds
(/v/) and sounds with a different status in the L1 and the L2 (/d, dh/). The results showed an effect of
visual salience with both the native speakers and the L2 learners, but there was no clear indication of a
visual bias for the latter group. The L2 learners’ performance was found to be affected by L1-L2 inventory
differences. Importantly, a comparison of the two learner groups revealed a positive effect of L2 experience on the ability to perceive in a more native-like manner both auditorily and visually, underscoring
the effect of amount of L2 input and specialized instruction on L2 perception and highlighting the role
of visual perception in L2 speech learning.
Referencias:
Aliaga-García, C. (2010) Measuring perceptual cue weighting after training: a comparison of auditory vs.
articulatory training methods. In Wrembel, M., Kul, M., Dziubalska-Kołaczyk, K. (eds.), Achievements
and perspectives in the acquisition of second language speech: New Sounds 2010, Volume II, pp. 15-27.
Frankfurt am Main: Peter Lang.
García Lecumberri, M. L. & Cooke, M. P. (2006). Effect of masker type on native and non-native consonant perception in noise. Journal of the Acoustical Society of America 119 (4): 2445-2454.
Hardison, D. M. (1996). Bimodal speech perception by native and nonnative speakers of English: Factors
influencing the McGurk effect. Language Learning 46.1, 3–73.
Hardison, D. M. (2003). Acquisition of second-language speech: Effects of visual cues, context, and
talker variability. Applied Psycholinguistics, 24, 495–522.
Hazan, A., Sennema, A., Iba, M., & Faulkner, A. (2005). Effect of audiovisual perceptual training on
the perception and production of consonants by Japanese learners of English. Speech Communication,
47, 360–378.
Massaro, D. W., Tsuzaki, M., Cohen, M. M., Gesi, A., & Heredia, R. (1993). Bimodal speech perception:
An examination across language. Journal of Phonetics, 21, 445–478.
McGurk, H. & MacDonald, J.W. (1976). Hearing lips and seeing voices. Nature 264, 746–748.
Sekiyama, K. & Tohkura, Y. (1993). Inter-language differences in the influence of visual cues in speech
perception. J. Phonetics 21, 427–444.
Wang, Y., Behne, D., Jiang, H., (2009). Linguistic experience and audiovisual perception of nonnative
fricatives. J. Acoust. Soc. Am. 124, 1716–1726.
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Título: The effect of proficiency and interlocutor on learners’ performance during refusal focused tasks
Autores:
Alcón, Eva
[email protected]
Martín Laguna, Sofía
Universidad Jaume I, Castellón - [email protected]
Resumen:
The effect of interaction on language learning has been examined in second (Long, 1980, 1996; Pica,
1994, 1996; Mackey, 2009) and foreign language contexts (Alcón Soler and García Mayo, 2008; Alegría
de la Colina and García Mayo, 2007; Salazar, 2003). Given the fact that pragmatics has received scant
attention in interaction-based studies (Alcón, 2002), and taking into account that conversational interaction can be influenced by several variables, the purpose of this study is to examine learners’ strategies to
refuse during refusal focused tasks and to explore whether learners’ proficiency and type of interlocutor
(L-L vs. T-L) influence learners’ performance of that speech act.
Twenty-two secondary school learners of English, whose age ranged from 16 to 19 years old, participated in the study. They were divided according to their level of proficiency into two groups (lower and
upper intermediate), and interacted with peers and teachers during the performance of a set of role play
situations to elicit refusals. The role plays were graded taking into account Brown and Levinson (1987)
sociopragmatic factors influencing conversation, and they were based on school events learners were
familiar to. There were four peer dyads and three teacher-learner dyads for each level. The interaction
generated during the performance of role plays was recorded and transcribed, and the researchers coded
the use of refusal strategies and adjuncts to refusals following the taxonomy of refusals suggested by
Salazar et. al. (2010).
Results of the study revealed that there are differences in learners’ use of refusals depending on their level
of proficiency. In particular, it is found that low proficiency learners use more direct strategies, while higher
proficiency learners tend to elaborate more their refusals. Besides, our data offer evidence that students
interacting with teachers produce more indirect strategies than in peer interaction. As regards adjuncts to
refusals, no remarkable differences are found in learners interacting with different interlocutors. Findings
of the study are discussed in relation to opportunities for pragmatic learning in instructional contexts and
some pedagogical implications are discussed.
Referencias:
Alcón, E. (2002) Relationship between teacher-led versus learners’ interaction and the development of
pragmatics in the EFL classroom, International Journal of Educational Research, 37, pp. 359-377.
Alcón, E. and García Mayo, M.P. (2008) Incidental focus on form and learning outcomes with young
foreign language classroom learners, In: Philp, J., Oliver, R., and Mackey, A. Second Language Acquisition and the Younger Learner. Child’s play? Amsterdam: John Benjamins, pp. 173-192.
Alegría de la Colina, A. and García Mayo, M.P. (2007) Attention to form across collaborative tasks by
low-proficiency learners in an EFL setting, In: García Mayo, M.P. (ed.) Investigating Tasks in Formal
Language Learning. Clevedon: Multilingual Matters, pp. 91-116.
Brown, P., and Levinson, S.C. (1987) Politeness: Some Universals in Language Use. Cambridge: CUP.
Long, M. H. (1980) Inside the “black box”: methodological issues in classroom research on language
learning, Language Learning, 30 (1), pp. 1-42.
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Long, M. (1996) The role of the linguistic environment in second language acquisition, In: Ritchie, W. and
Bhatia, T. (eds.) Handbook of Second Language Acquisition. San Diego: Academic Press, pp. 413-468.
Mackey, A. (2009) Input, Interaction and Corrective Feedback in L2 Learning. Oxford: Oxford University Press.
Pica, T. (1994) Review article: Research on negotiation: What does it reveal about second-language
learning conditions, processes and outcomes?, Language Learning, 44, pp. 493-527.
Pica, T. (1996) Do second language learners need negotiation?, International Review of Applied Linguistics, 34 (1), pp. 1-22.
Salazar, P. (2003) Interaction and Language Acquisition: The Effect of Corrective Feedback and Focus
on Form Tasks in the English as a Foreign Language Context. Unpublished doctoral dissertation. Castellón: Universitat Jaume I.
Salazar, P., Safont-Jordà, M.P., and Codina-Espurz, V. (2010) Refusal strategies: a proposal from a sociopragmatic approach, Revista Electrónica de Lingüística Aplicada, 8, 139-150.
Título: The effects of recasts and metalinguistic feedback on the acquisition of the regular and irregular
past tense
Autores:
Roothooft, Hanne
[email protected]
Breeze, Ruth Grace
[email protected]
Resumen:
We propose presenting the results of a small-scale quantitative study on the effects of two corrective
feedback (CF)-types, recasts and metalinguistic feedback (MF)[1], on the acquisition of the regular and
irregular past simple tense in English. The study was designed as a pilot study in order to investigate
practical and theoretical issues which need to be taken into account before carrying out a larger-scale
study on this topic.
Meta-analyses of CF-studies, such as Russel and Spada (2006) and Lyster and Saito (2010) have shown
positive and durable effects of CF on L2 grammar acquisition, at the same time stressing the need for further research on different types of CF. The effects of the two aforementioned CF-types on the acquisition
of the regular past tense have already been investigated by Ellis et al. (2006), who found greater effects
for MF. Moreover, Yang & Lyster (2010), who also looked at irregular verbs, found a greater effect for
prompts, of which MF is a sub-type (see table 1). They also found a greater effect for prompts on regular
verbs, but no difference between the two types for irregular verbs.
In the current study, four intermediate students of English at a private language school in Spain received
one type of CF during the telling of part of a fairytale. They then told another part of the same story
without receiving feedback. They could use keywords, including the infinitives of all verbs and most
nouns.
A quantitative analysis of the data revealed that recasts did not normally lead to either uptake or repair,
whereas MF always led to uptake and in most cases also to repair (see table 2). These findings confirm
earlier findings on feedback types in relation to uptake and repair. Moreover, our data were consistent
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with earlier CF studies that accounted for beneficial effects for CF and they also confirmed a higher effect
for MF over recasts (see table 3). Unfortunately we were not able to draw conclusions about possible
differential effects of recasts and MF on the regular past tense compared to the irregular one.
One problem with the task proved to be that half of the students were consciously monitoring their pasttense use, which showed itself in hypercorrection and self-correction. A solution to this might be not to
provide them with all the verbs as keywords, but only with the most difficult verbs and nouns. Another
problem that arose was the difficulty of separating students’ knowledge of the past tense from their
pronunciation. We therefore suggest pre-testing students’ pronunciation of past tense endings. Finally,
one student did not manage to carry out part 2 of the task, which means we could only compare data for
three students.
[1] Lyster & Ranta (1997) define recasts as: “the teacher’s reformulation of all or part of the student’s
utterance, minus the error” and metalinguistic feedback as: “comments, information or questions related
to the well-formedness of the students’ utterance, without explicitly providing the correct form”
Appendix 1: tables
Ellis, Loewen & Erlam (2006)
Implicit CF
Explicit CF
Recasts
- explicit correction
- metalinguistic feedback
Yang and Lyster (2010)
Input-providing CF
Output-pushing CF
- recasts
- explicit correction
prompts:
- clarification requests
- metalinguistic feedback
- elicitation
- repetition
Table 1: Two different ways of categorizing CF-types
a
b
c
D
e
f
S1
14
4
1
4
0
0
S2
25
7
3
6
1
1
S3
14
3
0
2
2
2
S4
17
5
1
5
5
3
Table 2: uptake and repair immediately after corrective feedback
a= total number of past tense tokens
b= total number of errors
c= number of unclear/indistinguishable forms
d= number of times CF was provided
e= number of times uptake occurred
f= number of times repair occurred
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Before CF
Student 1 Total
After CF
8/12
66.67%
14/19
73.68%
S1 regular
1/3
33.33%
3/6
50%
S1 irregular
7/9
77.78%
11/13
84.62%
Student 2 total
9/15
60%
8/11
63.64%
S2 regular
1/6
16.67%
¼
25%
S2 irregular
8/9
88.89%
7/7
100%
10/13
76.92%
17/17
100%
3/4
75%
6/6
100%
11/11
100%
Student 3 total
S3 regular
S3 irregular
7/9
77.78%
Student 4 total
8/13
61.54%
S4 regular
2/4
50%
S4 irregular
6/9
66.67%
Table 3: rate of appropriate use of the past tense(regular and irregular) before and after CF
Referencias:
Allwright, D. & Baily, K.M. (1991). Focus on the language classroom: An introduction to classroom
research for language researchers. Cambridge University Press, pp.222-223.
Bardovi-Harlig, K. And D. Reynolds. 1995. “The Role of Lexical Aspect in the Acquisition of Tense and
Aspect”. TESOL Quarterly, 29, 55-84.
Bardovi-Harlig, K. (2000). Tense and Aspect in Second Language Acquisition: Form, Meaning and Use.
Language Learning Research Club, University of Michigan.
Carroll, S. (2001). Input and evidence: The raw material of second language acquisition. Amsterdam:
Benjamins.
Doughty, C. & E. Varela. 1998. “Communicative Focus on Form”. In C. Doughty and J. Williams (eds).
Focus on Form in Classroom Second Language Acquisition(pp.114-138). New York: Cambridge University Press.
Dulay, H. C. & Burt, M.K. (1974). Natural sequences in child second language acquisition. Language
Learning,24, 37-53.
Ellis, Nick. 2006. Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics
27, 164-94.
Ellis, R. & Takashima, H. (1999) Output enhancement and acquisition of the past tense. In R. Ellis,
Learning a second language through interaction. (pp. 173- 188)Amsterdam/Philadelphia: John Benjamins Publishing Company.
Ellis, R., Loewen, S., & Erlam, R. ( 2006 ). Implicit and explicit corrective feedback and the acquisition
of L2 grammar. Studies in Second Language Acquisition, 28, 339 –368.
Ellis, R., & Sheen, Y. ( 2006 ). Re-examining the role of recasts in L2 acquisition. Studies in Second
Language Acquisition, 28, 575 – 600.
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Hakuta, K. (1976). A case study of a Japanese child learning English as a second language. Language
Learning, 26, 321-351.
Havranek, G., & Cesnik, H. (2001). Factors affecting the success of corrective feedback. EUROSLA
Yearbook, 1, 99–122.
Housen, Alex. 2002. The development of tense-aspect in English as a second language and the variable
influence of inherent aspect. In R. Salaberry & Y. Shirai (eds.), The L2 acquisition of tense-aspect morphology, pp. 154-97. Amsterdam: Benjamins.
Larsen-Freeman, D.E. (1975). The acquisition of grammatical morphemes by adult ESL students. TESOL
Quarterly, 9, 409-419.
Leeman, J. (2003). Recasts and second language development: Beyond negative evidence. Studies in
Second Language Acquisition, 25, 37–63.
Lyster, R., & Ranta, L. ( 1997 ). Corrective feedback and learner uptake. Studies in Second Language
Acquisition, 19, 37 – 66.
Lyster, R. (2004). Differential effects of prompts and recasts in form-focused instruction. Studies in
Second Language Acquisition, 26, 399–432.
Lyster, R. & Izquierdo, J. (2009). Prompts versus Recasts in Dyadic Interaction. Language Learning,
59:2, 453-498.
Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts,
responses, and red herrings? Modern Language Journal, 82,338–356.
Muranoi, H. (2000). Focus on form through interaction enhancement: Integrating formal instruction into
a communicative task in EFL classrooms. Language Learning, 50, 617–673.
Rohde, Andreas. 2002. The aspect hypothesis in naturalistic L2 acquisition: What uninflected and nontarget-like verb forms in earlyl interlanguage tell us. In R.Salaberry & Y. Shirai (eds.), The L2 acquisition
of tense-aspect morphology, pp. 199-220. Amsterdam: Benjamins.Sharwood
Rosansky, E.J. (1976). Methods and morphemes in second language acquisition research. Language
Learning, 26, 409-425.
Russell, J. & Spada, N. (2006).The effectiveness of corrective feedback for the acquisition of L2 grammar. A meta-analysis of the research. In J. Norris & L. Ortega (Eds.), Synthesizing research on language
learning and teaching (pp. 133-164). Amsterdam: Benjamins.
Sheen, Y. ( 2006 ). Exploring the relationship between characteristics of recasts and learner uptake.
Language Teaching Research, 10, 361 – 392.
Truscott, J. (1999). What’s wrong with oral grammar correction. The Canadian Modern Language Review, 55, 437-455.
Yang, Y. & Lyster, R. (2010) Effects of form-focused practice and feedback on Chinese EFL learner’s
acquisition of regular and irregular past tense forms. Studies in second language acquisition., 32, 235-263.
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Título: The Impact of Study Abroad and Length of Stay on Phonological Development in Speech
Production
Autores:
Avelló Gómez, Pilar
Lara, Rebecca
Universitat Pompeu Fabra, Barcelona - [email protected]
Mora, Joan C.
Pérez, Carmen
[email protected]
Resumen:
Previous research assessing second language (L2) phonological development in speech production has
been conducted mainly in naturalistic immersion contexts and has basically explored the effect of learners’ age and L2 experience on their L2 phonological development (Flege & Fletcher 1992, Riney & Flege
1998). However, Study Abroad (SA) is a different L2 learning context which combines content-based
instruction in the target language (TL) and out-of-class interaction with native speakers. SA research
has analysed the impact of this learning context on overall L2 speaking proficiency (Brecht et al. 1995,
Freed et. al 2004), but studies focusing on specific aspects of phonological development in learners’
speech production are scarce. The present study thus aims at uncovering the under-investigated impact
of SA on learners’ speech production development. More specifically it has a twofold objective. First,
it explores the effect of SA on learners’ speech production accuracy, as the SA learning context is characterised by rich and varied contact opportunities with native speakers, and is presumably conducive to
gains in pronunciation accuracy. Secondly, it seeks to address the role of length of stay as a variable in
L2 phonological development by comparing the impact of two SA programmes differing in length on
L2 speech production. The participants are two groups of Catalan/Spanish bilingual university learners
of English as a foreign language (EFL), one following a 3-month SA programme in an English-speaking
country (3-month SA group, N=25), and the other following a 6-month SA programme (6-month SA
group, N=10). A group of native speakers of English (NS, N=21), provide baseline data used as a yardstick
to assess the learners’ performance. The participants were recorded during a reading aloud task before
SA (pre-test) and after SA (post-test). The participants’ accuracy was assessed at the segmental level by
conducting acoustic measurements for voice onset time (VOT) in voiceless plosives and vowel duration
and quality in the English minimal pairs /i:-ɪ/ and /ʌ-æ/. In order to reduce inter-speaker variability, vowel
frequency measures were converted to Barks (B) following the normalisation model proposed by Syrdal
and Gopal (1986). Euclidean distances were computed between the two items in each English minimal
pair as a measure of robustness in the production of the two vowel contrasts (Mora & Nadeu in press).
Preliminary analyses seem to indicate a slight improvement after SA in both learner groups, in line with
previous research (Pérez-Vidal et al. 2011), but no significant differences in the learners’ production as
a function of length of stay. These results will be discussed in relation with the mixed results that can be
found regarding pronunciation development during different types of SA programmes (Díaz-Campos
2004, 2006, Mora 2008).
Resumen:
Brecht, R., D. Davidson & R. Ginsberg. 1995. Predictors of foreign language gain during study abroad.
In B. Freed (ed.). Second language acquisition in a study abroad context, 37-66. Amsterdam: John Benjamins Publishing Company.
Flege, J. E. & K. Fletcher. 1992. Talker and listener effects on degree of perceived foreign accent. Journal
of the Acoustical Society of America. 91(1):370-389.
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Freed, B., N. Segalowitz & P. Dewey. 2004. Context of learning and second language fluency in French:
Comparing regular classroom, study abroad and intensive domestic immersion programs. Studies in
Second Language Acquisition, 26(2):275-301.
Díaz-Campos, M. 2004: Context of Learning in the Acquisition of Spanish Second Language Phonology.
Díaz-Campos, M. 2006: The Effect of Style in Second Language Phonology: An Analysis of Segmental
Acquisition in Study Abroad and Regular-Classroom Students. In C. A. Klee, and T. L. Face (Eds.),
Selected Proceedings of the 7th Conference on the Acquisition of Spanish and Portuguese as First and
Second Languages. Sommerville, MA: Cascadilla Proceedings Project, pp.26-39.
Mora, J. C. 2008: Learning Context Effects on the Acquisition of a Second Language Phonology. In C.
Pérez-Vidal, M. Juan-Garau and A. Bel (Eds.), A Portrait of the Young in the New Multilingual Spain.
Clevendon: Multilingual Matters, pp.241-263.
Mora, J. C. & M. Nadeu. In press. L2 effects on the perception and production of a native vowel contrast
in early bilinguals. The International Journal of Bilingualism.
Pérez-Vidal, C., M. Juan-Garau & J. C. Mora, 2011. The effects of formal instruction and study abroad
contexts on foreign language development: The SALA project. In C. Sanz & R. P. Leow (eds.): Implicit
and Explicit Conditions, Processes and Knowledge in SLA and Bilingualism. Washington DC: GUP
Riney, T. & J. E. Flege. 1998. Changes over time in global foreign accent and liquid identifiability and
accuracy. Studies in Second Language Acquisition, 20:213-243.
Syrdal, A. & H. Gopal. 1986: A perceptual model of vowel recognition based on the auditory representation of American English vowels. Journal of the Acoustical Society of America, 79:1086-1100.
Título: The influence of bilingualism and the research method on third language learners’ refusals
Autores:
Safont, Pilar
[email protected]
Portol Falomir, Laura
[email protected]
Resumen:
Research in interlanguage pragmatics has largely ignored the multilingual background of language
learners (Kasper, 2007). Existing studies on third language pragmatics have mainly focused on the
learners’ requestive behavior (Safont, 2005, Safont and Alcón, in press)). In addition to that, few exceptional studies on L3 learners’ refusals have been published to date (Alcón et al. in press; Alcón,
2011). Common to all these studies is the fact that third language learners outperformed their second
language partners in their production of exhortative speech acts, namely those of requesting and refusing to requests. Hence, findings to date seem to suggest that pragmatic competence in multilinguals
is further more developed, thus, confirming the main tenets underlying the dynamic model of multilingualism (Herdina and Jessner, 2002; Jessner, 2006) and latest theories on multilingual development
(Aronin and Hufeisen, 2009).
Additionally, research methods employed in the analysis of L2 and L3 learners’ pragmatic competence
elicit the target pragmatic item in an artificial way, whether it be, written (i.e. Discourse Completion Test)
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or oral (i.e. role-play), as they provide learners with a written/oral prompt for an imaginary situation. In
fact, learners provide potential answers (provided that fact tool place). Researchers have widely criticized
this approach as it does not account for real communication. There are a number of situational factors
influencing pragmatic and communicative development as shown by recent research (Dewaele, 2007)
which are not considered if data collection is restricted to controlled pragmatic production. On that account, this paper compares refusal strategies employed in an open role-play task and in an instructional
setting, that of the language classroom, by second and third language learners.
Participants were 24 adult English learners engaged in an intermediate English course. They were CatalanSpanish bilingual (12 subjects) and Spanish monolingual (12 subjects). Hypothesis guiding the present
study predicted that the “types of refusals would vary in terms of number and type according to the
research method employed” and that “third language learners of English would employ a wider variety
of refusal strategies in their performance compared to second language learners”. Data were analysed
on the basis of Salazar et al. taxonomy of refusals (2009), which relies heavily on Beebe et al. (1990)
typology, and descriptive statistics were used to account for frequency of refusal strategies employed.
As expected, results show a difference in the type of refusal strategies employed in real (i.e. classroom)
and royal (i.e. written DCT) interaction and they also point to the advantage of L3 over L2 learners in
the variety of refusal strategies employed.
Referencias:
Aronin, L. & Hufeisen, B. (Eds.) (2009). The Exploration of Multilingualism: Development of Research
on L3, Multilingualism and Multiple Language Acquisition. Amsterdam: John Benjamins.
Alcón-Soler, E. (2011). Dealing with the acquisition of pragmatics in English as a third language. Quaderns de Filologia, vol.73, pp. 29-52.
Alcón-Soler, E. Safont-Jordà, M.P, and Portolés-Falomir, L. (in press). Teaching third language pragmatics at the discourse level: the case of adjuncts to refusals. Salamanca: Publicaciones Universidad de
Salamanca.
Beebe, L, Takahashi, T, & Uliss-Weltz, R. (1990). Pragmatic transfer in ESL refusals. In R.Scarcella,
E. Andersen & S.D. Krashen (Eds.), Developing communicative competence in a second language (pp.
55-73). New York: Newbury.
Dewaele, J-M (2007). Interindividual variation in self-perceived oral communicative competence of
English L2 users. In E. Alcón Soler and M. P. Safont Jordà (eds.), Intercultural Language Use and Language Learning (pp. 141-165). Berlin: Springer Verlag.
Herdina, P. & Jessner, U. (2002). A Dynamic model of Multilingualism: Perspectives of change in psycholinguistics. Clevedon: Multilingual Matters.
Jessner, U. (2006). Linguistic Awareness in Multilinguals: English as a Third Language. Edinburgh:
Edinburgh University Press.
Kasper, G. (2007). Pragmatics in Second Language Learning: An update Language Learning Roundtable,
American Association for Applied Linguistics Annual Conference. Accessed 7.7.2008: http://www.aaal.
org/index.php?id=53.
Safont-Jordà, M.P (2005). Third Language Learners. Pragmatic Production and Awareness. Clevedon:
Multilingual Matters.
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Safont-Jordà, M.P and Alcón-Soler, E. (in press). Teachability of request act peripheral modification
devices in third language learning contexts. Amsterdam: John Benjamins.
Salazar, P., Safont, M.P. and Codina, V. (2009). Refusal strategies: a proposal from a sociopragmatic
approach. Revista Electrónica de lingüística aplicada 8, 139-150.
Título: The relation between mental models of writing and written performance
Autores:
Nicolas, Florentina
[email protected]
Resumen:
This study tries to add to recent initiatives to explore L2 writing/SLA interfaces (cf. Manchón, 2011;
Ortega, 2009; Sheen, 2010) with its focus on individual differences and written performance. In view of
previous relevant research (cf, Cumming, 2006; Manchón & Roca de Larios, 2011; Sasaki, 2009), this
longitudinal study examined the way in which the characteristics and dynamics of EFL university students’
mental models of writing (understood as beliefs and goals) could explain their written performance (the
characteristics and quality of the texts) during an EAP course.
Twenty one participants took part in the study. Data came from the participants’ self-reflection journals
and timed L2 essays collected at two points in time 9 months apart. The journal data were segmented
into thematic units, (Luk, 2008), which were then coded by two raters using the constant comparative
method (Miles and Huberman, 1994) and drawing on previous empirical studies on writing goals and
beliefs (i.e Cumming, 2006; Wolfersberger, 2007). Written texts were analysed by three raters using the
Hamp-Lyons’ scale (1991a) in combination with an anchor text. In addition, two other raters assessed
the writing components of complexity, accuracy and fluency using the CLAWS C5 tagger. Point-biserial
correlations were run between the categories of the journals and the analytical and holistic rating.
Results indicate a close connection between the students’ writing beliefs and goals, and the changes
observed in the quality of their texts. For instance, those learners who envisioned writing as a recursive
process that involved restructuring tended to make more progress in their written texts at the end of the
academic year. Likewise, the quality of students’ written texts from an analytical stance was related to
the goals that learners pursued while composing. On the other hand, the evolution of learners’ mental
models was also found to be linked to improvement in their written performance. Thus, the development
of some rhetorical goals and the changes observed in the participants’ beliefs about the writing process
itself were associated with gains in writing quality. The theoretical and applied implications of these
findings will be discussed.
Referencias:
Cumming, A. (ed.) (2006). Goals for Academic Writing: ESL Students and Their Instructors. Amsterdam:
John Benjamins.
Hamp-Lyons, L. (1991a). Reconstructing “Academic writing proficiency”. In L. Hamp-Lyons (Ed.),
Assessing second language writing in academic contexts (pp. 127-153). Norwood, NJ: Ablex.
Luk, J. (2008) Assessing teaching practicum reflections: Distinguishing discourse features of the ‘‘high”
and ‘‘low” grade reports. System 36, 624–641
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Ortega, L. (2009). Studying writing across EFL contexts: Looking back and moving forward. In R. M.
Manchón (Ed.), Writing in foreign language contexts. Learning, teaching, and research (pp. 232-255).
Clevedon: Multilingual Matters.
Manchón, R. M. (2011). Writing to learn the language: Issues in theory and research. In R. M. Manchón
(Ed.), Learning to write and writing to learn in an additional language. Amsterdam: John Benjamins.
Manchón, R. M. & Roca de Larios, J. (2011). Writing to learn in FL contexts: Exploring learners’ perceptions of thelanguage learning potential of L2 writing. In R. M.Manchón (Ed.), Learning to write and
writing to learn in an additional language. Amsterdam: John Benjamins.
Miles, M.B. and Huberman, A.M. (1994). Qualitative Data Analysis: An Expanded Sourcebook, 2nd ed.,
Sage Publications, Newbury Park, CA.
Sasaki, M. (2009). Changes in EFL students’ writing over 3.5 years: A socio-cognitive account. In R. M.
Manchón (Ed.). Learning, teaching, and researching writing in foreign language contexts (pp. 49–76).
Clevedon, England: Multilingual Matters.
Sheen, Y. (2010). The role of oral and written corrective feedback in SLA. Studies in Second Language
Acquisition 32(2), 169-179.
Wolfersberger, M. A. (2007). Second Language Writing from Sources: An Ethnographic Study of an
Argument Essay Task. Unpublished PHD Dissertation, University of Auckland.
Título: The role of L2 learning context and age in the use of communication strategies
Autores:
Montero Micharet, Lidia
Serrano, Raquel
[email protected]
Llanes, Àngels
[email protected]
Resumen:
The focus of this study is on the possible effects of a three-month study-abroad (SA) experience on the
development of second language (L2) communication strategies (CS) in Spanish children and adults as
compared to similar-age control groups participating in at-home (AH) language courses. The analysis
was carried out considering CS in English as an L2 monologue productions. Special attention was paid
to the effectiveness of such strategies, understood as tools with the purpose of solving communication
problems. Also, a classification was made according to the base language of the strategies. CS can be
based either on the speaker’s L1 or on their L2 (target language). Inferences were to be drawn from the
proportion of CS used that were based on the participants’ first language (L1): as learners progressed in
their acquisition of the L2, they were expected to reduce their rate of L1-based CS. The data were extracted
from the audiorecordings and transcriptions produced for a previous study (Llanes, 2010).
According to a critical review on study-abroad (SA) by Llanes (2011), the potential linguistic gains of
this context have not received enough attention by SLA scholars: most of the research on SA contexts
is done from an American perspective and focuses on oral fluency. The reviewer identifies several gaps
within SA research, including children’s linguistic gains after SA experiences, which so far have only
been analyzed by Llanes (2010).
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Previous studies have analyzed and classified the use of L2 CS, i.e. the ability to communicate when
faced with a communication break-down (Bialystok & Frohlich, 1980; Bialystok, 1990; Dörnyei & Scott,
1997). However, studies on the effect of context on the development of CS are scarce and usually sample
adult American learners of Spanish, like DeKeyser (1991), Lafford (2004) and Rubio (2007). The aim
of the present study is to contribute to fill the gap in this area. Additionally, the age factor will also be
examined by comparing the use of CS in children and adults.
Communicative effectiveness, the possibility that some CS may be more appropriate than others to get
meaning across in a specific communicative situation, constitutes the construct to measure and compare
CS used by different learners. In this case, effectiveness of CS will be measured in relation to disfluencies
in monologue production, which is the task the participants had to carry out. Given that previous research
shows that frequency of CS use is not enough to draw conclusions (Haastrup & Phillipson, 1983), the
focus of this study is not on how often learners from one or the other context need to resort to CS but
rather which type of strategy they pick (if any) and how effective it is. This is an aspect that has received
less attention in previous studies and has rarely been investigated in a systematic way.
Referencias:
Bialystok, E. (1990). Communication strategies: A psychological analysis of second language use.
Oxford: Blackwell.
Bialystok, E., & Frohlich, M. (1980). Oral communication strategies for lexical difficulties. Interlanguage
Studies Bulletin, 5(1), 3-30.
DeKeyser, R. (1991). Foreign language development during a semester abroad. In B. F. Freed (Ed.),
Foreign language acquisition research and the classroom (pp. 104). Lexington, MA: D. C. Heath.
Dörnyei, Z., & Scott, M. (1997). Communication strategies in a second language: Definitions and taxonomies. review article. Language Learning, 47(1), 173-210.
Haastrup, K., & Phillipson, R. (1983). Achievement strategies in learner/native speaker interaction. In C.
Faerch, & G. Kasper (Eds.), Strategies in interlanguage communication. London: Longman.
Lafford, B. (2004). The effect of the context of learning on the use of communication strategies by learners
of spanish as a second language. Studies in Second Language Acquisition, 26, 201.
Llanes, À. (2010). Children and adults learning english in a study abroad context. Unpublished Universitat de Barcelona,
Llanes, À. (2011). The many faces of study abroad: An update on the research on L2 gains emerged during
a study abroad experience. International Journal of Multilingualism, 3, 189-215.
Rubio, F. (2007). The use of communicative strategies among advanced speakers of spanish. [El uso de
estrategias comunicativas entre hablantes avanzados de español] Círculo De Lingüística Aplicada a La
Comunicación, 29, 44-62. Retrieved from CSA Linguistics and Language Behavior Abstracts database.
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Título: The use of Coh-Metrix to assess the development of syntactic complexity in EFL writing.
Autores:
Naves, Teresa
[email protected]
Resumen:
The analysis of syntactic complexity as an indicator of writing development in foreign language learning
is currently recognized as having relevant theoretical implications for second language acquisition (SLA).
Coh-Metrix (McNamara et al., 2002) was originally designed to evaluate readability, i.e. text difficulty in
L1 English texts. It calculates coherence of texts on a wide range of measures. Only recently it has also
been used to assess L2 learners’ writing development (Kormos, 2011). Most research has used a wide
range of syntactic complexity metrices following the seminal work of the technical report by WolfeQuintero et al. (1998). Most recently, two monographs on Complexity, Accuracy and Fluency (CAF)
published in Applied Linguistics 2009 and in Tesol Quarterly 2011 have devoted a lot of attention to
syntactic complexity (See, for example, Norris & Ortega, 2009 and Palloti, 2009). Most CAF measures
have been criticized on the grounds that components such as coherence and cohesion are not taken into
account. The use of connectives is known to have a substantial impact on comprehension and memory
for text (McNamara, Kintsch, E., Songer, & Kintsch, W., 1996). Biber et al. (2011) have criticized the
use of clausal complexity metrices involving subordination to assess writing development. They argue
that they are better seen as indicators of complexity in oral rather than in writing development. More
recently, Lu (2011) investigated 14 syntactic complexity measures as objective indices of college-level
English as a second language (ESL) writers’ language development.
The purpose of this study is twofold: (a) to investigate the extent to which the syntactic complexity
measurements in Coh-Metrix discriminate between two groups of university EFL students two years
apart and (b) to determine whether learners’ working memory has an impact on the use of connectives.
Following Kormos (2011), syntactic complexity was operationalised as the number of modifiers per noun
phrase (NP complexity), the mean number of words before the main verb (Clausal complexity), and the
use of connectives. Connectives are important devices to establish text coherence (Halliday and Hasan,
1976), and a skilful use of connectives is regarded as a sign of quality in writing (Cameron et al. 1995).
Traditional mean production units such as mean sentence length, regarded as readability indices in CohMetrix, were also computed. Coh-Metrix ‘constituents’ and ‘sentence syntax similarity indices’ (SSSI)
were also regarded as measurements of syntactic complexity.
All texts (N=342) were checked for misspelling and punctuation. A small selection of texts was resubmitted for computer analysis to check that the same values had been obtained. A smaller sample (N=58)
was used to correlate WM and connectives.
Only one out of nine types of connectives, one out of five constituents, and two out of five SSSI turn
out to significantly improve over time. Mean sentence length also significantly improved over time. No
significant correlation was found between WM and the use of connectives. The results will be discussed
in the light of Kellogg’s (1996, 2001) proposals on the relationship between the writing processes and
working memory.
Referencias:
Biber, D., Bethany G. and Poonpon, K. 2011 Should We Use Characteristics of Conversation to Measure
Grammatical Complexity in L2 Writing Development? TESOL Quarterly 45 (1), 5-35.
Halliday, M. A. K., and Ruqaiya Hasan. 1976.Cohesion in English. London: Longman.
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Kellogg, R. T. (1996). A model of working memory in writing. In C. M. Levy & S. E. Ransdell (Eds),
The science of writing (pp. 57-71). Mahwah, NJ: Lawrence Erlbaum Associates.
Kellogg, R. T. (2001). Long-term working memory in text production. Memory & Cognition., 29 (1), 43-52.
Kellogg, R. T. (2001). Competition for working memory among writing processes. American Journal of
Psychology, 114 (2), 175-192.
Kormos, J. (2011) Task complexity and linguistic and discourse features of narrative writing performance.
Journal of Second Language Writing, 20 (2). ISSN 1060-3743
Lu, Xi (2011) A Corpus-Based Evaluation of Syntactic Complexity Measures as Indices of College-Level
ESL Writers’ Language Development. TESOL Quarterly 45 (1), 36-62
McNamara, D. S., Louwerse, M. M. & Graesser, A. C. (2002). Coh-MetrixCoh-Metrix: Automated cohesion and coherence scores to predict text readability and facilitate comprehension. Institute for Intelligent
Systems, University of Memphis, Memphis, TN.
McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996). Are good texts always better? interactions of text coherence, background knowledge, and levels of understanding in learning from text.
Cognition and Instruction, 14(1), 1-43.
Norris, J. M. & L. Ortega. (2009). “Measurement for understanding: An organic approach toinvestigating
complexity, accuracy, and fluency in SLA”. Applied Linguistics 30:4.555–578.
Pallotti, G. (2009(. “CAF: Defining, refining and differentiating constructs”. Applied Linguistics
30:4.590–601.
Título: Transferencia negativa de hispanohablantes en su aprendizaje de la pronunciación china y una
estrategia para superarla
Autores:
Zhang, Zheng Quan
Resumen:
El interés por la influencia de la L1 en el aprendizaje de una L2 se remonta a la primera mitad del siglo
XX. Desde entonces, célebres lingüistas y profesores de lenguas extranjeras han estudiado la transferencia lingüística, ahondando en las leyes de la adquisición de la L2 y aportando valiosas tesis, ideas y
estrategias didácticas. La transferencia lingüística es un fenómeno natural, pero funciona junto con una
serie de factores. En el caso de dos lenguas con similitudes, la transferencia tiene más probabilidad de
ser positiva y, en el caso contrario, suele ocasionar errores y ser negativa.
En el aprendizaje de la pronunciación de una L2, el aprendiz suele identificar los sonidos de la misma
mediante los de su L1 o alguna otra LE ya conocida. Esta tendencia es más notable en el caso de que
la L2 use la misma escritura que la L1 (por ejemplo, el inglés con respecto al español) o, aunque la L2
utilice una escritura diferente, su fonética tenga una transcripción oficial realizada con el mismo sistema
gráfico de la L1 (por ejemplo, el chino para el español, ya que la fonética china tiene una transcripción
oficial efectuada con caracteres latinos y conocida como pinyin[1]). Habrá que prestar mucha atención
a esta situación. Si una misma letra aparece en la L2 y en la L1, el aprendiz suele identificar las dos
apariciones y formar un “prejuicio” fonético respecto a ella en la L2, transfiriéndole el valor fonético
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que la misma tiene en la L1 (por ejemplo, transferir el valor de la “t” española a la “t” inglesa o el de la
“t” española a la “t” china). Una investigación nuestra sobre los errores frecuentes de nuestros alumnos
en sus ejercicios y tareas cotidianos, basada en el análisis de errores y el análisis contrastivo, nos indica
que gran parte de estos errores se atribuyen a dicho “prejuicio” fonético que se forma a causa de una
transferencia negativa del español como lengua materna. Para remediar esta situación, hemos aplicado
una estrategia de entrenamiento intensivo articulatorio de los fonemas difíciles, el cual consiste esencialmente en anteponer los ejercicios articulatorios a la presentación de las grafías latinas de pinyin de
los fonemas. Un experimento y las posteriores prácticas que hemos realizado al respecto demuestran que
esta estrategia evita la mayoría de los errores de pronunciación causados por la transferencia negativa.
En el presente trabajo vamos a presentar el resultado de dicha investigación y nuestra estrategia didáctica correspondiente. La pronunciación, en un sentido más amplio, abarcaría la articulación, los tonos, la
entonación, la acentuación, el ritmo, etc., pero, dada la limitada extensión de este trabajo, aquí se aborda
en su sentido más estricto: la articulación de sonidos.
[1] Procedente de la expresión china “拼音” (combinación fonética).
Título: Tratamiento estratégico para la lectura en un entorno CLIL
Autores:
Zenotz Iragi, Victoria
Universidad Pública de Navarra - [email protected]
Ruiz de Zarobe, Yolanda
[email protected]
Resumen:
Diversas investigaciones (Dalton Puffer, Nikula y Smit, 2010; Ruiz de Zarobe y Jiménez Catalán, 2009;
Ruiz de Zarobe, Sierra y Gallardo del Puerto, 2011) muestran resultados positivos de la implementación
de modelos CLIL en distintos contextos de aprendizaje. No obstante, la especial naturaleza del input
en el entorno CLIL (Meyer, 2010) supone un desafío para el alumnado al exigirle destrezas lectoras de
índole diversa. En consecuencia, nos planteamos la posibilidad de dotar al alumnado de las estrategias
necesarias para superar estas dificultades por medio de un tratamiento estratégico para la lectura (Chamot et al., 2004; Macaro y Erler, 2008). Por ello, esta presentación tiene un doble objetivo: por un lado,
examinar la instrucción estratégica en un entorno CLIL y, por otro, presentar una investigación sobre la
influencia de la instrucción estratégica metacognitiva en la lectura en un contexto CLIL.
La primera parte de este estudio aborda conceptos como la conciencia metacognitiva, las estrategias
de lectura y los entrenamientos estratégicos. La segunda parte presenta un estudio sobre los efectos del
tratamiento estratégico para la lectura que se llevó a cabo con estudiantes de Primaria en un centro de
Vitoria-Gasteiz. Cincuenta alumnos organizados en un grupo de control (25) y otro experimental (25)
formaron parte del estudio. Sólo el grupo experimental recibió el tratamiento estratégico de lectura
durante un periodo de diez semanas, pero todos ellos completaron el pre-test y post-test con pruebas
de competencia lectora y cuestionarios sobre diferencias individuales. Los resultados muestran que el
entrenamiento estratégico metacognitivo tiene un efecto significativamente positivo en la lectura en
el entorno CLIL, lo que nos hace replantearnos la necesidad de llevar a cabo este tipo de actuación en
entornos formales de aprendizaje.
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Título: Uso y adquisición de la deixis personal en la lengua de signos catalana (LSC) como L2
Autores:
Ortells, Marta
Universidad Pompeu Fabra - [email protected]
Juncosa, Anna
Universidad Pompeu Fabra - [email protected]
Bel, Aurora
Morgan, Gary
City University London & DCAL - [email protected]
Resumen:
El manejo de las expresiones referenciales (ER) como mecanismo que contribuye a la cohesión discursiva
supone un reto para los aprendices de lenguas, sean estas primeras, segundas o extranjeras. En efecto,
para poder usar las ER de forma apropiada, los hablantes deben descubrir las relaciones sistemáticas
entre estas y los papeles que desempeñan en la construcción del discurso. Su adquisición se sitúa en la
interfaz morfosintaxis-pragmática, de la que se ha sugerido que comporta una adquisición costosa ya que,
además aprender las formas morfosintácticas, el aprendiz debe reconocer en qué contextos pragmáticos
son más adecuadas unas que otras (véase Sorace et al. 2009 para un repaso de distintas aportaciones). Esto
resulta, si cabe, aún más complejo cuando el aprendiz de una L2 se enfrenta a una modalidad distinta a
la oral, como sucede con la lengua de signos catalana (LSC). La LSC, como otras lenguas de signos, usa
el espacio para vincular las ER a los referentes correspondientes, y actúan como mecanismos cohesivos
tanto a nivel intra- como interoracional (Barberà 2007).
En este trabajo nos preguntamos si las distintas ER de la LSC están especializadas discursivamente,
hasta qué punto su adquisición resulta compleja en sí misma, como han sugerido trabajos recientes en
combinatorias lingüísticas entre dos lenguas orales, y si el cambio de modalidad comporta un factor de
dificultad añadido.
Se han recogido textos narrativos de 10 estudiantes bilingües catalán-castellano aprendices de LSC, de
edades comprendidas entre 18 y 26 años, que se encuentran en su último año de formación en el módulo superior de LSC; su nivel de conocimiento es, pues, avanzado-superior. Igualmente se han grabado
relatos equivalentes de 10 signantes adultos sordos nativos de LSC para su posterior comparación.
Todas las producciones se han transcrito mediante los instrumentos que proporciona el sistema ELAN.
El repertorio de ER analizado incluye elementos nominales (SN, deletreo, nombre propio), elementos
pronominales (índice-IX o pronombre, signo MISMO, verbo direccional, signo PERSONA, pronombre
nulo) y clasificadores.
El análisis de los datos muestra diferencias entre los signantes de L1 y L2 en distintos niveles. Por un
lado, a diferencia de lo que se ha observado en trabajos previos para algunas lenguas orales, los índices y
los pronombres nulos no presentan funciones claramente diferenciadas para cambio o mantenimiento de
tópico, respectivamente; en cambio, los elementos nominales sí que parecen tener una función definida
como introducción y cambio de referentes. Por otro lado, se observan diferencias de comportamiento
entre los dos grupos de signantes, dado que los aprendices tienden a hacer un uso mayor de los elementos
explícitos en las distintas funciones discursivas a diferencia de los nativos, que se inclinan por un uso
más abundante de los pronombres nulos y verbos direccionales. Estos resultados se discuten a la luz
de modelos en la adquisición de lenguas que relativizan el papel de la transferencia en algunos niveles
lingüísticos (Slabakova 2008; Sorace 2011).
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Título: ¿Van juntas la motivación y la aptitud? Un estudio con alumnos de inglés de 5º de Primaria
Autores:
Rosa González, David
Muñoz, Carme
[email protected]
Resumen:
La aptitud y la motivación son dos diferencias individuales exploradas vastamente en el campo de la
adquisición de lenguas. Sin embargo, estas dos variables han sido raramente exploradas con participantes
en la etapa primaria de escolarización. Este estudio pretende contribuir al conocimiento de esta etapa,
teniendo como propósito comprobar hasta qué punto las dos variables son indicadores de éxito en la
adquisición de lenguas extranjeras (en este caso el inglés) y cuál es la relación entre las dos.
Los participantes en este estudio fueron 48 estudiantes de 5º de primaria de una escuela concertada del
área de Barcelona con un programa ordinario de lenguas extranjeras. Los instrumentos utilizados para
operacionalizar las variables fueron el MLAT-ES, desarrollado por Stansfield y Reed (2005) para medir
la Aptitud y la sección actitudinal del cuestionario FLAGS, desarrollado por Cid, Grañena y Tragant
(2009) para la Motivación. El MLAT-ES es una adaptación para niños de 3º a 6º de primaria del test
MLAT originalmente elaborado para adultos (véase Suárez 2010). Se compone de cuatro partes: 1)
Palabras ocultas, que mide la habilidad para la asociación de sonidos y símbolos; 2) Palabras que se
corresponden, diseñada para medir la habilidad de reconocer las funciones gramaticales de las palabras
en las oraciones; 3) Palabras que riman, que mide la habilidad para reconocer sonidos en palabras que
riman; y 4) Aprendamos números, que mide la capacidad de memorizar números. La sección actitudinal
del cuestionario FLAGS se compone de tres constructos: motivación para aprender inglés (grado en que
el estudiante está determinado a aprender inglés y le gusta), auto-eficacia lingüística (percepciones sobre
uno mismo aprendiendo una lengua extranjera) y actitudes hacia las clases (opinión sobre la manera en
que se enseña el inglés).
Para considerar el nivel de lengua extranjera de los estudiantes se utilizaron pruebas de comprensión
oral, comprensión lectora y expresión escrita. Las pruebas de comprensión oral y lectora tenían ambas
un máximo de 20 puntos, pero para valorar la prueba de expresión escrita (una redacción con un tiempo
máximo) se calcularon diferentes medidas de complejidad (el índice de Guiraud para diversidad léxica
y el número de palabras por oración para la complejidad gramatical), fluidez (número total de palabras
en inglés) y corrección (número de errores por x palabras).
Las correlaciones obtenidas mostraron que las dos variables eran factores determinantes de éxito en la
adquisición de la lengua extranjera, aunque la aptitud tuvo un peso mucho mayor que la motivación. Los
resultados del análisis de regresión múltiple mostraron que, juntas, las dos variables explicaban un 61,8%
de la variación, teniendo la aptitud una contribución única del 50% y la motivación del 3%. Este hallazgo
es consistente con estudios anteriores (Kiss and Nikolov 2005, Sparks et al 2009 y Suárez 2010). Sin
embargo, no se halló una relación significativa entre motivación y aptitud, al contrario que en algunos
estudios anteriores (Kiss and Nikolov 2005) que sí habían encontrado una relación significativa en un
estudio con participantes de una edad similar. La presentación concluye con posibles explicaciones de
estos resultados.
Referencias:
Cid, E., Grañena, G. and Tragant, E. (2009). Constructing and validating the foreign language attitudes
and goals survey (FLAGS). System, 37, 496-513.
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Kiss, C. & Nikolov, M. (2005). Developing, Piloting and Validating an Instrument to Measure Young
Learners’ Aptitude. Language Learning, 55, 99-150.
Sparks, R., Patton, J., Ganschow, L. & Humbach, N. (2009). Long term relationships among early first
language skills, second language aptitude, second language affect and later second language proficiency.
Applied Psycholinguistics, 30, 725-755.
Suárez, M. (2010) Language Aptitude in Young Learners: the elementary modern language aptitude test
in Spanish and Catalan, PhD, University of Barcelona (unpublished).
Stansfield, C. W. & Reed, D. J. (2005). Modern Language Aptitude Test- Elementary: Spanish Version
– MLAT-ES. Manual. Rockville, MD: Second Language Testing Foundation.
Título: Variabilidad fonética en las fricativas coronales en niños de 3 a 7 años. Comparación con los
sistemas adultos
Autores:
Llach Carles, Sílvia
Universitat de Girona - [email protected]
Cicres Bosch, Jordi
Resumen:
El objetivo de esta comunicación es analizar la variabilidad acústica en la producción de las fricativas
coronales en el habla infantil y compararla con la variabilidad presente en los sistemas adultos. Se parte
del estudio de Cicres y Llach (2005), en el que se demostró que los hablantes infantiles producen sonidos con características acústicas intermedias cuando se producen procesos de fronting (es decir, que se
pronuncia con una articulación alveolar el fonema fricativo prepalatal) y backing (cuando el cambio es
en dirección opuesta, es decir, un fonema /s/ se realiza con un punto de articulación más posterior). La
razón de estos procesos, habitualmente presentes en el habla infantil, puede explicarse por las dificultades
propias de la producción de los sonidos fricativos, por la dificultad perceptiva de discriminar entre los
sonidos fricativos coronales, o por una combinación de ambos factores (Llach 2007).
La hipótesis que se contrasta en este estudio es que las dificultades propias de adquisición del grupo de las
fricativas coronales conlleva en el habla infantil una mayor dispersión de las realizaciones en un espacio
acústico más reducido, mientras que en el habla adulta las realizaciones en ambos puntos de articulación
son más homogéneas y cada fonema ocupa un espacio diferenciado.
Se han comparado los datos descriptivos del habla adulta con los datos acústicos obtenidos del análisis
del corpus de habla infantil (150 niños, de 3 a 7 años). Se han analizado los parámetros acústicos clásicos
para el análisis espectral de los sonidos fricativos (Jongman et al. 2000): centro de gravedad (la concentración media de energía de un espectro), desviación estándar (mide la distancia de las frecuencias del
espectro respecto del centro de gravedad), asimetría (indica la distribución de la energía a lado y lado del
centro de gravedad), curtosis (grado de apuntamiento de la forma del espectro) y frecuencia de mayor
intensidad del espectro.
Los datos confirman que las realizaciones fonéticas infantiles presentan menores diferencias acústicas
entre los distintos sonidos fricativos coronales que en los sistemas adultos, puesto que el espacio coronal
es demasiado reducido para que los sujetos infantiles puedan diferenciar los puntos de articulación de
forma satisfactoria. Además, las realizaciones infantiles son más agudas que las adultas por el menor
volumen de sus cavidades de resonancia.
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Referencias:
Cicres, J. y Llach, S. (2005). “Variaciones en la producción de /s/ y /∫/ en catalanohablantes de 3 a 7
años: análisis acústico y fundamentos fonéticos”. En Salazar, J.; Amengual, M. y Juan, M. (ed.) Usos
sociales del lenguaje y aspectos psicolingüísticos: perspectivas aplicadas, págs. 313-322. Universitat
de les Illes Balears. Palma.
Jongman, A. et al. 2000. “Acoustic characteristics of English fricatives”. Journal of the Acoustical Society
of America 108: 1252-1263.
Llach, S. (2007). Fonaments fonètics de l’adquisició de la fonología de les consonants del català. Tesis
doctoral. http://tdx.cat/bitstream/handle/10803/4835/slc1de1.pdf?sequence=1.
Título: Vocabulary learning strategy (VLS) use and vocabulary breadth in Spanish foreign language
learning: Revisiting taxonomies and instrumentation
Autores:
Pulido, Diana
Universidad de Tejas en Austin - [email protected]
Resumen:
Quantitative research on second language (L2) vocabulary learning strategies (VLS) tends to focus on
the effects of specific strategies under experimental learning conditions (e.g., Barcroft, 2009; Sagarra &
Alba, 2006; Scribner, 2000). L2 vocabulary learning largely occurs outside of the classroom (Schmitt,
2000, 2010), and presumably covaries with L2 proficiency (Gu & Johnson, 1996; Nassaji, 2003; Tseng
& Schmitt, 2008). Yet, there is little consensus on the classification of VLS (Oxford & Nyikos, 1989;
Schmitt, 1997), and a lack of research on existing taxonomies, patterns of VLS and relationships with
vocabulary breadth. Via a cross-sectional design with 475 adult university native English-speaking learners
of Spanish as an L2 (n = 183 beginning; n = 187 intermediate; n = 105 advanced) we investigated Schmitt’s
(1997) taxonomy of VLS and the relationships between the VLS, vocabulary size, and extracurricular
vocabulary study time. Instruments included (i) a background questionnaire addressing study time; (ii) a
Likert-type scale of VLS (Schmitt, 1997) representing (a) discovery (determination and social), and (b)
consolidation (social, memory, cognitive, metacognitive) strategies; and (iii) Meara & Milton’s (2003)
YES-NO lexical frequency checklist to measure receptive L2 vocabulary knowledge. This latter measure has been adapted over the years (e.g., CEFR; Meara, 1996; Meara & Buxton, 1983; Milton, 2009;
Mochida & Harrington, 2006) and includes 100 Spanish verbs evenly and randomly selected across five
different frequency levels (1K - 5K), and 50 pseudowords maintaining phonological and orthographical constraints of Spanish (alpha =.967). It uses signal detection methodology by requiring learners to
discriminate between known/real words and unknown/pseudowords at different frequency levels. A raw
score reflects hits (h - correct responses to real words) and correct rejections of pseudowords. The false
alarm (f) rate (an incorrect response to a pseudoword) is an index of response bias and used to adjust the
h rate, yet f performance is complex due to potentially variable effects of proficiency and word frequency.
We also investigated L2 vocabulary knowledge across different frequency and proficiency levels using
2 scoring techniques: (a) simple raw score, and (b) h – f and the correlations between h and f rates at the
different proficiency levels. We tested whether f rates consistently decrease as a function of increasing
word-difficulty (lower frequency words). Data were submitted to confirmatory factor analyses, ANOVAs,
correlations, and multiple regressions. Results illustrate developmental changes in type and quantity of
VLS—beginners and intermediates relied on fewer and predominantly memorization strategies, whereas
advanced learners relied on a greater quantity of strategies, predominantly social and metacognitive in
nature. Results of the Yes-No test of vocabulary size revealed: (a) increases in vocabulary knowledge and
h rate as a function of proficiency; (b) steady effects of proficiency as a function of lexical frequency;
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and (c) no effect of proficiency on pseudoword performance. General discussion concerns (a) viability
of Schmitt’s VLS taxonomy and the role of cognitive skills and metacognitive knowledge in managing
independent vocabulary learning; and (b) scoring techniques, use of pseudowords, lexical patterning,
and lexical neighbor effects on YES-NO tests.
Referencias:
Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning. Language Awareness, 18(1), 74-89.
CEFR (1996). Modern languages: Learning, teaching, Assesment. A common European framework of
reference. Strasbourg: Council for Cultural Co-operation. Education Committee.
Gu, Y., & Johnson, R. (1996). Vocabulary learning strategies and language learning outcomes. Language
Learning, 46(4), 643-679.
Meara, P. (1996). The dimensions of lexical competence. In G. Brown, K. Malmkjaer & J. Williams
(Eds.), Competence and Performance in Language Learning. Cambridge: Cambridge University Press.
Meara, P., & Buxton, B. (1987). An alternative to multiple choice vocabulary tests. Language Testing,
4(2), 142.
Milton, J. (2009). Measuring second language vocabulary acquisition. Bristol, UK: Multilingual Matters.
Mochida, A., & Harrington, M. (2006). The Yes-No test as a measure of receptive vocabulary knowledge.
Language Testing, 23(1), 73-98.
Nassaji, H. (2003). L2 vocabulary learning from context: Strategies, knowledge sources, and their relationship with success in L2 lexical inferencing. TESOL Quarterly 37(4), 645-670.
Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university
students. Modern Language Journal, 73(3), 291-300.
Sagarra, N., & Alba, M. (2006). The key Is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. Modern Language Journal, 90(2), 228-243.
Scribner, G. (2000). The effects of three methods of vocabulary memorization in second language acquisition: Rote memorization, mnemonics, and network of conceptual relations. Unpublished master’s thesis,
Brigham Young University, Provo, UT.
Schmitt, N. (1997). Vocabulary learning strategies. In N. Schmitt & M. McCarthy (Eds.), Vocabulary:
Description, acquisition and pedagogy. Cambridge:Cambridge University Press.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge University Press.
Schmitt, N. (2010). Researching Vocabulary: A Vocabulary Research Manual Palgrave Press.
Tseng, W.-T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural
equation modeling approach. Language Learning, 58(2), 357-400.
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Enseñanza de lenguas y diseño curricular
Título: A framework for the elaboration of Foreign Language Teaching materials rooted in Skill Acquisition
theory
Autores:
Criado, Raquel
[email protected]
Resumen:
Recent studies within Cognitive Psychology, Psycholinguistics and Neurolinguistics (see DeKeyser,
2009, for a review) are enriching our knowledge about Second Language Acquisition (SLA). However,
their insights have not been significantly applied to Foreign Language Teaching (FLT) (Cook, 2008). This
constitutes a rather undesirable situation in this field, both from “meta”-research and practical perspectives. Given that the goal of FLT research is targeted at devising and testing effective teaching practices,
it follows that an understanding of how languages are learned and of the neurological and cognitive
processes implied should lead to more rigorous FLT research and more solid instructional techniques.
This paper is intended to cater for this imperative need in FLT. I will propose a systematic framework
for the elaboration of adult FLT materials based on the “skill acquisition” theory as applied to SLA. The
reasons for focusing on this theory are two-fold: firstly, according to DeKeyser (2007a), this theory is
not competing with two other well-known SLA theories (VanPatten’s Input Processing (VanPatten, 2004,
2007) and N. C. Ellis’ Associative-Cognitive Creed (2007)); secondly, it has also been widely applied
in SLA, both in theoretical studies (DeKeyser, 1998, 2007a, 2007b, 2010; O’Malley et al., 1987) and
empirical studies contributing behavioural data (De Jong, 2005; DeKeyser, 1995, 1997; DeKeyser &
Sokalski, 1996; Ureel, 2010). FLT research has also drawn on skill acquisition theory (Alonso-Aparicio,
2011; Criado, 2009, 2010; Criado & Sánchez, 2009; Johnson, 1994, 1996). However, none of these works
is specifically targeted at elaborating a framework such as that to be presented here. Alonso-Aparicio’s
study focuses on the effects of systematic practice in instructed SLA, whereas Criado’s, Sánchez’s and
Johnson’s works are considerably expanded with the present proposal for a systematized, comprehensive
framework.
Succinctly, skill acquisition theory, whose major supporter is the cognitive psychologist J. R. Anderson
(Anderson, 2010; Anderson & Fincham, 1994; Anderson et al., 2004; Anderson et al., 2008; Taatgen &
Anderson, 2008), is based on: 1) the distinction among three types of knowledge – declarative, procedural
and automatized – to be developed in three succeeding stages (declarative, procedural and automatic);
2) the cognitive sequence DEC>PRO, reflecting the conducive role of declarative knowledge in the attainment of procedural knowledge, which is later automatized.
The pedagogical implementation of skill acquisition theory in FLT will affect two essential intertwined
aspects: 1) activity sequencing, which should comply with cognitive sequencing in terms of the purpose
and order of implementation of the stages for DEC>PRO; 2) the nature of the activities needed to foster
the development of each one of the cognitive phases. This implementation will be illustrated with examples from published and non-published English Language Teaching (ELT) materials.
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It is hoped that the resulting framework is useful for FLT researchers and professionals to help them
adopt general principled decisions which do not result in a hindrance but contribute to a facilitative role
of instruction for language acquisition.
Referencias:
Alonso-Aparicio, I. 2011. “Posibilidades de la práctica sistemática en el tratamiento didáctico de aspectos
formales en la enseñanza de idiomas. Estudio sobre sus efectos en el aprendizaje de la distinción modal
en español como lengua extranjera”. Unpublished Doctoral Dissertation. University of Granada, Spain.
Anderson, J. R. 2010. Cognitive Psychology and Its Implications (7th ed.). New York: Worth Publishing.
Anderson, J. R., Bothell, D., Byrne, M. D., Douglass, S., Lebiere, C. & Qin, Y. 2004. “An Integrated
Theory of the Mind”, Psychological Review, 111: 1036-1060.
Anderson, J. R., Carter, C. S., Fincham, J. M., Qin,. Y., Ravizza, S. M., & Rosenberg-Lee, M. 2008. “Using fMRI to Test Models of Complex Cognition”, Cognitive Science, 32: 1323-1348.
Anderson, J. R., & Fincham, J. M. 1994. “Acquisition of procedural skills from examples”. Journal of
Experimental Psychology: Learning, Memory and Cognition, 20(6): 1322-1340.
Cook, V. 2008. Second Language Learning and Teaching. (4th ed.). London: Hodder Education.
Criado, R. 2009. “Teaching methods and their conceptualisation from a cognitive perspective of knowledge acquisition”, Revista Canaria de Estudios Ingleses, 59: 101-116.
Criado, R. 2010. Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective. Saarbrücken, Germany: Lambert Academic Publishing.
Criado, R. & Sánchez, A. 2009. “The Universal Character of the DEC−>PRO Cognitive Sequence in
Language Learning and Teaching Materials”, Revista Española de Lingüística Aplicada (RESLA), 22:
89-106.
De Jong, N. 2005. “Can second language grammar be learned through listening? An experimental study”,
Studies in Second Language Acquisition, 27(2): 205–34.
DeKeyser, R. M. 1995. “Learning second language grammar rules: An experiment with a miniature
linguistic system”, Studies in Second Language Acquisition, 17: 379-410.
DeKeyser, R. M. 1997. “Beyond Explicit Rule Learning: Automatizing Second Language Morphosyntax”,
Studies in Second Language Acquisition, 19(2): 195-221.
DeKeyser, R. M. 2007a. Skill acquisition theory. Theories in Second Language Acquisition: An Introduction. Eds. B. VanPatten & J. Williams. Mahwah, N.J.: Lawrence Erlbaum Associates. 97-114.
DeKeyser, R. M. 2007b. Introduction: Situating the concept of practice. Practice in a Second Language.
Perspectives from Applied Linguistics and Cognitive Psychology. Ed. R. M. DeKeyser. Cambridge:
Cambridge University Press. 1-18.
DeKeyser, R. M. 2009. Cognitive-psychological processes in second language learning. Handbook of
Second Language Teaching. Eds. M. Long & C. Doughty. Oxford: Blackwell. 119-138.
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DeKeyser, R. M. 2010. “Practice for Second Language Learning: Don’t Throw out the Baby with the
Bathwater”, International Journal of English Studies (IJES), 10(1): 155-165.
DeKeyser, R. M., & Sokalski, K. J., 1996. “The differential role of comprehension and production practice”, Language Learning, 46(4): 613-642.
Ellis, N.C. 2007. The Associative-Cognitive CREED. Theories in Second Language Acquisition. An
Introduction. Eds. B. VanPatten & J. Williams. Mahwah, N.J.: Lawrence Erlbaum Associates. 76-96
Johnson, K. 1994. Teaching Declarative and Procedural Knowledge. Grammar and the Language Teacher.
Eds. M. Bygate, A. Tonkin & E. Williams. London: Prentice Hall. 121-131.
Johnson, K. 1996. Language Teaching and Skill Learning. Oxford: Blackwell.
O’Malley, J. M., Chamot, A. U. & Walker, C. 1987. “Some applications of cognitive theory to second
language acquisition”, Studies in Second Language Acquisition, 9: 287-306.
Taatgen, N.A. & Anderson, J.R. 2008. ACT-R. Constraints in Cognitive Architectures. Ed. R. Sun. Cambridge: Cambridge University Press. 170-185.
Ureel, J. 2010. Form-Focused Instruction and the Acquisition of Tense by Dutch-Speaking Learners of
English. Experimental Studies into the Effects of Input Practice and Output Practice. Doctoral dissertation. University of Amsterdam, The Netherlands.
VanPatten, B. Ed. 2004. Processing Instruction. Theory, research, and commentary. Mahwah, NJ: LEA.
VanPatten, B. 2007. Input processing in adult second language acquisition. Theories in Second Language
Acquisition. An Introduction. Eds. B. VanPatten & J. Williams (Eds.), Mahwah, NJ: Lawrence Erlbaum
Associates. 115-135.
Título: Analyzing the oral English test of the Spanish University Entrance Examination from an
international language perspective
Autores:
Amengual, Marian
[email protected]
Herrera, Honesto
[email protected]
Resumen:
The current status of English as an international language or lingua franca has initiated a profound deconstruction of the long established, taken-for-granted bases of English language teaching (ELT). Initial
considerations about the spread of English as an international medium of communication have been the
object of an intense academic debate that raises questions about some initial assumptions concerning
language nativeness and deeply held feelings of ownership (Crystal 2003). This current movement of
globalization and World Englishes demand a new orientation in ELT that leads us to revise new language
goals, models and standards. The fact that non-native speakers outnumber native-speakers may also suggest the possible need to move away from the norms and standards of native speakers in favour of more
realistic goals such as accommodation, intelligibility and communicative competence in international
communication (Acar 2006). Indeed, non-native speakers use English more in communication with
other non-native speakers rather than with native speakers in international contexts. Thus, new norms
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and diverse grammars are being developed as non-native speakers use English for international communication. Research conducted on oral exchanges among native and non-native speakers have been
able to depict the core features of EFL related to phonology (Jenkins 2003), lexicogrammar (Seidlhofer
2003) and pragmatics (Meierkord 2002), which do not affect intelligibility and comprehensibility and,
therefore, constitute instances of acceptable variations. In this regard, the new EFL paradigm has clearly
deconstructed old language traditions, reconfigured new models of language use (Canagarajah 2007),
and established a certain threshold level of intelligibility in EFL communication from which ELT can
certainly benefit.
The previous considerations carry highly important implications for the teaching, and especially the testing of English oral skills. The design of the new English Test (ET) included in the Spanish University
Entrance Examination (SUEE) (Herrera & Laborda 2005) incorporates the obligatory evaluation of a
speaking component (see REAL DECRETO 1892/2008, de 14 de noviembre, BOE de 24 de noviembre).
This initiative has been launched by the Spanish education authorities in an attempt to achieve beneficial washback (Amengual 2010) and respond to the real linguistic needs of Spanish students in this new
communicative scenario. However, this orientation to globalization poses inquiries for those involved
in the design, implementation and evaluation of candidates’ oral performances. This paper addresses the
main issues involved in the definition of the oral construct of the new oral sub-test and its specifications,
providing some guidelines concerning tasks and rating procedures. It also tackles some major issues for
consideration which are thought to be crucial in the design and development of oral tests from a perspective of English as an international language.
Referencias:
Acar, A. (2006). Models, Norms and Goals for English as an International Language Pedagogy and Task
Based Language Teaching and Learning. Asian EFL Journal, (Busan,), 174-191.
Amengual, M. (2010): Exploring the Washback Effects of a High-stakes English Test. Revista Alicantina
de Estudios Ingleses (Universidad de Alicante), 149-170.
Canagarajah, S. (2007). Lingua Franca English, Multilingual Communities, and Language Acquisition.
The Modern Language Journal (Oxford), 91, 923–939.
Crystal, D. (2003, 2nd ed.). English as a Global Language. Cambridge: Cambridge University Press.
Herrera, H. & Laborda, J. (eds.) (2005): Estudios y criterios para una Selectividad de calidad en el examen de inglés. Valencia: Universidad Politécnica de Valencia.
Jenkins, J. (2003). World Englishes. A Resource Book for Students. London: Routledge.
Meierkord, C. (2002). ‘Language Stripped Bare’ or ‘Linguistic Masala’? Culture in Lingua Franca
Conversation. In Knapp, K. and Meierkord, C, Lingua Franca Communication (109-133). Frankfurt am
Main: Peter Lang.
Real Decreto 1982/2008, de 14 de noviembre, por el que se regulan las condiciones para el acceso a las
enseñanzas universitarias oficiales de grado y los procedimientos de admisión a las universidades públicas
españolas (BOE número 283 de 24/11/2008).
Seidlhofer, B. (2003). A Concept of International English and Related Issues: From ‘Real English’ to
‘Realistic English’? Council of Europe. Language Policy Division. Strasbourg: Council of Europe.
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Título: Collaborative language learning online via reversed subtitling
Autores:
Talaván, Noa
[email protected]
Rodríguez Arancón, Pilar
UNED - [email protected]
Resumen:
The use of subtitling as a language learning tool has been growing in interest in the last decades. First,
the focus was mainly placed in the use of subtitles as a support (Vanderplank, 1988; Caimi, 2008); then,
this primary approach lead to a new research line that has been increasingly studying the pedagogical
benefits of the active task of subtitling (Sokoli, 2006; Talaván, 2010).
This paper presents a new experience within this field that has studied the potential usefulness of collaborative reversed subtitling. The subjects involved in this experiment were 20 Spanish undergraduate
students belonging to two different degrees and courses; all of them worked together randomly divided
in 4 groups of 5 students each. The main research hypothesis was the following: reversed subtitling used
as a collaborative language learning tool can promote the enhancement of transferable skills, specifically
translation and writing skills.
The experience took two and a half months. Two short clips (2 minutes approximately) from a Spanish
film were selected as the center of the experience. Students had one month to subtitle each clip and they
were monitored so as to follow a series of steps to guide their work week after week. The remaining time
was devoted to filling out questionnaires, performing pre-tests and post-tests, getting familiar with the
virtual community and with the software, and to sharing the work among groups and getting feedback
from the whole experience in a final videoconference.
The data gathered from the tests, the questionnaires, and observation were analyzed both quantitatively and
qualitatively, and the results were very promising. Given the small size of the sample, no generalizations
can be obtained, but the main conclusion is that the hypothesis was supported through experimentation:
both writing and translation skills can be promoted and collaboratively transferred in an online framework
based on the active use of reversed subtitling.
Referencias:
Caimi, A. (2008). Subtitling: Language learners’ needs vs. audiovisual market needs. En J. Díaz Cintas
(Ed.), The Didactics of Audiovisual Translation (pp. 240-253). Amsterdam/Filadelfia: John Benjamins.
Sokoli, S. (2006). Learning via Subtitling (LvS): A tool for the creation of foreign language learning
activities based on film subtitling. Proceedings MuTra 2006 –Multidimensional Translation: Audiovisual Translation Scenarios. Copenhague: Copenhague University. www.euroconferences.info/proceedings/2006_Proceedings/2006_Sokoli_Stravoula.pdf
Talaván, N. (2010). Subtitling as a Task and Subtitles as Support: Pedagogical Applications. In J. Díaz
Cintas, A. Matamala, J. Neves (eds), New Insights into Audiovisual Translation and Media Accessibility
(pp. 285-299). Amsterdam: Rodopi.
Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal, 42(4), 272-281.
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Título: Collocations in RAs: a software tool
Autores:
Jiménez Navarro, Eva Lucía
[email protected]
Resumen:
The learning of collocations in second language acquisition has proved to be an area that has not received the attention it deserves. These units have traditionally been neglected in most learning methods
in favour of the teaching of more idiomatic units, such as phrasal verbs and idioms; suffice it to check
the available reference works and teaching material dealing with these (Seidl, 1990; Heaton, 1995; McCarthy and O’Dell, 2007; McCarthy and O’Dell, 2010; Gairns and Redman, 2011). Although in the last
few years they have become the focus of some learning works such as English Collocations in Use by
CUP, we believe their teaching is still peripheral due to the fact that their meaning is easily graspable if
one understands the meaning of their components (i.e. base and collocate).
However, their mastery is still far from having become a reality. There is an extensive body of research
(e.g. Nesselhauf, 2005; Nakata, 2006; Cerqueira, 2009) that highlights the difficulty learners have when
dealing with these “slippery” units as this research proves that students have problems to store collocations in their memory, and that, in some cases, they do not have what is known as collocational awareness
(Hill, 2000; Ying, 2004; Károly, 2005).
Having identified the fact that even advanced learners (Blanco, 2010; Peña, 2011) do not master these linguistic
units, we believe more attention needs to be paid to them. For this reason, the present paper attempts at finding whether university researchers, as non-native advanced “learners” of English, use collocations properly.
For this reason, we created a corpus from 50 research articles published by researchers of the University
of Cordoba and carried out an error analysis task. Were there errors in their use of collocations, a typology
of the most common errors will be provided. In addition to this, another aim of our project is the design of
a software tool for the self-learning of these linguistic units. This way, the ultimate aim of my work is the
creation of an original learning tool that would help researchers to check their mastery of collocational units.
In order to design the software, we will do a study of the most frequent collocational units so that the
units chosen to practice are the most representative ones and could be used by any researcher who aims
at natural sounding English.
Referencias:
Blanco, Olga. The Acquisition of English Collocations be Spanish University Students. Paper presented
at ESSE 10, University of Turin, Italy, 2010.
Cerqueira, Lívia. Collocations and Teaching: Investigating Word Combinations in Two English Textbooks
for Norwegian Upper Secondary School Students. PhD thesis, University of Bergen, Norway, 2009.
Gairns, Ruth, and Stuart Redman. Idioms and Phrasal Verbs. Oxford: Oxford University Press, 2011.
Heaton, J. B. Practise your Phrasal Verbs. Harlow: Longman, 1995.
Hill, Jimmie. “Revising Priorities: from Grammatical Failure to Collocational Success.” Teaching Collocation. Ed. Michael Lewis. London: Language Teaching Publications, 2000. 47-70.
Károly, Adrienn. “The Importance of Raising Collocational Awareness in the Vocabulary Development
of Intermediate Level Learners of English.” Egel Journal of English Studies V, 2005: 58-69.
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McCarthy, Michael, and Felicity O’Dell. English Idioms in Use: 60 Units of Vocabulary Reference and
Practice: Self-Study and Classroom Use. Cambridge: University of Cambridge, 2010.
McCarthy, Michael, and Felicity O’Dell. English Phrasal Verbs in Use. Cambridge: University of Cambridge, 2007.
Nakata, Tatsuya. English Collocation Learning through Meaning-Focused and Form-Focused Activities:
Interactions of Activity Types and L1-L2 Congruence. Paper presented at the 11th Conference of PanPacific Association of Applied Linguistics, University of Tokyo, 2006.
Nesselhauf, Nadja. Collocations in a Learner Corpus. Philadelphia: John Benjamins Publishing Company, 2005.
Peña, Gema. Adjective + Noun, Verb + Noun and Noun + Noun Collocations in the Teaching of English
as a Second Language. Master’s Thesis. University of Cordoba, 2011.
Seidl, Jennifer. English Idioms: Exercises on Phrasal Verbs. Oxford: Oxford University, 1990.
Ying, Yang. “Collocational Awareness in the Writing Process.” Reflections on english Language Teaching, 3, 2004: 51-78.
Título: Context and high frequency vocabulary learning
Autores:
Sánchez Manzano, María Jesús
Fernández Sánchez, Alfredo J.
Resumen:
The purpose of this research is to detect whether first course students of English Philology at the Universidad de Salamanca benefit from a contextualized vocabulary instruction with only three encounters, half
the number of encounters considered as the minimum for learning (Saragi, Nation, and Meister 1978;
Rott 1999), in this case three encounters. The research was carried out on terms from the General Service
List (http://jbauman.com/aboutgsl.html), which were initially unknown; but since these terms were high
frequency and perceived as easy to learn it was hypothesized that fewer encounters would suffice. We got
the suitable authentic contexts for every term that was taught to students in the British National Corpus
(http://www.natcorp.ox.ac.uk/). In the three groups used to check the efficacy of instruction one group
served as the control group, and the other two served as experimental groups. In order to find out which
type of instruction was more effective with the independent variables: three encounters/six encounters,
an empirical study with a Pretest-Posttest design was carried out. In the three groups used to check the
efficacy of instruction one group served as the control group, and the other two served as experimental
groups. The teacher explained the terms (18) in the two experimental groups. In one of the experimental
groups students had only access to three encounters per term, while in the other group they had six encounters. We did not found significant differences when the instruction was done with the three encounter
context, but we did when it was done with the six encounter context. The results provide convergent data
supporting the existing research on foreign vocabulary learning. They are consistent with Rott’s study
(1999) in which she locates the critical watershed at six encounters.
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Título: Developing Classroom Interactional Competence
Autores:
Walsh, Steve
Newcastle University - [email protected]
Resumen:
In this talk, I offer an initial conceptualisation of classroom interactional competence(CIC), defined as
‘teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning’, (Walsh
2011, p87). In this conceptualisation, interaction is regarded as being central to teaching and learning;
by improving their CIC, both teachers and learners will immediately improve learning and opportunities
for learning. Following the theoretical ideas first put forward by Vygotsky (1978), and elaborated more
recently by applied linguistics scholars (see, for example, Lantolf 2000 and Lantolf and Thorne 2006),
learning is viewed as a social process which is mediated by language. This view of learning emphasizes
the importance of involvement, engagement and participation; learning is regarded as doing rather than
having (c.f. Sfard 1999; Larsen-Freeman 2010).
According to Markee (2008, p3), developing interactional competence in a second language involves
learners ‘co-construct[ing] with their interlocutors locally enacted, progressively more accurate, fluent, and
complex interactional repertoires in the L2’. There are many factors which combine to produce interaction
which is conducive to learning. CIC encompasses the less easily definable - yet no less important - features of classroom interaction which can make the teaching/learning process more or less effective. CIC
is concerned to account for learning-oriented interaction by considering the interplay between complex
phenomena which include roles of teachers and learners, their expectations and goals; the relationship
between language use and teaching methodology; and the interplay between teacher and learner language.
Using video extracts from a number of educational contexts, analysed using a conversation analytic
methodology, I will demonstrate the various ways in which CIC manifests itself. Firstly, and from a
teacher’s perspective, a teacher who demonstrates CIC uses language which is both convergent to the
pedagogic goal of the moment and which is appropriate to the learners. Secondly, CIC facilitates interactional space, where learners are given adequate space to participate in the discourse, to contribute to
the class conversation and to receive feedback on their contributions. Thirdly, CIC entails teachers being
able to shape learner contributions by scaffolding, paraphrasing, re-iterating and so on.
These findings point to a need for both teachers and learners to develop closer understandings of interactional processes and to ensure that the quality of interaction is maximised. I suggest practical ways in
which this might be achieved and discuss implications for both teaching and teacher education.
Referencias:
Lantolf, J. P. (2000) Sociocultural Theory and Second Language Learning. Oxford: Oxford University
Press.
Lantolf, J.P., and S. Thorne ( 2006) Sociocultural theory and the genesis of second language development.
Oxford: Oxford University Press.
Larsen-Freeman, D. (2010) Having and doing: learning from a complexity theory perspective. In P.
Seedhouse, S. Walsh and C. Jenks (eds.) Reconceptualising learning in applied linguistics. London:
Palgrave Macmillan, 27-48.
Markee, N. (2008). Toward a learning behavior tracking methodology for CA-for-SLA. Applied Linguistics 29: 404-427.
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Sfard, A. (1998) On two metaphors for learning and the dangers of choosing just one. Educational Researcher 27: 4-13.
Vygotsky, L.S. (1978) Mind in Society: the development of higher psychological processes, Cambridge:
Harvard University Press.
Walsh, S. (2011) Exploring Classroom Discourse: Language in Action. London: Routledge.
Título: Dificultats d’escriptura i seqüències didàctiques
Autores:
España Palop, Eduardo
Universitat de València - [email protected]
Ribera Aragüete, Paulina
García Folgado, María José
Resumen:
Com abordar les dificultats en l’aprenentatge de l’escriptura? En aquesta comunicació presentem l’anàlisi
de les dificultats d’escriptura observades en l’estudi de textos produïts per alumnes d’Educació Primària.
El treball forma part d’un projecte d’investigació centrat en l’ensenyament i aprenentatge de textos argumentatius i explicatius en diferents nivells educatius (Educació Primària, Educació Secundària i educació
universitària) i en diferents llengües (espanyol, català i anglès).El fet de dur a terme la investigació en
aquests tres nivells educatius i en les tres llengües permetrà buscar paral·lelismes i diferències entre els
distints nivells d’ensenyament amb una visió plurilingüe i emmarcada dins de la integració de llengües
Els errors d’escriptura d’aquests textos s’analitzen en funció del seu valor didàctic com a indicadors
del grau de domini de la llengua que té l’aprenent i de les dificultats que puguen haver-hi en el procés
d’aprenentatge. Es parteix d’un conjunt de criteris per a l’anàlisi que s’ordenen al voltant de la contextualització, l’organització del text i la textualització.
Mitjançant aquesta anàlisi pretenem extraure les principals dificultats dels alumnes dels grups estudiats a
l’hora d’enfrontar-se a un gènere textual determinat. L’estudi té una doble finalitat: d’una banda, descobrir
quines són les principals capacitats i obstacles dels alumnes a l’hora d’escriure textos argumentatius i
expositius; d’altra banda, conéixer en quina mesura els errors dels alumnes amb majors dificultats tenen
característiques particulars en comparació amb els errors dels alumnes amb major capacitat.
L’estudi d’aquests textos constitueix una fase prèvia per a la creació de seqüències didàctiques d’escriptura
per al segon i tercer cicle d’Educació Primària. Els textos analitzats han de ser útils perquè els investigadors, en unió amb els docents, puguen conèixer de manera acurada el que saben i el que no saben
els alumnes dels grups en què es focalitza la investigació,i puguen planificar d’una manera ajustada els
diferents tallers que hauran de configurar les seqüències didàctiques.
Aquest treball és la base sobre la qual un col·lectiu de mestres d’Educació Primària i d’investigadors
externs treballen per incorporar canvis que generen millores en el procés d’ensenyament-aprenentatge
de l’escriptura, alhora que, una vegada introduïts aquests canvis, continuarà el procés d’investigació dins
de la coneguda espiral de treball que es desenvolupa en la recerca acció.
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Título: Diseño y formación de evaluadores de una Prueba de eficacia comunicativa oral en lengua española
para trabajadores inmigrantes (PECOLE)
Autores:
Martín Leralta, Susana
Universidad Nebrija, Madrid - [email protected]
Resumen:
La consideración de la lengua como un elemento clave para acceder a la participación social y a la integración laboral ha llevado a los diferentes países europeos a plantear, en los últimos años, pruebas de
evaluación del dominio lingüístico de los trabajadores inmigrantes, de cara a conseguir los permisos de
trabajo y residencia.
Esta medida, inexistente hasta ahora en España, se va a comenzar a implantar en la Comunidad de Madrid mediante la Prueba de eficacia comunicativa de lengua oral en lengua española para trabajadores
inmigrantes (PECOLE), dependiente de la Dirección General de Inmigración de la Consejería de Asuntos
Sociales.
La PECOLE ha sido diseñada por el grupo de investigación LAELE de la Universidad Nebrija, quien
también se ha ocupado de la formación de los evaluadores responsables de administrar la prueba.
Se trata de una prueba de evaluación de la eficacia comunicativa en lengua oral, de nivel inicial (A1),
basada en los principios del Marco Común Europeo de referencia para las lenguas del Consejo de Europa
(2002), que asume el enfoque por tareas como el más apropiado, ya que tiene como objetivo evaluar la
actuación comunicativa de los candidatos, frente a los exámenes convencionales que suelen poner el foco
sólo en el dominio de la competencia lingüística. Este enfoque, orientado a la acción, facilita la inclusión
de criterios sociopragmáticos, socioculturales y estratégicos que tienen en cuenta la eficacia comunicativa
en situaciones reales más que la corrección formal de la lengua.
Tanto el diseño de la PECOLE como la formación de los evaluadores se han realizado teniendo en cuenta
la experiencia del Grupo de investigación LAELE en investigación en certificación lingüística de español
para inmigrantes (véanse Baralo y Guerra, 2010 y Martín, 2011) y los estudios sobre evaluación de la
competencia oral en lengua extranjera realizados en los últimos años.
En la presente comunicación se explicarán los fundamentos y procedimientos seguidos para el diseño de la
prueba, así como la formación de evaluadores que se está llevando a cabo para su pronta implementación.
Referencias:
Alderson, J. Charles; Clapham, Caroline y Wall, Diane. 1998. Exámenes de idiomas. Elaboración y
evaluación. Madrid, Cambridge University Press.
Bachman, Lyle F. 1990. Fundamental considerations in language testing. Oxford, Oxford University Press.
Baralo, Marta y Guerra, María Rosario. 2010. “Criterios pragmáticos y socioculturales para la selección
de textos y géneros discursivos en un examen de certificación de nivel inicial (A2-n) de lengua española
para trabajadores inmigrantes. En Actas del XXI Congreso Internacional de ASELE. Del texto a la lengua: la aplicación de los textos a la enseñanza-aprendizaje del español L2-LE. Salamanca: Universidad
de Salamanca.
Bordón, Teresa. 2006. La evaluación de la lengua en el marco de E/L2: Bases y procedimientos. Madrid,
Arcolibros.
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Consejo de Europa. 2002. Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza,
evaluación. Madrid, Ministerio de Educación, Cultura y Deporte, y Anaya.
Karavas, Evdokia y Delieza, Xenia. 2009. “On site observation of KPG oral examiners: Implications for
oral examiner training and evaluation”. Apples-Journal of Applied Language Studies, 3:1: 51:77.
Luoma, Sari. 2004. Assessing speaking. Cambridge, Cambridge University Press.
Martín Leralta, Susana. 2011. “Certificación lingüística de nivel inicial para inmigrantes en contexto
laboral: ejemplo de una prueba del examen DILE”. En Lengua y Migración, 3, vol. 1.
Título: El Análisis Contrastivo en el aula de ELE: un estudio empírico
Autores:
Galindo Merino, María del Mar
[email protected]
Resumen:
Una de las corrientes de enseñanza de segundas lenguas que, sin duda, ha marcado la historia de la metodología glotodidáctica, ha sido el Análisis Contrastivo, cuyas bases se sentaron a mitad del siglo XX
(Fries, 1945; Lado, 1957). Denostado durante mucho tiempo por su vinculación con métodos considerados obsoletos, en los últimos años se ha reivindicado su papel en el aprendizaje de lenguas extranjeras
en la medida en que la comparación de L1 y L2 constituye un mecanismo cognitivo que subyace a la
adquisición de la lengua meta (Fernández González, 1995).
A este respecto, nuestra comunicación presenta los resultados de un estudio sobre el uso del Análisis
Contrastivo llevado a cabo en tres grupos de aprendices universitarios de ELE: dos clases de español
como segunda lengua (un grupo monolingüe y otro multilingüe) y una tercera de español como lengua
extranjera. En los tres grupos llevamos a cabo observación de clases en los tres niveles de competencia,
entrevistas a profesores y encuestas a alumnos, a fin de triangular los datos y obtener una visión lo más
completa posible de las siguientes cuestiones:
¿Se realiza Análisis Contrastivo en el aula de ELE?
¿En qué lengua se realiza (L1, L2, una lengua franca)?
¿Es más frecuente en grupos monolingües o multilingües?
¿Aparece más en contexto de lengua extranjera o de segunda lengua?
¿De qué modo incide el nivel de competencia del alumno en su empleo en el aula?
¿Cuáles son las creencias de estudiantes y profesores respecto a su uso?
Nuestra investigación en el aula de ELE responde a cada una de estas preguntas. No solo revela que,
efectivamente, en las clases de ELE se recurre al Análisis Contrastivo como técnica didáctica, sino que,
además, entre docentes y discentes existe un gran consenso al respecto.
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Título: El curso básico de fonética y ortografía españolas cinco años después
Autores:
Fernández Martín, Patricia
UCM - [email protected]
Resumen:
El objetivo de esta comunicación es analizar de forma crítica los resultados de una experiencia de aula
realizada durante el presente año académico, que sigue el diseño de un curso que tuvo lugar hace exactamente cinco años (2006-2007).
Dicho curso (Fernández Martín, 2007), ganador del II Premio de Investigación «Los Puentes de Babel»
para trabajos sobre la integración lingüística de los inmigrantes organizado por el Departamento de
Lengua Española de la UNED, y finalista del II Premio ‘Cristóbal de Villalón’ a la innovación en el
aula ELE, organizado por la Exma. Diputación de Valladolid, Universidad de Valladolid, Cátedra Miguel Delibes, Fundación Jorge Guillén, se planteaba trabajar la competencia ortoépica de los alumnos
marroquíes, atendiendo como objetivo principal a la enseñanza de la interrelación entre la ortografía y
la fonética españolas.
De este modo, se comenzará el trabajo aportando los principales datos sobre dicho curso (cuándo y
dónde se impartió, cuáles eran los objetivos y contenidos, a quiénes iba dirigido) para contextualizarlo
y comparar así sus principales características con el que se desarrolla en la actualidad.
A continuación, se procederá a contrastar de manera crítica las diferencias que consideramos más relevantes, clasificables en tres grupos: a) el relacionado estrictamente con el nuevo contexto de situación en
el que se imparten las clases (diferencias técnicas, como que, por ejemplo, la ausencia de cassete obliga
al docente a reconceptualizar cierta tipología de actividades; diferencias espaciotemporales, dado que
el lugar, día y hora de impartición de las clases son distintos…); b) el relacionado con los alumnos que
reciben el curso, cuyas características son (Fernández Martín, 2008): i) psicológico-cognitivas (experiencias individuales, conocimientos previos, motivación); ii) sociales-contextuales (factores externos
al individuo) y iii) estrictamente lingüísticas (la LM del alumno es distinta, dado que en el año en curso
los alumnos son hablantes de chino y árabe); y c) un tercer grupo, derivado de los otros dos, que reúne
las diferencias estrictiamente didácticas (necesidades de modificar la secuencia de las actividades, de
cambiar su dinámica de aula o de reestructurar las instrucciones).
Las principales conclusiones tienden hacia la idea de que, si bien son contextos distintos puesto que
los alumnos, evidentemente, son diferentes, sus necesidades comunicativas, sus estilos de aprendizaje
y sus motivaciones son muy semejantes, por lo que se puede afirmar que el curso puede emplearse
con alumnos no necesariamente arabófonos, realizando, por supuesto, ciertas adaptaciones que lo
hagan más eficaz.
Referencias:
Fernández Martín, P. (2007a): Curso básico de fonética y ortografía españolas para inmigrantes marroquíes.
Memoria fin de Máster. Biblioteca redELE, 2008, número 9, primer semestre 2008. Disponible en http://
www.educacion.gob.es/redele/Biblioteca-Virtual/2008/memoriaMaster/1-Semestre/FERNANDEZ_M.
html
Fernández Martín, P. (2007b): “Propuesta didáctica: curso básico de fonética y ortografía españolas para
inmigrantes marroquíes”, redELE, 11, octubre 2007. Disponible en http://www.educacion.es/redele/
revista11/PatriciaFernandez.pdf.
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Fernández Martín, P. (2008): “Fonética para inmigrantes: la necesidad de conocer el sistema fonológico de
la LM del alumno”. En Antonio Moreno Sandoval (ed.): Actas del VIII Congreso de Lingüística General,
junio de 2008, Madrid: Universidad Autónoma. Disponible en http://www.lllf.uam.es/clg8/actas/index.html
Título: El discurso referido en la enseñanza de lenguas extranjeras: ¿Dónde está el enfoque comunicativo?
Autores:
García Riaza, Blanca
Elorza, Izaskun
[email protected]
Pérez Veneros, Miriam
Nencioni, Anna
USAL - [email protected]
Iglesias Iglesias, Nely Milagros
Resumen:
En esta comunicación se presentan los resultados, reflexiones y conclusiones de un trabajo realizado
con el objetivo de analizar cómo se aborda actualmente el denominado ‘discurso referido’ en los
materiales disponibles para los profesores de lenguas extranjeras. El estudio de este fenómeno suele
ser abordado desde una perspectiva formal centrada en el análisis de las estructuras sintácticas típicas
que se utilizan para el denominado ‘discurso directo’ y para el denominado ‘discurso indirecto’, por
lo que la práctica de este tipo de narración se suele centrar en ejercicios de transformación de unas
estructuras en otras. No obstante, este enfoque presenta el inconveniente de no reflejar adecuadamente el repertorio de opciones disponibles para narrar lo que otros han dicho (Elorza y Pérez-Veneros
2011; Thompson 1996). Asimismo, desde el punto de vista de la enseñanza de lenguas extranjeras,
una aproximación exclusivamente formal choca de plano con la consideración del lenguaje como
comunicación (Hymes 1972) y, por tanto, con los objetivos de tipo procedimental (saber hacer)
planteados por el enfoque comunicativo (Littlewood 1981).
El estudio se ha llevado a cabo con respecto de la enseñanza de la lengua alemana, de la lengua
inglesa, de la lengua española y de la lengua italiana. Los datos se han obtenido a partir de gramáticas y obras de referencia de uso común, además de materiales comerciales para la enseñanza
de dichas lenguas, y se han interpretado en relación con el Marco Común Europeo de Referencia
para las Lenguas y el enfoque comunicativo. La conclusión más destacada es que, a pesar de las
diferencias observadas en la enseñanza de las cuatro lenguas analizadas (y que, en general, se
explican a partir de las diferencias en las opciones disponibles para este tipo de narración en cada
uno de los sistemas lingüísticos implicados), la enseñanza del discurso referido se continúa abordando desde el tradicional enfoque formal, centrado principalmente en la transformación de unas
estructuras sintácticas en otras. Se aportan ejemplos ilustrativos de cada una de las lenguas y se
apuntan algunas propuestas para abordar la enseñanza del discurso referido desde una perspectiva
más centrada en la comunicación.
Referencias:
Elorza, I. y Pérez-Veneros, M. 2011. ‘Verbs of saying and the teaching of reported speech in English’.
En Hornero, A. (ed.) English for International and Intercultural Communication: Research, Innovation
and Employability across Educational Curricula. Zaragoza: Prensas Universitarias de la Universidad
de Zaragoza, 41-42.
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Hymes, D. 1972. ‘On communicative competence’. En Pride, J.B. y Holmes, J. (eds.) Sociolinguistics.
Harmondsworth, Middlesex.
Littlewood, W. 1981. Communicative Language Teaching: an Introduction. Cambridge: Cambridge
University Press.
Mortara Garavelli, B. 2009. La parola d’altri. Prospettive di analisi del discorso riportato. Alessandria:
Edizioni dell’Orso.
Thompson, G. 1996. ‘Voices in the text: discourse perspectives on language reports’. Applied Linguistics
17(4): 501-530.
Título: El espacio de la tutoría como contexto de reflexión compartida sobre el proceso de aprendizaje
en una asignatura de alemán LE en contexto universitario
Autores:
Esteve Ruescas, Olga
Resumen:
Las aplicaciones pedagógicas de la teoría sociocultural (Vygostky, 1978; Lantolf, 2000; Lantolf & Thorne,
2006) centran su atención en la función mediadora del docente en el proceso de aprendizaje.
En nuestro estudio partimos del supuesto de que la mediación del docente puede estudiarse en distintos momentos y a través de diferentes formas. Adoptamos la visión ecológica de van Lier (2004) para insertar un tipo
específico de mediación, la que ofrece la función tutorial como acción para promover en el estudiante la toma
de consciencia del proceso de aprendizaje, siempre y cuando no se conciba como un espacio para solucionar
dudas, sino como un espacio donde potenciar el ajuste de la ayuda pedagógica del docente a las necesidades
del estudiante a partir de la reflexión –por parte de ambos protagonistas por igual – del proceso de aprendizaje.
Concebimos, así pues, la tutoría como un contexto de aprendizaje, distinto al del aula, pero que también
está mediado socialmente. Y en este contexto específico se inserta un concepto clave, el de la ‘intersubjetividad’ (Rommetveit, 1979; Mercer, 2004). Éste hace referencia a un proceso de confluencia de distintas
informaciones y perspectivas sobre un mismo hecho educativo Se trata de un proceso dialógico en el que
no sólo se deben verbalizar y escuchar todas ‘las voces’ (las del profesorado y las del alumnado) sino que
esa interacción debe llevar a la confluencia de miradas y a un producto compartido. Ello no es posible
sin la construcción de un ‘marco de referencia compartido’ (Mercer, 2001).
Nuestra investigación se sitúa precisamente en el estudio del impacto de la acción pedagógica de una
docente para promover la construcción de una base compartida y favorecer así una interacción constructiva para el estudiante. La acción pedagógica a la que nos referimos incluye la planificación de a) varios
espacios de reflexión compartida; b) guías para la elaboración de breves informes reflexivos por parte de
los estudiantes a lo largo de la asignatura y c) parrillas de autoevaluación. El contexto de la investigación
lo conforma una asignatura de ‘Producción de textos orales y escritos’ de segundo año del Grado de
Lenguas Aplicadas de la Universidad Pompeu Fabra.
Los resultados dan cuenta no sólo de los distintos grados de reflexividad por parte del alumnado sino sobre
todo de las estrategias y procedimientos que han ayudado a establecer la base compartida entre docente y
estudiante y que ha dado pie a una evaluación realmente compartida de un mismo proceso de aprendizaje.
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Título: El léxico y los libros de texto de español como L1: ¿tradición o innovación?
Autores:
López Jiménez, María Dolores
Universidad Pablo de Olavide - [email protected]
Resumen:
Mientras que la importancia del libro de texto como recurso pedagógico en la enseñanza de L2 se ha
mantenido, incluso se ha incrementado a lo largo de los años, los componentes lingüísticos en los que se
centran los autores de los libros no siempre han tenido el mismo peso en la enseñanza de L2. A mediados
de los setenta Richards (1976: 77) aclara lo siguiente: “ the teaching and learning of vocabulary have
never aroused the same degree of interest within language teaching as have such issues as grammatical
competence, contrastive analysis, reading, or writing”. En los años ochenta numerosos investigadores
empiezan a interesarse por el aprendizaje del vocabulario (Carter y McCarthy 1988; McKeown y Curtis
1987), aunque no será hasta una década posterior con la publicación de dos obras fundamentales, The
Lexical Approach (Lewis 1993) e Implementing the Lexical Approach (Lewis 1997), cuando se reconozca
el papel central del componente léxico, llegándose a afirmar que “language consists of grammaticalised
lexis, not lexicalised grammar” (Lewis 1993: IV).
En este estudio se analiza el tratamiento dado al vocabulario en libros de texto para la enseñanza del español como L2. En concreto, se evaluaron 12 libros de español con fines generales, destinados a jóvenes
adultos y adultos, publicados entre 1999-2009 junto con 92 cuestionarios distribuidos a profesores de
español como L2 para conocer su opinión acerca del tratamiento que recibe el vocabulario en dichos
libros. Se concluye que la enseñanza del vocabulario en los libros de texto de español como lengua no
materna es aún bastante tradicional pues no se reflejan los resultados de investigaciones recientes. Con
respecto a la presentación explícita del léxico nuevo, se abusa de las organizaciones semánticas, a pesar de
que las investigaciones aconsejan que la introducción del léxico por primera vez se lleve a cabo a través
de agrupaciones temáticas y que sólo en la fase de reciclaje se haga uso de las agrupaciones semánticas
(Folse 2004). En lo que a la práctica del vocabulario se refiere, los ejercicios cerrados procedentes de
métodos tradicionales de enseñanza de L2 conforman casi la mitad de la práctica frente a la insignificante presencia de actividades comunicativas. Al igual que en el caso de las actividades comunicativas,
el reciclaje es insuficiente y no se tienen en cuenta los resultados de los estudios empíricos que indican
la necesidad de estar en contacto con una unidad léxica una media de 5 a 12 encuentros. Finalmente, no
se fomenta la autonomía del aprendiz pues apenas se incluyen secciones con estrategias de aprendizaje
del léxico en los libros analizados.
Referencias:
Carter, R. y M. McCarthy. 1988. Vocabulary and Language Teaching. London: Longman.
Folse, K. S. 2004. Vocabulary myths. Ann Arbor: The University of Michigan Press.
Lewis, M. 1993. The Lexical Approach. The State of ELT and the Way Forward. London: Language
Teaching Publications.
Lewis, M. 1997. Implementing the Lexical Approach. London: Language Teaching Publications.
McKeown, M. y M. Curtis. 1987. The Nature of Vocabulary Acquisition. Hillsdale, NJ.: Lawrence Erlbaum Associates.
Richards, J. C. 1976. “The role of vocabulary teaching”. TESOL Quarterly 10: 77-89.
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Título: El portfolio electrónico de las lenguas como herramienta didáctica y de evaluación
Autores:
Ciesielkiewicz, Monika
Messiah College, EUA - [email protected]
Resumen:
Nuestro artículo pretende evidenciar que el portfolio electrónico de las lenguas puede ser excelente instrumento de aprendizaje y enseñanza. Se analizarán las diferentes clasificaciones de estrategias de aprendizaje
y se demostrará que el portfolio electrónico de las lenguas enseña una serie de estrategias que facilitan el
proceso de aprendizaje de lenguas extranjeras. Además, se presentarán ejemplos reales de portfolios electrónicos en su versión estadounidense, desarrollados por estudiantes de últimos años de carrera que, además
de ser una herramienta didáctica, les sirven como currículum vítae electrónico y multimedia.
El Portfolio Europeo de las Lenguas es un documento desarrollado por el Consejo de Europa que surge
a partir de un esfuerzo colaborativo del Marco Común Europeo de Referencia para las Lenguas. Consta
de tres partes: el pasaporte, la bibliografía y el dossier, y ya dispone tanto de una versión electrónica
como en papel. Dicho portfolio constituye una herramienta que recoge información sobre los niveles
de competencia lingüística, experiencias culturales y de aprendizaje, y presenta trabajos, certificados y
otro tipo de pruebas elegidos por el individuo para ilustrar sus habilidades lingüísticas e interculturales.
El Portfolio Europeo de las Lenguas está reconocido en el ámbito internacional por todos los países
miembros de la Unión Europea, y ha despertado un gran interés en EE.UU. y Canadá, dando lugar a
varios proyectos relacionados con el tema. Además de usarse como herramienta de evaluación por parte
de diversas instituciones educativas, el portfolio electrónico de las lenguas puede servir como una excelente herramienta didáctica.
Referencias:
Cole, D. J., Ryan, C. W., & Kick, F. (1995). Portfolios across the curriculum and beyond. Thousand
Oaks, CA: Corwin Press.
Consejo de Europa (2003). Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza,
evaluación. Madrid: Instituto Cervantes-Ministerio de Educación, Cultura y Deporte, Anaya.
Cummins, P. (2007a). LinguaFolio: American model for the European Language Portfolio. Modern
Language Journal, 91, 117-121.
Gibson, D. (2006). ePortfolio decisions and dilemmas. In A. Jafari & C. Kaufman (Eds.), Handbook of
research on e-portfolios (pp. 135-145). Hershey, PA: Idea Group.
Johnson, R., Mims-Cox, J. S., & Doyle-Nichols, A. (2006). Developing portfolios in education: A guide
to reflection, inquiry, and assessment. London: Sage.
Little, D. (2007). The common European framework of reference for languages: Perspectives on the
making of supranational language education policy. Modern Language Journal, 91, 645-655.
Norton, P., & Wiburg, K. (1998). Teaching with technology. Orlando, FL: Harcourt Brace College Publishers.
O’Malley, J.M. and Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition, Cambridge: Cambridge University Press.
Oxford, R. (1990). Language learning strategies, Boston, Mass.: Heinle and Heinle.
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Paris, S., & Ayres, L. (1994). Becoming reflective students and teachers with portfolios and authentic
assessment. Washington, DC: American Psychological Association.
Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly 9, 41-51.
Wenden, A. and Rubin, J. (1987). Learner strategies in language learning, London: Prentice Hall.
Título: El tractament integrat de llengües en la formació lingüística inicial dels estudiants de magisteri.
Propostes didàctiques.
Autores:
Santolaria Orrios, Alicia
García Folgado, María José
Resumen:
En la formació del mestre s’han de tenir en compte, entre d’altres, dos aspectes rellevants: el fet multicultural que existeix a les nostres escoles i el sistema educatiu multilingüe vigent a la Comunitat Valenciana. Aquests dos aspectes es reflecteixen en el currículum del Grau de Mestre de Primària, cosa que ens
obliga a tractar l’ensenyament de les llengües a la Facultat de Magisteri des d’una perspectiva renovada.
L’actual pla d’estudis s’allunya de l’antiga distinció entre dos grups lingüístics diferenciats (espanyol i
català) i fa un bot qualitatiu sobre la finalitat de l’aprenentatge i l’ensenyament de les llengües: ensenyar
llengües equival a desenvolupar competències en més d’una llengua.
Així, pretenem esbossar una seqüència didàctica, com a forma d’intervenció a l’aula, dins de la matèria
Llengua per a mestres. Aquesta matèria es concreta en les assignatures Llengua catalana per a mestres,
Lengua española para maestros, Llengua francesa per a mestres i Llengua anglesa per a mestres. Aquest
plantejament exigeix un gran esforç de coordinació que tot plegat es veu reflectit a la guia docent[1] elaborada on el plantejament didàctic que hi subjau es basa en el tractament integrat de les llengües seguint
en bona mesura les propostes de Guasch (2006: 87)[2].
La seqüencia didàctica (SD) que platejarem mirarà d’integrar les dues llengües oficials del currículum.
Per a dissenyar-la seguim les indicacions de Dolz, Noverraz y Schneuwly (2001: 6) ja que “Une séquence
didactique est un ensemble d’activités scolaires organisées de manière systemátique autour d’un genre
de texte oral ou écrit”. L’estructura de la SD s’articula a partir d’un gènere de text. Abans d’iniciar el
procés, els alumnes executaran un text a partir del qual s’ observaran els problemes, ja que “es sobre todo
en la identificación de los problemas específicos a cada género textual donde el profesor encuentra una
mayor fuente de inspiración para su trabajo” (Dolz: 2009:11). A continuació se dissenyaran una sèrie de
tallers destinats a millorar aquest text. Per últim, els alumnes tornaran a fer l’escrit i hauran de tindre en
compte els aprentatges adquirits en els tallers. L’objectiu de l’experiència rau a integrar a l’aula les dues
llengües oficials i a contribuir a superar prejudicis lingüístics, que a la nostra comunitat, tot i la Llei d’Ús
i Ensenyament del Valencià romanen en molts dels nostres estudiants i futurs mestres.
Els continguts que treballarem estan relacionats amb dos tipus de textos: els expostitius i els argumentatius,
dos patrons força usats dins de l’àmbit acadèmic que formen part del bloc II de la matèria.
[1] http://www.uv.es/didllen
[2] i quan parlem de tractament integrat ens referim primordialment a dues coses: la planificació de
l’ensenyament de les diverses llengües del currículum des d’una única perspectiva didàctica, és a dir,
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teòrica i metodològica, i la seva programació conjunta, per tal d’afavorir les complementarietats, aprofitar les coincidències i evitar les repeticions (Guasch 2006:87).
Referencias:
Comunitat Valenciana. Generalitat (1990). Disseny curricular. Secundària obligatòria. Àrea de llengües:
valencià, castellà, llengües estrangeres. València: Generalitat Valenciana, p. 97.
Currículum d’Educació Primària de la Comunitat Valenciana (2007) http://www.docv.gva.es/datos/2007/07/24/pdf/2007_9730.pdf Data de consulta, 14.07.2011
Dolz, J, Noverraz, M., Schneuwly, B. (2001). Séquences didactiques pour l’oral et pour l´écrit, Bruxelles:
Editions de Boeck.
Dolz, Joaquim (2009). “Los cinco grandes retos de la formación del profesorado”, Comunicación presentada en el V SIGET (Simposio Internacional de Estudos de Gêneros Textuais Internacional –O Ensino
em Foco.Agosto de 2009, Caxias do Sul, RS, Brasil,).
Guasch, O. (coord.) (2010). El Tractament integrat de les llengües. Barcelona: Graó.
Título: El uso de moodle en la enseñanza de idiomas
Autores:
Martínez León, Natalia
Universidad de Málaga - [email protected]
Jiménez Pérez, Elena
UHU, UMA - [email protected]
Resumen:
Una de las funciones que los alumnos deben adquirir según el nuevo sistema de Bolonia es el uso y manejo
de las TICs. En esta comunicación abordaremos el uso de la plataforma Moodle en la clase de idiomas.
Moodle es un ambiente educativo virtual, un sistema para gestionar cursos que es gratuito y facilita la
creación de comunidades de aprendizaje en línea o LMS (Learning Management System). Acrónimo
originalmente de Module Object-Oriented Dynamic Learning Environment (Entorno Modular de Aprendizaje Dinámico Orientado a Objetos).
Moodle fue creado en 1987 basado en las ideas del constructivismo pedagógico y el aprendizaje colaborativo (colaboración, actividades, reflexión crítica, etc.). Así es como se llega a un entorno colaborativo y
dinámico en el que tanto alumno como profesor aportan conocimiento, hay un seguimiento muy cercano
y permite contribuir, compartir y reflexionar con el grupo. Moodle puede considerarse una herramienta
de trabajo para cursos online o como complemento y refuerzo de la docencia presencial que a su vez
promueve la práctica autónoma de la L2.
En este caso usamos Moodle en la clase de inglés como complemento a las 3 horas semanales de docencia en el aula, se utiliza para poner el material que se usará en clase, ampliar y reforzar lo que se trabaje
en clase y para ampliar conocimientos. Una de las herramientas utilizadas ha sido la de foros, tres foros
abiertos de opinión en los que expresan en inglés su opinión sobre el tema dado en los que se discute
abiertamente y sin temor a equivocarse en inglés. El profesor y los alumnos pueden a su vez responder
a las intervenciones de los compañeros, de este modo la actividad se hace más dinámica y todos aportan
sus conocimientos u opiniones.
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Hemos usado este espacio virtual para exponer el trabajo final del curso: grabación en video de una
intervención en clase de inglés, directrices (video de 4-5 minutos, grupos de 4 personas, tema didáctico
y presentado en inglés), plazos de entrega, formato de las presentaciones y material de consulta (webs,
referencias bibliográficas, vocabulario útil…).
Para comprobar y reforzar el aprendizaje se han utilizado diferentes tipos de actividades: clozes, multiple
choice, questions and answer; y se han aportado o propuesto actividades y fuentes de referencia para ampliar y
reforzar el aprendizaje (How can I practice my English? / Music related vocabulary / Grammar, reference book
/ Passives, in case you want to practice a bit more) para la práctica del listening, writing, reading, speaking.
Mediante estas herramientas el profesor puede detectar necesidades de los alumnos, proponer actividades
que son fácilmente modificables para aclararlas y organizarlas y así mejorar el aprendizaje.
En conclusión podemos decir que Moodle, como herramienta para la enseñanza-aprendizaje del inglés, es
motivadora y atractiva para la mayoría de los alumnos y la consideramos una herramienta necesaria para
el aprendizaje individual y colaborativo, para fomentar el autoaprendizaje y el aprendizaje cooperativo
en el aula de idiomas.
Referencias:
Cuevas Lepe, J. (2007). Problemáticas y desafíos en la utilización efectiva de un virtual classroom para el
aprendizaje del idioma inglés. En http://www.utemvirtual.cl/nodoeducativo/wp-content/uploads/2009/01/
tesisjuancuevas_octubre2008final.pdf. Consultado 11/2011.
Moodle. http://es.wikipedia.org/wiki/Moodle. Consultado 11/2011.
Moodle Service Network. http://moodle.com/. Consultado 11/2011.
Moodle for English Teachers. Su, B. (2007). En: http://www.authorstream.com/Presentation/WoodRock8068-Moodle-english-teachers-English-Teachers-Official-Website-http-moodle-org-INTRODUCTIONCourse-Managemen-for-ppt-powerpoint/. Consultado 11/2011.
Pérez Cejas, O., Moreno Obregón, Y., Díaz Riesgo, M., Miranda Cabrera, N., Pérez Carballo, E. (2008).
El uso de moodle para la gestion de entornos virtuales de aprendizaje. En: http://www.monografias.com/
trabajos85/uso-moodle-gestion-entornos-virtuales-aprendizaje/uso-moodle-gestion-entornos-virtualesaprendizaje.shtml. Consultado 11/2011.
Quito Sarmiento, E.P. (2009). Como aplicar las TICs en el aula en la asignatura de inglés. En: http://
www.slideshare.net/patricioquito/tesis-de-aplicacin-de-las-tics-en-el-area-de-ingles. Consultado 11/2011.
Rodríguez Cuberos, L.A. (2009) En: http://www.hekademus.calidadpp.com/numeros/04/Hekademus_04_06.pdf. Consultado 11/2011.
Ros, I. (2008). Moodle, la plataforma para la enseñanza y organización escolar. Ikastorratza, e- Revista
de Didáctica 2. Retrieved from http://www.ehu.es/ikastorratza/2_alea/moodle.pdf (issn: 1988-5911).
Consultado 11/2011.
Sánchez Hernández, P. & Aguado Jiménez,P. (2010) En: congresos.um.es/cifop/cifop2010/paper/download/10961/8741. Consultado 11/2011.
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Título: Energy resources: a teacher-student image based interaction experience in a CLIL classroom
Autores:
Simon Auerbach, Jill
Universitat Autonoma de Barcelona - [email protected]
Resumen:
The aim of this study is to show how the presentation of an introductory topic through an entirely imagebased medium together with a wide variety of guidance strategies can be used to encourage interaction
and the co-construction of linguistic and subject knowledge in a CLIL science class. The study will show
that a carefully scripted series of images marks the path along which both the teacher and students walk
in the development of subject knowledge. Keeping the students on the correct path and encouraging student participation is achieved through the teacher’s effective use of eliciting relevant knowledge, offering
various types of feedback to student responses, and describing shared classroom experiences (Edwards
and Mercer, 1987; Mercer 1995, 1997).
The videotaped data in this study were collected from an eighth-grade EFL CLIL classroom experience
in a public, secondary school in the province of Barcelona, Spain during the month of November 2011.
An image-based PowerPoint presentation on the topic of energy resources provided the material for a
teacher-led whole class interaction with students participating as a collective partner in the development
of the topic (Dalton-Puffer, 2007). The selection of images was designed so as to activate the previous
knowledge of students and foster the introduction of new concepts. The sequencing of the images required students to build upon and interconnect the concepts they were learning as the lesson advanced.
The interactive nature of the activity is demonstrated through the quantitative analysis of participation
data which shows that sixty-seven percent of students could be identified as contributing to the dialogue
on at least one occasion and that total student turns significantly surpassed those of the teacher.
Qualitative discourse analysis (Potter, 1996) of various transcript sequences using a sociocultural framework of language and learning (Mercer, 2004; Mondada and Pekarek-Doehler, 2004; Lantolf, 2006;
Zuengler and Miller, 2006) shows that the teacher employs a broad range of scaffolding techniques that
assist students to bridge the gap between what they already know in the linguistic and subject domains
and what they are capable of learning (Vygotsky, 1978). The teacher uses cued elicitations such as gestures, images, silence (Mercer, 1997), appealing for students’ assistance (Escobar, 2010), and controversial
statements (Mercer, 1997) to draw out students’ prior knowledge and help them construct new concepts.
The study also shows that the teacher’s use of confirming, repeating, ignoring (Mercer, 1997) or providing
target-language lexis (Escobar, 2011) serves to mark which aspects of the subject domain students must
attend to and in which direction the lesson must continue. Lastly, teacher statements referring to shared
experiences (Mercer, 1997) allow students to connect and make sense of the concepts and discourse they
have been developing throughout the activity (Edwards and Mercer, 1987).
Of particular relevance in this activity are the multiple references by all participants to the image. The
‘image’ is the focus of all dialogue in the lesson and the sequential, scripted nature of the images marks a
clear directional path which guides both the teacher and the students in their co-construction of knowledge.
Título: Enhancing EFL (English as a Foreign Language) Children’s Reading Ability through Picture
Books: Issues and Possibilities
Autores:
He, Xiaona
The Chinese University of Hong Kong - [email protected]
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Resumen:
Research on reading instruction in English as a second language or foreign language situation has attracted
many researchers’ attention for almost 30 years. The study of reading instruction for children learning
English as a foreign language is rather weak in China. Most of the empirical and theoretical evidence
focuses on the reading instruction for adults and high-school students. However, children have their own
characteristics on learning English as a foreign language. In practice, the existing problem is that there
is worryingly less effect with more effort on children’s English education. The main causes are in the
following respects: 1) Without a clear goal of children’s English education; 2) Lack of instruction of the
corresponding scientific theory; 3) Against children’s mental and physical development; 4) Uncertain
about what should be included in the teaching materials; 5) Without a sufficient English input to create
a foreign language context.
Picture books have more advantages than other reading materials for children learning English. First
of all, teaching English by using picture books in the EFL classroom could create a secure and relaxed
atmosphere. It can facilitate children’s development physically and mentally. Secondly, good English
picture books have attractive pictures, interesting narratives, and native English language suitable for
children. They can arouse children’s reading interests and enhancing their motivation to learn English.
Thirdly, picture books provide children with a comprehensible context for children combine their prior
knowledge. The plot and the predictable language of picture books provide a clue (Nambiar, Monhana, K,
1991). Pictures and stories could activate children’s former schema and predict the information. (Grabe,
1991) Finally, with lots of rhythm and repeatability of language, picture books help children memorize
more words and sentences, and provide sufficient input for children’s language learning.
Using picture books to teach children learn English is worth studying. Through classroom observation
and interviewing with children and teachers who are involved in picture book reading, this research
mainly discusses the following questions and explores the possibilities for reading instructions with
picture books: How can picture book reading instruction encourage children to love reading? How can
we improve children’s vocabulary, and understanding of the text through English picture books? How
can we encourage children to use English which they have learned in real situations? How can we design
instructional activities and emphasize children’s understanding and enjoyment from reading?
Título: Enseñanza de la gramática en el aula de idiomas: una propuesta para la implementación de
actividades de práctica sistemática
Autores:
Alonso Aparicio, Irene
Universidad Técnica de Aquisgrán (Alemania) - [email protected]
Núñez Delgado, María del Pilar
Resumen:
Durante las últimas décadas, las propuestas de instrucción formal de una segunda lengua (L2) han enmudecido y enmudecen o deliberadamente han ignorado e ignoran las actividades de práctica sistemática
tanto en sus presupuestos teóricos como en las técnicas concretas de actuación en las que cristalizan (p.
e., la atención a la forma –Long, 1988, 1991, 2007; Long y Robinson, 1998). Algunas de las razones
de esta exclusión de las actividades de práctica sistemática en el tratamiento de la gramática pudieran
quizás hallarse en su asociación con tres factores durante los años 80 y 90 muy cuestionados a la hora
de contribuir al desarrollo de la interlengua (IL): (a) la instrucción formal; (b) la producción lingüística;
y, (c) los ejercicios mecánicos.
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Sin embargo, frente a esta postura, no sólo han quedado demostradas empíricamente las posibilidades de
la instrucción formal (Long, 1983, 1988; Norris y Ortega, 2000) y de la producción lingüística (Swain,
1985, 1993, 1995, 1998, 2000) para contribuir al desarrollo de la IL y las actividades de práctica sistemática pueden promover la transmisión de significado a través del lenguaje, sino que también ha quedado
científicamente probada la intuición de que con la práctica mejoramos nuestra habilidad para tocar el
violín, editar un texto en un procesador de textos, conducir un coche, o aprender una L2. En este sentido,
en el seno de la psicología cognitiva, la teoría del Control Adaptativo del Pensamiento de Anderson (1976
y sgtes.) postula precisamente que el conocimiento que subyace al comportamiento experto depende de
la práctica sistemática.
Considerando entonces la contribución de la práctica sistemática al desarrollo de destrezas según lo
avanzado por la psicología cognitiva, y que por lo tanto no resultaría imprudente proponerla como parte
integrante de la enseñanza gramatical, lo que procede plantearse es la praxis de la práctica sistemática en
el tratamiento de aspectos formales en el aula de L2. Así pues, el objetivo de esta comunicación es presentar algunas directrices teóricas para su implementación. Se abordan entonces en primer lugar algunas
cuestiones de carácter general para su diseño que incluyen: (a) su compatibilidad con el sílabo analítico
y con el desarrollo de la competencia comunicativa; (b) la extensión de la secuencia de actividades; (c) la
provisión de retroalimentación; y, (d) la interacción. A continuación, se considera la implementación de la
práctica sistemática en las destrezas de comprensión lingüística, recurriéndose para ello a las actividades
de input estructurado, uno de los componentes de la instrucción basada en el procesamiento del input
(VanPatten y Cadierno, 1993; VanPatten, 1996, 2007). Finalmente, se discute la implementación de las
actividades de práctica sistemática en las destrezas de producción lingüística. Para ello, considerando
los procesos de aprendizaje que la producción lingüística puede desencadenar, se discuten brevemente
tipos de actividades que pueden estimularlos.
Referencias:
Anderson, J.R. (1976). Language, Memory, and Thought. Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J.R. (1983). The Architecture of Cognition. Cambridge, MA: Harvard University Press.
Anderson, J.R. (1993). Rules of the Mind. Hillsdale, NJ: Lawrence Erlbaum Associates.
Anderson, J.R. y Lebiere, C. (1998). The Atomic Components of Thought. Mahwah, NJ: Lawrence Erlbaum Associates.
Long, M.H. (1983). “Does Second Language Instruction Make a Difference? A Review of Research”,
en TESOL Quarterly, 17, 3: 359-382.
Long, M.H. (1988). “Instructed Interlanguage Development”, en L.M. Beebe (ed.), Issues in Second
Language Acquisition. Multiple Perspectives. Boston: Heinle & Heinle Publishers, 115-141.
Long, M.H. (1991). “Focus on form: A design feature in language teaching methodology”, en K. de Bot,
R. Ginsberg y C. Kramsch (eds.), Foreign language research in cross-cultural perspective. Amsterdam:
John Benjamin, 39- 52.
Long, M.H. (2007). Problems in SLA. New Jersey: Lawrence Erlbaum Associates.
Long, M.H. y Robinson, P. (1998). “Focus on form: Theory, research, and practice”, en C. Doughty y
J. Williams (eds.), Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge
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Norris, J. y Ortega, L. (2000). “Effectiveness of L2 Instruction: A Research Synthesis and Quantitative
Meta-analysis”, en Language Learning 50, 3: 417-528.
Swain, M. (1985). “Communicative competence: some roles of comprehensible input and comprehensible output in its development”, en S. Gass y C. Madden (eds.), Input in second language acquisition.
Rowley, MA: Newbury House, 235-256.
Swain, M. (1993). “The Output Hypothesis: Just Speaking and Writing Aren’t Enough”, en The Canadian
Modern Language Review, 50, 1: 158-164.
Swain, M. (1995). “Three functions of output in second language learning”, en G. Cook y B. Seidlhofer
(eds.), Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson. Oxford:
Oxford University Press, 125-144.
Swain, M. (1998). “Focus on form through conscious reflection”, en C.J. Doughty y J. Williams (eds.),
Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press,
64-81.
Swain, M. (2000). “The output hypothesis and beyond: Mediating acquisition through collaborative
dialogue”, en J.P. Lantolf (ed.), Sociocultural Theory and Second Language Learning. Oxford: Oxford
Vanpatten, B. (1996). Input Processing and Grammar Instruction: Theory and Research. Westport, CT:
Ablex.
VanPatten, B. (2007). “Input Processing in Adult Second Language Acquisition”, en B. VanPatten y J.
Williams (eds.), Theories in Second Language Acquisition: An Introduction. Mahwah, NJ: Lawrence
Erlbaum Associates, 115-135.
VanPatten, B. y Cadierno, T. (1993). “Explicit Instruction and Input Processing”, en Studies in Second
Language Acquisition, 15, 2: 225-243.
Título: Enseñanza de lenguas e internacionalización: implicaciones para la política lingüística universitaria
Autores:
Doiz, Aintzane
[email protected]
Lasagabaster, David
[email protected]
Sierra, Juan
[email protected]
Resumen:
La lengua inglesa desempeña un papel fundamental como instrumento de globalización y, puesto que la
globalización no se puede considerar como un fenómeno neutro, el aprendizaje de lenguas internacionales
de prestigio se convierte en un proceso no exento de implicaciones (Shohamy, 2007). Esta situación de
lenguas en contacto conlleva una carga aún mayor en el caso de instituciones universitarias bilingües
tales como la Universidad del País Vasco (UPV/EHU), en la que la presencia del inglés supone una
tercera lengua en el currículo. Este contexto multilingüe produce tensiones entre las diferentes lenguas,
ya sean las cooficiales (euskera y español) o el inglés como medio de instrucción. No obstante, con unas
pocas salvedades (Armengol, Cots y Llurda, 2011; Dewey y Duff, 2009; Tange, 2010), existe muy poca
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investigación sobre el efecto del multilingüismo en los diferentes sectores que constituyen la comunidad universitaria. En esta presentación analizaremos las percepciones que tanto el profesorado como el
alumnado muestran hacia esta situación de multilingüismo universitario.
La muestra de este estudio está compuesta por 618 participantes: 514 estudiantes locales de grado y 104
profesores, todos los cuales respondieron un cuestionario que versaba sobre cuestiones de internacionalización (presencia de alumnado extranjero, sus lenguas y culturas, etc.) y multilingüismo (la enseñanza de
lenguas extranjeras, el uso del inglés como medio de instrucción, etc.) en la universidad. El instrumento
de medición fue pilotado y validado antes de su implementación. Los análisis estadísticos revelaron la
existencia de tensiones lingüísticas entre las distintas lenguas en contacto y, especialmente, en el caso
de las cuestiones que tenían que ver con la presencia del inglés. Los resultados sugieren asimismo paralelismos y diferencias entre el profesorado y el alumnado, lo que nos llevará a la formulación de una
serie de implicaciones relacionadas con la enseñanza de lenguas y la política lingüística universitaria.
Referencias:
Armengol, L., Cots, J.M. y Llurda, E. (2011) Administrative staff in the spotlight: views on multilingualism and internationalization. Comunicación presentada en el simposio Multilingual and international
universities: policies and practices. Universitat de Lleida, 11-12 de noviembre de 2011.
Dewey, P. and Duff, S. (2009) Reason before passion: faculty views on internationalization in higher
education. Higher education 58, 491-504.
Shohamy, E. (2007) Reinterpreting globalization in multilingual contexts. International Multilingual
Research Journal 4, 127-133.
Tange, H. (2010) Caught in the Tower of Babel: university lecturers’ experiences with internationalisation. Language and Intercultural Communication 10, 137-149.
Título: Estrategias metacognitivas en la recuperación de términos mutilados del C-test
Autores:
Herrera, Honesto
[email protected]
Resumen:
La validación de los C-Tests han sido objeto de estudio entre los que cabe citar: Thomas Eckes and Rüdiger Grotjahn (2006) que investigan la validez de constructo, Lee-Ellis (2009) que analiza, recurriendo
al modelo Rasch, la validez de un C-Test de Corea, y Daller, et al. (2011) que estudian la dominancia de
una lengua u otra en bilingües de turco y alemán mediante el C-test. En este análisis se pretende estudiar
la recuperación de los términos mutilados según los huecos estén pautados o no pautados en 150 alumnos
que cursan estudios en la Escuela Oficial de Idiomas. Se les aplican cuatro tipos de textos diferentes de
un nivel similar al de clase. Se analizan las respuestas de cada término mutilado y se hacen inferencias
de las posibles estrategias metacognitivas a las que los alumnos han podido recurrir en el proceso de
recuperación: la influencia que puede tener la mayor o menor frecuencia de los términos recuperados en
el BNC, la relevancia del contexto, la semejanza con los términos españoles, la longitud del término y la
lógica del crucigrama en función de los huecos que hay que rellenar. Los datos obtenidos nos confirman
que hay diferencias significativas según los términos sean pautados o no pautados. Se identifican la recuperación de los términos más relevantes tanto por su índice de aciertos como por su índice de errores.
La familiaridad con el término y el contexto: “stress can be a fr___ or an enemy” ayudan a recuperar el
término “friend” (Neuner, 1992). “Individual” y “exercise” de una frecuencia no muy alta en el BNC
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3,439 y 4,852 entradas respectivamente, se recuperan con suma facilidad porque ambas son semejantes
en español (Abbot, 2007), además son pautados por lo que son propensas a que se aplique la lógica del
crucigrama Kontra y Kormos (2006), y son términos mutilados que por su longitud suministran mayor
información que si la palabra tuviera menos letras como pudiera ser “food”.
Referencias:
Abbot, M.L. (2007) A confirmatory approach to differential item functioning on an ESL reading assessment.. Language Testing, 24.1: 7-36
Daller, et al. (2011) Language dominance in Turkish-German bilinguals: methodological aspects of
measurements in structurally different languages. International Journal of Bilingualism June 2011 vol.
15 no. 2: 215-236.
Eckes Thomas and Rüdiger Grotjahn (2006). A closer look at the construct validity of C-tests. Language
Testing, 23, 3: 290-325.
Kontra E.H. y J. Kromos (2006). Strategy use and the construct of C-tests. En Grotjahn, The C-Test:
Theory, Empirical Research, Applications, 121 -138. Frankfurt: Peter Lang.
Lee-Ellis (2009) The development and validation of a Korean C-Test using Rasch Analysis. Language
Testing, 26: 245-274.
Neumer, G (1992). The role of the experience in a content-comprehension oriented approach to learning
a foreign language. En Arnaud, J.L. y H. Bejoint (eds). Vocabulary and Applied Linguistics, 156-167.
London: Macmillan.
Título: Evaluation of e-learning materials for a global practice: the analysis of a webpage on English for
specific academic purposes
Autores:
Muñoz Luna, Rosa
Universidad de Málaga - [email protected]
Resumen:
This paper aims to describe and evaluate a webpage that has been specifically created for academic
purposes (www.eal.uma.es). This essay is divided into a descriptive analysis, followed by an empirical evaluation of this teaching resource; I will describe this e-material, its process of creation, uses and
context. The second part of this paper deals with the proper material evaluation.
Together with a minimum technical knowledge, pedagogical theories are the best guide towards CALL
material creation, evaluation and global implementation (Huh & Hu, 2005:10). Sometimes, an overemphasised focus on technology omits the basic principles of teaching, something that I will provide here
in every step of my analysis. Material evaluation, as defined by Tomlinson (2007:15) is “a procedure that
involves measuring the value of a set of learning materials”. In order to obtain a useful set of evaluation
criteria, I decided to build up my own assessment checklist by picking up different points from already
designed lists. In this way, I am focusing on the more relevant aspects of my context and, at the same
time, I am making my analysis more global and easy to extrapolate to other teaching realities.
This evaluation process goes from general to specific features (Ellis, 1998:218). I will be looking at the
webpage physical appearance first, and then move on to the specific sections and activities. This academic
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resource is mainly a research tool, therefore the number of activities included is very limited, what brings
the opportunity for designing new tasks of English for Specific Academic Purposes (more specifically,
English for the teaching of Applied Linguistics). Regarding the global evaluation of this teaching material, these are the assessment criteria used for the analysis:
A- Website physical design
A. 1. Clarity of layout and instructions: Is the webpage feasible and accessible?
A. 2. Up-to-date: Is the page updated regularly?
B- Principles of selection and sequencing of website contents
B. 1. Level of literacy: Is there an electronic literacy?
B. 2. Practicality of the materials: Are there authentic texts?
B. 3. Credibility of the texts: Are contents accurate and reliable (Dudeney & Hockly, 2008: 34)? Does
it provide opportunities for informal acquisition as well as for formal learning (Tomlinson, et al, 2001: 81)?
C- Learner’s role
C. 1. Types of learning activities: Are students’ allowed to be active participants in the webpage?
C. 2. Motivating power: Is learner autonomy supported in any way (Egbert et al. 1999: 6)?
D- Teacher’s role
D. 1. Types of teaching activities: Can the teacher directly interact with the students (Peyton, 1999: 17)?
E- Website tests
E. 1. Task outcomes: What are they? Are they relevant for students (Ellis, 1998: 233)? Do they cater
for different preferred learning styles (Tomlinson, et al, 2001: 81)?
From all these evaluation results, I will draw specific software improvements, adaptations and teaching
implications that cover most of the needs of English for academic purposes at university level, and which
can help in the design and implementation of further e-learning materials of the sort.
Referencias:
Barnard, R. & Zemach, D. (2007). Materials for Specific Purposes. In Tomlinson, B. (Ed.). (2007). Developing Materials for Language Teaching. (pp. 306-323). London: Continuum.
Burston, J. (2003). Software Selection: A Primer on Sources and Evaluation. CALICO Journal, 21(1),
29-40.
Dudeney, G. & Hockly, N. (2008). How to…Teach English with Technology. Harlow: Longman.
Egbert, J. et al. (1999). Computer-Enhanced Language Learning Environments: An Overview. In Egbert,
J. & Hanson-Smith, E. (Eds.). (1999). CALL Environments: Research, Practice and Critical Issues. (pp.
1-13). Alexandria: TESOL.
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Ellis, R. (1998). The Evaluation of Communicative Tasks. In Tomlinson, B. (Ed.). (1998). Materials
Development in Language Teaching. (pp. 217-238). Cambridge: CUP.
Huh, K. & Hu, W. (2005). Criteria for Effective CALL Research. In Egbert, J. & Petrie, G. (Eds.). (2005).
CALL Research Perspectives. (pp. 9-24). London: Lawrence Erlbaum.
Kabata, K. et al. (2005). Challenge of Developing and Implementing Multimedia Courseware for a
Japanese Language Programme. CALICO Journal, 22(2), 237-250.
Peyton, J. (1999). Theory and research: Interaction via Computers. In Egbert, J. & Hanson-Smith, E. (Eds.).
(1999). CALL Environments: Research, Practice and Critical Issues. (pp. 17-51). Alexandria: TESOL.
Taillefer de Haya, L. & Silva Ros, T. (2002). English Applied Linguistics. www.eal.uma.es. Last accessed
21/11/2011.
Tomlinson, B. (2007). Materials Evaluation. In Tomlinson, B. (Ed.). (2007). Developing Materials for
Language Teaching. (pp. 15-36). London: Continuum.
Tomlinson, B. et al. (2001). EFL Courses for Adults. ELT Journal, 55(1), 80-101.
Warschauer, M. & Kern, R. (2000). Theory and Practice of Network-Based Language Teaching. In Warschauer, M. & Kern R. (Eds.). (2000). Network-Based Language Teaching: Concepts and Practice. (pp.
1-19). Cambridge: CUP.
[1] This Reference List includes some of the sources that are being used in this evaluation study, apart
from those cited in the Abstract.
Título: Exploration of the Effect of a Content-based Language program on General English Ability of
Iranian EFL Learners
Autores:
Aliakbari Rasul Chagamirazee, Mohammad
Ilam University- Iran - [email protected]
Resumen:
There has been growing interest in applying content-based instruction in EFL contexts in recent years.
This study was designed to investigate the effect of a content-based instructional program in an Iranian
context. To this end, based on a pre test 93 students from two private secondary schools were selected
and divided into control and treatment groups. Having presented the treatment, a post test was administered to both groups to compare their performance. The results indicated for improvement of language
proficiency of both groups, yet students in the treatment group outperformed those in the control group.
In other words, students who received content-based instruction showed great superiority over those who
didn’t receive such an instruction.
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Título: First steps towards CLIL: perceptions and training at a Catalan university
Autores:
Khan, Sarah
Vallbona González, Anna
Resumen:
Educational institutions are increasingly committing themselves to plurilingualism in their language
education policies. As part of this commitment to tackle the need of improving learners’ communication
skills, content and language integrated programmes are becoming increasingly popular in Spain at all
levels of education, especially in primary and secondary education (Lasagabaster et al., 2010). As CLIL
is a relatively new area of research, empirical data has only just begun to emerge from initiatives in these
contexts (Jiménez Catalàn et al., 2006; Lasagabaster and Sierra, 2010; Lorenzo et al., 2010; Miret, 2009;
Navés, 2009; Ruiz de Zarobe, 2009; Navés and Victori, 2010; Vallbona, 2009). However, far less of the
literature examines CLIL at tertiary education (Dafouz, 2007, 2009; Dafouz & Nuñez, 2009; Fontanet,
2008; Giménez, 2008; Pinyana and Khan, 2007). For this reason the study described here makes a modest
contribution to the growing body of literature on CLIL at university level. More specifically, the purpose
of this paper is to examine university teachers’ perspectives of CLIL before and after teaching their first
CLIL course in different disciplines.
Three main questions are addressed: teachers’ perceptions of CLIL before the training course, how
these perceptions were transferred into their lesson practice during the course and changes in teachers’
perceptions after implementing CLIL classes. The outcomes of a 10-hour CLIL training course for teachers from a diverse range of faculties at the University of Vic will be described. All participants were
due to teach a subject through English during the coming academic year. A pre-course questionnaire
gathered information about teachers’ backgrounds: their motivation for teaching CLIL, their previous
CLIL teaching experience and their language skills. It also asked teachers about the advantages and disadvantages of CLIL and how they intended to adapt their lessons. Further beliefs about CLIL emerged
during class discussions, from the analysis of short practice lessons, which teachers prepared during
the training course, and from written lesson plans which were analyzed to extract common underlying
perspectives. Changes in beliefs were captured in a post-course questionnaire employed 4 months after
the training course as well as in a post-course session conducted after some of the participants had given
their first CLIL course.
Teachers differed in terms of their motivation, confidence and skill in the L2, the nature of the subjects
being taught and their classroom methodology. Perceptions of CLIL also differed in terms of the importance teachers gave to language and the need they saw to adapt classes and prepare specific materials,
although most teachers coincided in having a general feeling of insecurity about implementing classes.
In light of these findings we argue for the need to establish some minimum requirements and guidelines
for CLIL at the institutional level.
Referencias:
Dafouz, E., Núñez, B., Sancho, C. and D. Foran (2007). Integrating CLIL at the tertiary level: teachers’
and students’ reactions, in Wolff, D. & D. Marsh (eds.) Diverse contexts converging goals. Content and
language integrated learning in Europe. Volume 4. Peter Lang: Frankfurt, pp. 91-102.
Dafouz Milne, E. and M. Guerrini (Eds). (2009) CLIL across Educational levels. Experiences from Primary, secondary and terciary contexts.Madrid: Richmond Santillana
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Fortanet, I. (2008) ESP in European Higher Education. Integrating language and content. John Benjamin
Publishing Company
Jiménez Catalan, R.M., Ruiz de Zarobe, Y., Cenoz, J. (2006). Vocabulary profiles of English Foreign
Language Leraners in English as a subject and as a Vehicular Language. Vienna English Language Papers. (Special Issue: Current Research on CLIL)15 (3), 23-27.
Lasagabaster, D & Ruiz de Zarobe, Y. (2010) Implementation, Results and Teacher Training. Cambridge
Scholars Publising
Lasagabaster, D. & Sierra, J.M. (2010) Immersion and CLIL in English: more differences than similarities. ELT Journal 64/4
Lorenzo, F; Casal, S; Moore, P. (2010) The Effects of Content and Language Integrated Learning in
European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project Applied
Linguistics (2010) 31(3): 418-442
Miret, M. (2009) CLIL effects on writing performance and overall proficiency. MA thesis. Unpublished
manuscript. Barcelona. University of Barcelona
Navés, T. (2009). Effective Content and Language Integrated Programmes. in Y. Ruiz de Zarobe. Second
Language Acquistion and CLIL. Clevedon, Multilingual Matters. Pp. 22-40.
Navés, T. and Victori, M. (2010) CLIL in Catalonia: an Overview of Research Studies, in Ruiz de Zarobe, Y. and Lasagabaster, D. CLIL in Spain: Implementation, Results and Teacher Training, Cambridge
Scholars Publishing
Pinyana, A., & Khan, S. (2007) “Integrating content and language: the student’s perspective.” In: R.
Wilkinson and V. Zegars (Eds.), Researching Content and Language Integration in Higher Education.
Maastricht:Maastricht University Language Centre, 179-189.
Roquet-Pagès, H. (2009) A study of the acquisition of English as a foreign language in mainstream
education in Barcelona. Paper presented at the Verbal Workshop Spráche und Österreichische Linguistiktagungm organized by the Institud forSprachwissenschaft, Universität Wien. December 5-8-Ruiz de
Zarobe, Y. and R. Jiménez Catalan (2009) Content and Language Integrated Learning: Evidence from
Research in Europe. Clevedon Multilingual Matters.
Vallbona, A. (2009) Implementing CLIL in Primary Education.ACaseStudy. MAthesis. Unpublish manuscript. Barcelona. Universitat Autónoma de Barcelona.
Victori, M. and Vallbona, A (2008) A case study on the implementation of CLIL primary education school:
results, benefits and challenges. Paper presented at the CLIL TBL Seminar, UB, Barcelona.
Título: Instrucción basada en la forma y en el contenido: ¿dos caras de la misma moneda?
Autores:
Martínez Arbelaiz, Asunción
University Studies Abroad Consortium - [email protected]
Pereira Rodríguez, Isabel
[email protected]
Martinez Etxarri, Arantzazu
Berritzegune Nagusia - [email protected]
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Resumen:
La enseñanza de lengua a través de contenidos (CLIL) está cada día más presente en nuestras aulas desde
la Educación Primaria hasta la Universidad. Autores como Muñoz (2007) afirman que esta metodología
puede ayudar en el desarrollo de la interlengua, aunque presenta ciertas limitaciones debido a la ausencia
de foco en la forma, en términos de Doughty y Williams (1998). Los primeros resultados de los programas
de inmersión en Canadá (Cummins y Swain 1986) ya constataron que los alumnos no alcanzaban un
dominio formal completo de la L2. Por ello, diferentes autores propusieron que algún tipo de foco en la
forma era necesario para que la adquisición discurra exenta de problemas como la fosilización de rasgos
léxicos, morfológicos o sintácticos (Cf. Long 1996; Norris y Ortega 2000, entre otros). Sin embargo,
en nuevas investigaciones (Pica 2002; Pérez-Vidal 2007) se sigue observando que la interacción está
centrada en el significado, pero no en la forma.
En esta presentación pretendemos ahondar en el análisis de las interacciones profesor-alumnos en la aulas
de contenido, centrándonos en las siguientes preguntas:
1. ¿Realizan los profesores foco en la forma?
2. ¿Piden los alumnos aclaración sobre el uso de la L2?
Para responder a estas preguntas, realizamos grabaciones de vídeo en aulas de CLIL de secundaria, así
como en clases universitarias de español en contexto de inmersión. Nuestro análisis se centra en las
estrategias de enseñanza, así como en las estrategias comunicativas del alumno en su interacción. codificándose las transcripciones siguiendo dos criterios:
1. El uso de movimientos discursivos asociados con la forma: negociación de significado, eco correctivo
o recast, elicitaciones y explicación metalingüística.
2. Recursos lingüísticos utilizados (transferencia, traducción, mezcla de códigos, etc.) u otros recursos
no lingüísticos.
A la luz de los resultados se discutirá el papel del foco en la forma, así como la utilización de diferentes
recursos estratégicos para la consolidación formal de la L2.
Referencias:
Cummins, J. y Swain, M. (1986). Bilingualism and Education: Aspects of Theory, Research and Practice.
Londres- Longman.
Doughty, C. y Williams, J. (Eds.) (1998). Focus on form in classroom Second Language Acquisition.
Cambridge: Cambridge University Press.
Long. M. H. (1996). The role of the linguistic environment in Second Language Acquisition. In W.C.
Ritchie y T.K. Bhatia (Eds.), Handbook of Second Language Acquisition: Vol. 2. Second Language Acquisition (pp. 413-468). San Diego, CA: Academic Press, Inc.
Muñoz, C. (2007). CLIL: Some thoughts on its psycholinguistic principles. RESLA Volumen monográfico, 17-26.
Norris, J. y Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and quantitative
meta-analysis, Language Learning, 50: 417-428.
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Pérez-Vidal, C. (2007). The need for focus on form in content language integrated approaches: an exploratory study. RESLA volumen monográfico, 39.54.
Pica, T. (2002). Subject-matter content: How does it assist the interactional and linguistic needs of classroom language learners?, The Modern Language Journal, 86(1): 1-19.
Título: Is learning English worthwhile?
Autores:
Moubarik Moubarik, Mustapha
Universidad de Sevilla - [email protected]
Resumen:
In the academic year of 2008-2009 a research was launched in the Faculty of Educational Sciences in
Seville. The basic objective of this research is an attempt to find a simple answer to a simple question:
is learning English worthwhile?
Of course other side issues are inevitably tackled such as if English language learning is an inevitable
asset in the training of fully-fledged professionals, and to what extent these professionals make use of
this knowledge in their future careers.
Procedure
In the province of Seville, a population of roughly 125 professionals belonging to 5 different social groups
was randomly selected. Respondents either were given or sent via e-mails self-administered questionnaires.
These written instruments presented respondents with a series of questions or statements to which they
were to react either by writing out their answers or selecting from existing answers.
The items of the questionnaire focused on factual, behavioural, and attitudinal information that links up
with the respondents’ experience with the English language.
Data analysis
Item one: the number of men who participated in this research nearly equates that of women (52.75%).
Item two indicates that the majority of respondents are between 40 and 50 years old (36.2), followed by
those who are beyond 50 (33%). Respondents who are between 30 and 40 represent 22.8%, and only 11
% are below 30.
Item three is in consonance with item two in that the number of years which respondents spent learning
English depends on the educational legislation which was in place then. For example, respondents whose
age is between 30 and 50 have followed the system BUP – COU. Whereas those who are below the age
of 30 have obviously followed the most recent educational system, that is the system LOGSE.
It is worth pointing out that 21.2 % have not studied English at all (item four), and those who studied it
for more than 7 years do not exceed 16 %.
Item five shows two contradictory results: whereas 25 % state that they use English very much in their
work, 30 % say that they hardly ever or never make use of English. And when they do use English, it is
not in their profession, but in leisure activities.
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Item six reveals that only 15.7% use English exclusively for professional needs.
As for the skills whereby English is employed (item seven), respondents agree upon reading and writing.
2.3% use it in listening or speaking.
In item eight, most of the respondents (62.2%) defend that the number of years learning English was not
sufficient. As a result, language policy of la Junta de Andalucía must change (58.2%).
27% of the respondents (item nine) claim that they avoid using English because of lack of confidence.
12%, by contrast, state they do not have the opportunity to use it.
Respondents state that language policy (item ten) has to be modified (58.2%).
Notice that nearly 80% agree (item eleven) that other languages of the European Community must be
offered, and only 12% believe that English teaching must be maintained.
Results
The results, despite their limitations, reveal that it is worth reconsidering English language teaching/
learning in Andalucía. That is to say, both language policy as well as language pedagogy must be redirected. For example:
• Having English as an obligatory subject in the school curriculum is may be based on ad hoc decisions.
• It is not clear whether our students need General English or English for specific purposes.
• There is still a heated debate about the variety that we should use in English language classrooms.
• A reform of language teaching methodology and teacher training must be contemplated.
• This research points out that there is a pressing need to consider the inclusion of languages of the
Schengen area. There are even a few voices that recommend to look southwards, and include languages
of the South of the Mediterranean.
Referencias:
Ceular, C. 1993. “El aprendizaje y la enseñanza de las lenguas modernas”. En E.
Alcaraz Varó et al: Enseñanza y aprendizaje de las lenguas modernas. Madrid, Rialp
Cruz-Ferreira, M. and S.A Abraham. 2006. The language of Language. Concepts in Linguistic Analysis
(2nd edn.). Singapore: Prentice Hall.
Crystal, D. 1995. The Cambridge Encyclopaedia of the English Language. Cambridge: Cambridge
University Press.
Crystal, D. 2003 (2nd edn.). English as a Global Language. Cambridge: Cambridge University Press.
Domínguez Cabrejas, M.R. 1991. “Perspectiva histórica de los planes de estudios de magisterio”. Revista
Interuniversitaria de Formación del Profesorado, 12, pp.12-17.
European Commission, 1997: Learning modern languages at school in the European
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Union. Luxemburgo, European Commission.
Giles, H, and N, Coupland. 1991. Language: Contexts and Consequences. Milton Keynes: Open University.
Graddol, D. 1997. The Future of English. London: The British Council
Graddol, D. 2006. English Next: Why Global English May Mean the End of English as a Foreign Language. London: The British Council.
Jenkins, J. 2000. The Phonology of English as a Lingua Franca. Oxford: Oxford University Press.
Jenkins, J. 2000. English as a Lingua Franca: Attitude and Identity. Oxford: Oxford University Press.
Kachru, B.B (ed.). 1992. The Other Tongue. English Across Cultures (2nd edn.). Urbana, Il: University
of Illinois Press.
Speak Good English Movement. [on line] [Accessed 18.09.11] Available from the World Wide Web.
Penny cook, A. 1994. The Cultural Politics of English as an International Language. Harlow: Pearson
Education.
Phillipson, Robert. 1992. Linguistic Imperialism. Oxford: Oxford University Press.
Título: L’aprenentatge de ciències en anglès, una oportunitat també per als alumnes amb necessitats
educatives específiques. Un estudi de cas*.
Autores:
Jiménez Jiménez, Montserrat
Resumen:
Fins a quin punt és certa la idea que hi ha entre el professorat de què per poder fer AICLE (Aprenentatge
Integrat de Continguts i Llengua Estrangera) l’alumnat ha de tenir un bon nivell de llengua estrangera?
Per pors com aquesta, fins fa poc les aproximacions AICLE s’han centrat generalment en les classes altes
de la societat (Pérez Vidal, 2005). No obstant, aquest fet està en contradicció amb les darreres teories
sobre educació, que posen l’accent sobre una educació inclusiva. L’objectiu d’aquesta comunicació és
mostrar els resultats d’una investigació realitzada després de recollir dades conversacionals (gravacions
en vídeo) i documentals (notes de camp i diari de la professora) en un institut del Vallès Occidental, on
es va dissenyar i implementar una unitat didàctica AICLE, en la qual nou alumnes de tercer de la ESO
amb necessitats educatives específiques van estudiar el principi d’Arquimedes en anglès. El marc teòric
d’aquesta recerca consta de quatre parts: la primera tracta el concepte AICLE (Dalton-Puffer, 2007;
Escobar Urmeneta i Nussbaum, 2008); la segona exposa el tema de la democratització dels programes
AICLE (Escobar Urmeneta 2011; Pérez Vidal, 2005); la tercera es basa en les teories socioculturals de
l’aprenentatge (Vygotsky, 1962, 1978; Mondada i Pekarek, 2004; Wood, D., Bruner, J., i Ross, G., 1976;
i Mercer, 1995); i la quarta té en compte els treballs sobre el discurs a l’aula (Sinclair i Coulthard, 1975;
Nussbaum, 1999). L’objectiu de l’estudi, de caràcter qualitatiu i etnogràfic, és descriure el procés d’aprenentatge que mostra un dels alumnes esmentats anteriorment. En concret, les preguntes de recerca són:
quines activitats realitza aquest estudiant per apropiar-se del contingut, i quins aprenentatges s’observen
i com es mostren discursivamente aquests aprenentatges? Una vegada recollides les dades, aquestes
s’han tractat segons la tradició etnogràfica i d’anàlisi conversacional (AC) (Markee, 2000; Seedhouse,
2005; Nussbaum, Escobar i Unamuno, 2006) i s’han analitzat identificant aquelles seqüències que són les
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més significatives en relació a l’objectiu de l’estudi, en les quals es poden identificar evidències l’aprenentatge lingüístic i o curricular. Els resultats de l’anàlisi mostren, d’una banda, que l’estudiant realitza
gran quantitat d’activitats per apropiar-se del contingut meta i, d’una altra banda, que l’alumne mostra
indicis d’aprenentatge a curt termini sobre la majoria dels ítems d’informació presentats pels professors.
No obstant, a banda d’aquests resultats, que són aquells relacionats directament amb les preguntes que
guien la recerca, s’ha observat que, paral•lelament a aquest procés d’aprenentatge, hi ha un procés de
construcció d’una nova identitat com a estudiant per part d’aquest alumne: en alguns moments del seu
discurs es categoritza a sí mateix com un estudiant no massa bo i, en d’altres, es pot observar com comença a mostrar senyals que indiquen un canvi en aquesta percepció de sí mateix en el context escolar,
i també com vol que aquesta nova imatge sigui acceptada públicament. El treball conclou plantejant la
necessitat de continuar investigant en aquesta línia, en la qual els programes AICLE i l’educació inclusiva
estan fortament relacionats.
*Aquest estudi ha estat possible gràcies a l’ajuda a R+D+i EDU2010-15783, atorgada pel MICINN.
Título: La libertad de expresión de los profesores de lenguas extranjeras en los Estados Unidos
Autores:
Triano López, Manuel
Sam Houston State University - [email protected]
Resumen:
La Primera Enmienda a la Constitución de los Estados Unidos prohíbe al Gobierno aprobar leyes que
restrinjan la libertad de expresión de sus ciudadanos. Por tanto, al proteger el libre intercambio de ideas,
la Enmienda se erige en uno de los pilares sobre los que se asienta todo sistema democrático. Aunque
la prohibición impuesta por la Enmienda pudiera parecer categórica, el Tribunal Supremo —el órgano
jurídico con mayor potestad para dirimir la constitucionalidad de las leyes— ha matizado que el Gobierno puede restringir ciertas expresiones en determinados contextos. El terreno laboral constituye uno
de dichos contextos restrictivos, dado el legítimo derecho del Gobierno a velar por la gestión eficiente
de las Administraciones Públicas. En particular, la última sentencia del Tribunal Supremo autoriza a un
organismo público a disciplinar a los empleados que hagan comentarios relacionados con sus funciones.
Sin embargo, en esta reciente (y criticada) sentencia, el Tribunal Supremo de los Estados Unidos no
precisa los límites de la libertad de expresión de los empleados públicos en el campo de la enseñanza.
El presente trabajo intenta esclarecer estos límites centrándose en un tipo de docentes: los profesores de
lenguas extranjeras en colegios, institutos de enseñanza secundaria y universidades del país. En concreto,
el trabajo analiza hasta qué punto los representantes administrativos del Gobierno en estas instituciones (Directores, Rectores, etc.) pueden restringir la libertad de expresión de estos docentes e imponer
medidas disciplinarias al respecto. La imprecisión del Tribunal Supremo, por tanto, plantea importantes
interrogantes curriculares y metodológicas. Por ejemplo, ¿tiene el docente libertad para enseñar insultos
en la lengua extranjera? ¿Puede obligar a todos sus estudiantes a hablar la lengua extranjera durante la
clase? ¿Puede mostrar en clase un documental que critique la intervención militar estadounidense en
Latinoamérica?
Tras analizar las sentencias judiciales más pertinentes, la presente investigación concluye que un docente
que alegara una vulneración de su derecho a la libre expresión tendría mayores probabilidades de salir
favorecido en un juicio en estas circunstancias:
(1) El docente desempeña sus funciones en una universidad pública y no en instituciones pre-universitarias
(colegios e institutos) del Gobierno.
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(2) El docente trabaja en un colegio público o en un instituto de enseñanza secundaria público, pero la
expresión que originó la medida disciplinaria (p. ej., un despido, un traslado, etc.) no estaba relacionada
con sus funciones. Las probabilidades de ganar el juicio aumentan si la expresión versaba sobre un tema
de interés público.
(3) El docente trabaja en un colegio público o en un instituto de enseñanza secundaria público, y la expresión estaba relacionada con sus funciones. Ganar el juicio en este contexto es bastante complicado
para el docente porque debe demostrar que la expresión no se apartaba del diseño curricular aprobado
por la institución y además, que estaba justificada por sólidos principios pedagógicos.
Referencias:
Forster, P. (2010/2011). Teaching in a democracy: Why the Garcetti Rule should apply to teaching in
public schools. Gonzaga Law Review, 46, 687-715.
McCarthy, M. M., & Eckes, S. E. (2008). Silence in the hallways: The impact of Garcetti v. Ceballos on
public school educators. The Boston University Public Interest Law Journal, 17, 209-235.
Tepper, R. J., & White, C. G. (2009). Speak no evil: Academic freedom and the application of Garcetti
v. Ceballos to public University faculty. Catholic University Law Review, 59, 125-181.
Wenell, J. A. (2007). Garcetti v. Ceballos: Stifling the First Amendment in the public workplace. William
& Mary Bill of Rights Journal, 16, 623- 648.
Título: Las tutorías como herramienta de mediación
Autores:
López Ruiz, Silvia
Resumen:
Actualmente, en el campo de la enseñanza-aprendizaje de lenguas extranjeras, se está afianzando una línea
de investigación basada en los postulados vygotskianos: la Teoría Sociocultural atiende a los procesos
de aprendizaje que se derivan de la interacción de los participantes del contexto de aprendizaje (en este
caso, del contexto del aula) y, más concretamente, a la función mediadora del lenguaje.
En este marco, hemos elaborado una acción pedagógica ‘autonomizadora’ basada en el enfoque competencial cuyo objetivo es capacitar a los estudiantes para ‘aprender desde un aprendizaje más activo,
colaborativo y reflexivo’ (Esteve, O. y Arumí, M., 2007). De esta manera, la autorregulación y la concienciación del aprendiz adquieren mayor relevancia en los procesos de aprendizaje. Dicha acción pedagógica
se compone de las siguientes herramientas didácticas: fichas de planificación de objetivos del curso y
objetivos semanales, fichas de análisis de errores, grabaciones de los ejercicios orales, la elaboración de
un diario y la realización de cuatro tutorías individualizadas.
Nuestro objeto de estudio se centra en experimentar y analizar la incidencia de las tutorías individualizadas como instrumento de mediación para favorecer un aprendizaje autónomo. El programa de tutorías se
aplica en un curso de preparación al examen DELE de 60 horas cuya duración es de cuatro semanas. La
primera tutoría es informativa y se realiza antes de iniciar el curso mientras que las otras tres se efectúan
al finalizar la primera, la segunda y la tercera semana.
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Enmarcamos el presente trabajo en los principios de la ‘pedagogía dialógica’ la cual concibe la enseñanzaaprendizaje como un proceso de reciprocidad en el que ‘enseñar implica conversar’ (Mercer, 2001). Desde
esta perspectiva, entendemos que la interacción generada durante las tutorías, entre tutor y aprendiente,
funciona como un instrumento de mediación que nos permite descomponer el conocimiento de la alumna
y su proceso de aprendizaje con el objetivo de reconstruirlo y/o modificarlo posteriormente. Entendemos
que este proceso se inicia a partir de la relación social que se da durante la tutoría con la intención de que
finalmente emerja en el plano individual y dirija al estudiante hacia la autorregulación.
En este marco, nuestro trabajo de investigación pretende llevar a cabo un estudio transversal de las tres
tutorías que componen el curso. Por un lado, nos proponemos observar cómo se manifiestan los procesos
de autorregulación durante las tutorías individualizadas e interpretar el proceso de aprendizaje a partir de
los datos resultantes y, por otro lado, prestando atención a la función mediadora de la tutora como guía
y orientadora, nos proponemos observar y analizar los procedimientos lingüísticos y no lingüísticos que
ésta lleva a cabo y que son susceptibles de fomentar procesos de autorregulación durante las tutorías
individualizadas.
Referencias:
Esteve, O. y Arumí, M. (2007). ‘Preparando el camino hacia la autorregulación en la clase de lengua
extranjera: la función de la mediación’. En Actes del ‘Simposio Conmerativo del 40 Aniversario de La
Escuela Oficial de Idiomas de Valencia’. Valencia: Centre de Formació, Innovació i Recursos Educatius.
Mercer, N. (2001), Palabras y mentes, Barcelona, Paidós.
Título: Los manuales de E/LE y los mecanismos referenciales de cohesión: el caso de los pronombres
personales
Autores:
García-Alcaraz, Estela
Rosado Villegas, Elisa
Resumen:
El objetivo principal de este trabajo es examinar cómo algunos manuales de ELE abordan y/o manifiestan
las preferencias sintácticas y discursivas que muestran los pronombres personales de sujeto de tercera
persona (nulos y explícitos) en el establecimiento de la correferencia con un elemento previamente
mencionado. Trabajamos con los textos narrativos escritos incluidos en cuatro manuales de E/LE de
distintos niveles y realizados desde diferentes perspectivas (Gente 3, Aula 5, Sueña 3 y Abanico) que se
comparan con los escritos narrativos producidos por un grupo control de hablantes nativos de español,
analizados en trabajos anteriores.
Más concretamente, queremos examinar si los textos incluidos en los manuales analizados presentan
una distribución de los elementos pronominales comparable a la que producen los hablantes nativos o
si, por el contrario, los textos narrativos que se incluyen en ellos muestran una distribución pronominal
distinta, lo que evidenciaría la existencia de un input modificado que no reflejara de modo fidedigno los
usos documentados en la producción nativa. Igualmente, nos proponemos comprobar si existen diferencias entre los manuales según su fecha de publicación y el enfoque de enseñanza adoptado (enfoque por
tareas vs. enfoques más tradicionales).
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Los resultados muestran que los manuales analizados presentan, en general, una distribución de los elementos pronominales semejante a la de los hablantes del grupo control. Sorprendentemente, no obstante,
son los manuales más antiguos y los que optan por un enfoque de enseñanza más tradicional los que
presentan una distribución más próxima a la presentada por el grupo control.
En nuestra opinión, un estudio de estas características puede redundar en una mejora cualitativa de los
materiales para la enseñanza de lenguas extranjeras por medio del ajuste de estos a los rasgos que caracterizan el discurso natural de los hablantes-escribientes nativos.
Título: Los retos de la globalización para el diseño curricular de la enseñanza de idiomas: ejemplo del
sistema educativo de Rusia
Autores:
Dmitrenko, Violetta
Universidad de Navarra - [email protected]
Resumen:
En la época de la globalización el mundo se enfrenta, por un lado, con la necesidad de establecer una
comunicación más eficaz para el intercambio de información y de conocimientos y, por otro lado, con el
imperativo de la salvaguardia del patrimonio lingüístico de la humanidad.
Como consecuencia, la situación sociolingüística actual está marcada por dos tendencias principales: 1)
uso creciente del inglés como lengua internacional, y 2) diversificación significativa de lenguas en uso
(Aronin, 2008).
Esta diversidad lingüística y el multilingüismo asociados a la globalización plantean numerosos retos
tanto en los aspectos éticos y culturales como en el ámbito de la educación.
El objeto de nuestra ponencia es presentar cómo las autoridades educativas de Rusia se enfrentan a estos
retos a través del diseño curricular teniendo en cuenta factores como el número de lenguas de estudio, la
elección entre las lenguas minoritarias o internacionales, el carácter obligatorio u optativo de asignaturas
lingüísticas. Otro aspecto relevante sería el metodológico (idioma como asignatura o como medio de
instrucción; selección de destrezas y de un nivel-meta para cada una).
Tras un breve repaso de la evolución de la enseñanza de idiomas en Rusia desde los años 1950, examinaremos las tendencias actuales. Asimismo presentaremos el modelo de la “competencia bilingüe en
una asignatura” como parte integrante de la formación del profesorado para los programas bilingües que
promueven el aprendizaje integrado de contenidos y de lenguas (similar al de AICLE).
Contrariamente a la práctica existente, cuando “la mayoría de los investigadores interesados en AICLE
no son expertos en el contenido de la materia impartida” (Sierra, Gallardo, Ruiz: AESLA 2011), dicho
modelo ha sido elaborado por la catedrática de álgebra Dra. Sálejova (2008) en el marco de la formación
universitaria de los futuros profesores de matemáticas en inglés para distintos niveles educativos.
Los modelos variados y los tres niveles de concreción del Currículo Federal Base mediante diferentes componentes (federal, regional, escolar) para la enseñanza de idiomas -tanto nacionales (L1 y L2) como extranjeras (LE)- permite dar respuesta a los retos que plantea la globalización a toda sociedad contemporánea.
Por un lado, gracias a los principios de flexibilidad y de variedad el diseño curricular de Rusia contribuye
a la salvaguardia del patrimonio lingüístico apoyando el aprendizaje de las lenguas minoritarias, lo que
crea condiciones para el intercambio de saberes locales y mundiales.
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Por otra parte, en el sistema educativo de Rusia se fomenta la diversidad lingüística en todos los niveles
educativos. El currículo permite cubrir todas las lenguas maternas que se hablan en el territorio del país
y ampliar la oferta educativa de idiomas que pueden ser necesarios para la comunicación tanto a nivel
nacional como internacional. Asimismo, las estrategias de educación plurilingüe se promueven desde
las edades más tempranas.
Así pues, la experiencia acumulada, la formación de calidad del profesorado, la flexibilidad y la variedad
del diseño curricular en el ámbito de idiomas son las respuestas del sistema educativo de Rusia a los retos
de diversidad lingüística y de multilingüismo impuestos por la globalización. 499
Referencias:
Aronin L., Singleton D. 2008. Multilingualism as a New Linguistic Dispensation. En International Journal
of Multilingualism, Vol. 5, No. 1.
Birkmaier E. 1966. FL Learning in the Soviet Union. En Minnesota Foreign Language Bulletin, v6, n2,
pp.1-4. St. Paul: Minnesota State Dept. of Edication.
Cook V. 1995. Multi-competence and the learning of many languages. En Language, Culture and Curriculum, 8: 2, 93-98.
International Journal of Bilingual Education and Bilingualism (2008). Special Issue: Multilingualism in
Post-Soviet Countries.
Pavlenko A. 2008. Multilingualism in Post-Soviet Countries: Language Revival,Language Removal, and
Sociolinguistic Theory. En International Journal of Bilingual Education and Bilingualism, 11 (special
issue): 275-314
Sálejova L.L. 2008. El modelo didáctico de la enseñanza bilingüe de las matemáticas en la escuela
pedagógica superior: tesis doctoral. Kazán: Universidad estatal de ciencias humanas y pedagógicas
de Tatarstán. [Салехова Ляйля Леонардовна. Дидактическая модель билингвального обучения
математике в высшей педагогической школе : диссертация. доктора педагогических наук :
13.00.01 / Салехова Ляйля Леонардовна; [Место защиты: ГОУВПО “Татарский государственный
гуманитарно-педагогический университет”].- Казань, 2008.- 427 с.: ил.]
Sierra J., Gallardo F., Ruiz Y. 2011. La Agenda del Aprendizaje Integrado de Contenidos y Lengua Extranjera (AICLE): Hacia una Integración de las Perspectivas Pedagógica e Investigadora – Materiales
del XXIX Congreso Internacional de AESLA.
Título: L’ús del Marc europeu comú de referència per a les llengües en l’avaluació de la competència
oral en català d’alumnes de sisè de primària i primer d’ESO: avantatges i reptes
Autores:
Illamola, Cristina
Pons Llabrés, Júlia
Sendra Rovira, Montserrat
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Resumen:
Aquesta comunicació explica el resultat d’aplicar els principis metodològics del Marc europeu comú de
referència per a les llengües (MECR) del Consell d’Europa (2002) per avaluar la competència oral en
català d’alumnes de sisè de primària i de primer d’ensenyament secundari obligatori (ESO). La comunicació s’estructura en tres parts.
A la primera part, es fa un repàs de les metodologies d’avaluació de la competència oral en català (Vila
(ed.), 2011) i es presenta el MECR i les novetats que aporta en el camp de l’avaluació de l’aprenentatge
de llengües (tipologia d’avaluacions, redacció de descriptors i descripció i assoliment dels nivells). A
partir de la discussió de la concepció de l’avaluació sobre el MECR es discuteix si és o no viable l’ús
d’aquesta guia com a instrument de mesura de l’aprenentatge de llengües per part d’alumnes multilingües
com els que trobem a la majoria d’escoles de Catalunya.
La segona part de la comunicació presenta les dades d’avaluació de la competència en català de l’alumnat de
sisè de primària i primer d’ESO del projecte longitudinal Resocialització lingüística (RESOL) (HUM200605860/FILO). Aquest projecte se centra en l’anàlisi dels canvis sociolingüístics (usos, actituds i competència
lingüística) associats a la maduració i a la resocialització de la població adolescent en el pas de primària a
secundària a diferents parts de Catalunya. En l’estudi de la competència lingüística d’aquest projecte ens
proposem esbrinar d’una banda quins canvis hi ha en la competència lingüística en català en els alumnes
de sisè de primària i de l’altra saber si, al cap d’un any, la competència dels mateixos alumnes ha variat
quan ja cursen primer d’ESO (i, més tard, quan cursen quart d’ESO). En aquesta secció, presentem la
metodologia que es va fer servir per avaluar la competència oral en català de l’alumnat de l’estudi: 116
alumnes de sisè i 110 de primer d’ESO de les escoles i instituts de Manlleu i Mataró. En concret, ens centrem en l’adaptació de les eines del MECR per a l’avaluació del català: adaptació dels descriptors, creació
de noves categories (nivell C2+) i anàlisi del català oral segons l’edat dels alumnes (correcció fonètica i
implicació en la tasca). Els resultats indiquen que la competència lingüística en català varia en funció de
les característiques sociolingüístiques de l’alumnat (primera llengua, lloc de residència, etc.).
A la darrera secció de la comunicació es presenten els avantatges i els reptes d’usar el MECR per avaluar les competències orals de l’alumnat. La discussió se centra al voltant de la necessitat d’adaptar el
MECR al tipus d’alumnat i a les habilitats que es volen avaluar i en les dificultats d’avaluar la competència d’alumnes amb perfils sociolingüístics variables (amb el català com a L1, L2 o L3, amb una forta
influència d’altres llengües).
Referencias:
Consell d’Europa (2002). Marc europeu comú de referència per a les llengües: aprendre, ensenyar,
avaluar. Barcelona: Generalitat de Catalunya. Departament de cultura. Secretaria de Política Lingüística
[Consulta: novembre 2011]. (<http://www20.gencat.cat/portal/site/Llengcat/menuitem.b318de7236aed0
e7a129d410b0c0e1a0/?vgnextoid=7b76bd051ca62110VgnVCM1000008d0c1e0aRCRD>).
Vila i Moreno, F. Xavier (ed.) (2011). L’avaluació de les habilitats d’expressió oral en català: tendències
i evolució. Barcelona: Institut d’Estudis Catalans. Xarxa CRUSCAT.
Título: Modalitats formatives en l’era de la globalització
Autores:
Romero Forteza, Francesca
Universitat Politècnica de València - [email protected]
Carrió, Marisa
[email protected]
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Resumen:
La societat actual es caracteritza per dos grans trets, el procés de globalització i l’expansió de les Tecnologies de la Informació i la Comunicació (TIC a partir d’ara). Tot apunta que assistim al moment de major
canvi social que s’ha produït des de l’existència de la humanitat, conseqüència dels incessants avanços
científics, del trepidant desenvolupament de la tecnologia (especialment en els camps de la microelectrònica, la bioenginyeria, la fibra òptica, els satèl·lits de comunicació, a més dels grans desenvolupaments
de programari) i la seua incidència en la vida humana (Guitert, 2001; Partal, 2001: 13). Ens trobem
davant un nou model social basat, en gran part, en la utilització intensiva dels mitjans tecnològics i en
la globalització de l’economia mundial (Castells, 1997). Marcat, així mateix, per una potent dinàmica
de canvi. És per això que les societats d’aquest moment destaquen, entre altres coses, per l’exigència de
formació contínua al llarg de tota la vida per tal d’adaptar-se als canvis que es produeixen (Área, 2002;
Majó i Marquès, 2002), per l’ús de les tecnologies en quasi totes les activitats humanes; per l’increment
de les activitats que s’executen a distància, i, alhora, pel valor creixent de la informació i el coneixement.
El desenvolupament de les TIC i l’expansió d’Internet han eixamplat el paradigma d’opcions i recursos
pel que fa a la formació. La irrupció dels dispositius tàctils, de butxaca i les connexions a la xarxa sense
fil de forma ubiqua (Cobo i Pardo, 2007), han flexibilitzat els accessos que donen resposta a una àmplia
varietat d’estudiants. Els canvis en la tipologia i en les formes d’organització dels estudiants, estan fent
que ens trobem davant una realitat heterogènia, amb estudiants de temps complet i de temps parcial,
d’edats molt diverses i trajectòries de vida força diferents, amb formació distinta i amb contextos socials
molt variats. Aquest tipus d’alumnat també necessita models educatius que privilegien els seus objectius i que el permeten accedir a aprenentatges significatius (Barrón, 2004). És per això que els avanços
tecnològics estan proporcionant un paradigma amb multiplicitat d’opcions que intenten donar resposta
a aquestes necessitats.
Depenent de la tecnologia que s’empre i de l’ús que se’n faça han aparegut, i no paren de fer-ho diverses
opcions d’utilització de les TIC en l’ensenyament i l’aprenentatge. Aquestes han originat modalitats com
ara aprenentatge electrònic, aprenentatge en xarxa (Goodyear, 2001; Kern i altres, 2008), aprenentatge
en línia (Warschauer, 2000), aprenentatge virtual (Babot, 2004), aprenentatge basat en el web, aprenentatge mòbil, Blended learning, T-learning (Oliva, 2001; Pindado, 2010), C-learning (Casamayor, 2008),
In-service traning, Computer-Mediated Collaborative Learning (Warschauer, 1997), etc. Totes aquestes
són revisades i analitzades en el nostre article, explicant quins avantatges aporten i quins inconvenients
presenten.
Referencias:
Àrea, M. (2002): “Problemas y retos educativos ante las tecnologías digitales en la sociedad de la información 1”, en Quaderns digitals, núm. 24, disponible en http://quadernsdigitals.net, [data d’accés:
07/05/2002].
Babot, I. (2004): Perversiones del e-learning, disponible en http://www.elearningameircalatina.com/
edicion/agosto2/na_1.php, [data d’accés: 22/09/2004].
Barrón, S. H. (2004): “Seis problemas de los sistemas universitarios de educación en línea”, en RED.
Revista de Eduación a Distancia, núm. 12., p-1-20, disponible en http://www.um.es/ead/red/12/barron.
pdf, [data d’accés: 27/12/2004].
Casamayor, G. (coord.) (2008): La formación on-line. Una mirada integral sobre el e-learning, b-learning,
Barcelona, Graó.
Castells, M. (1997): La era de la información. Economía, sociedad y cultura, Vol. I, La sociedad red,
Madrid, Alianza.
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Cobo, C. i Pardo, H. (2007): Planeta Web2.0. Inteligencia colectiva o medios fast food, disponible en
http://www.planetawe2.net.
Goodyear, P. (2001): Effective Networked Learning in Higher Education: Notes and Guidelines. Report
to Networked Learning in Higher Education Project (JCALT), disponible en http://csalt.lancs.ac.uk/jisc,
[data d’accés: 1/7/2003].
Guitert, M. (2001): “Los entornos de enseñanza y aprendizaje virtuales en las puertas del siglo XXI”,
dins M. Trenchs (ed.), Nuevas tecnologías para el autoaprendizaje y la didáctica de lenguas, Lleida,
Editorial Milenio, p. 35-50.
Kern, R., Ware, P. i Warschauer, M. (2008): “Network-based Language Teaching”, dins N. Van DeusenScholl i N. H. Hornberger (eds.): Encyclopedia of Language and Education, Vol. 4, Second and Foreign
Language Education, p. 281-292.
Majó, J. i Marqués, P. (2002): La revolución educativa en la era Internet, Barcelona, Praxis.
Partal, V. (2001): Catalunya 3.0, Barcelona, Beta Editorial.
Warschauer, M. (1997): “Computer-Mediated Collaborative Learning: Theory and Practice”, en The
Modern Language Journal 81/4, p. 470-481.
---- (2000): “Online learning in second language classrooms: An ethnographic study”, dins Warschauer, M.
i Kern, R. (eds.): Network-based language teaching: Concepts and practice. New York, Cambridge University Press, disponible en http://www.gse.uci.edu/markw/online-learning.html, [data d’accés: 1/7/2003].
Título: Models d’ús de les eines de Comunicació Mediada per Ordinador (CMO) per a l’aprenentatge
de llengües en l’era de la globalització
Autores:
Romero Forteza, Francesca
Seiz Ortiz, Rafael
Resumen:
Tot sembla indicar que assistim a una revolució tecnològica de dimensions històriques similars a la invenció de l’alfabet l’any 700 aC a Grècia. La creació de l’alfabet va fer possible el discurs conceptual
racional, que va induir la transformació qualitativa de la comunicació humana. L’alfabet va proporcionar
la infraestructura mental per a la comunicació acumulativa, basada en el coneixement. Tanmateix, aquell
nou ordre alfabètic va separar la comunicació escrita del sistema audiovisual de símbols i percepcions,
tan important per a la plena expressió de la ment humana (Castells: 1997; 2005). La revolució actual es
deu a “la formació d’un hipertext i un metallenguatge que, per primera vegada en la història integren en el
mateix sistema les modalitats escrita, oral i audiovisual de la comunicació humana” (Castells, 1997: 400).
La societat resultant d’aquesta revolució es caracteritza per una tendència creixent a la globalització,
conseqüència de la destacada utilització dels mitjans digitals, de l’incessant intercanvi d’informació i per
la creació d’un espai de relació social i de comunicació directament vinculat al que fem quotidianament
en la nostra vida, gràcies a la xarxa global que és Internet (Castells, 2007).
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Les tecnologies de la informació i la comunicació (TIC) gaudeixen d’aquest notori èxit perquè resulten
“útils, entretingudes i divertides” (Cellis, 2011). A més a més perquè faciliten la realització dels nostres
treballs ja que, siga el treball que siga, sempre es necessita alguna informació per a portar-lo a terme, un
processament de dades o la comunicació entre persones (Majó i Marquès, 2002). I, a més a més, “ara tot
és més ràpid que no ho era abans” (Partal, 2001: 13).
La caracterització de les formes de comunicació a través d’Internet i del web es pot realitzar des de
perspectives diverses (coincidència temporal, quantitat d’individus, el tipus de codi, els recursos, etc.).
La combinació d’aquestes característiques dóna lloc a una gran varietat de modalitats. Es tracta d’un
gènere ampli i divers segons les nombroses variables que poden entrar en joc. Aquest conjunt de formes
de comunicació és el que es coneix sota la sigla CMO, Comunicació Mediada per Ordinador (Computer-Mediated-Communication, CMC). D’altra banda, l’ús d’aquestes tecnologies condiciona l’ús específic que
es fa del llenguatge; per això Yus (2001; 2010) va encunyar el terme ciberpragmàtica per a referir-s’hi,
des de la pragmàtica cognitiva i, més concretament, des de la teoria de la rellevància d’Sperber i Wilson.
Respecte de la formació lingüística dels estudiants, aquesta ha de contemplar el maneig de les eines de
CMO i traure’n el màxim profit, ja que contribueixen a una formació de caire comunicatiu, significatiu,
pragmàtic, col·laboratiu, constructiu i motivador.
En aquesta comunicació revisem quines eines per a la CMO existeixen actualment, proposem un model
per a la seua classificació, analitzem les implicacions del seu ús social i mostrem exemples de la seua
implementació en l’ensenyament-aprenentatge de llengües. Concretament, aquesta mostra està feta a
partir de la utilització d’eines per a la CMO, per a l’escriptura col·laborativa (wikis), etc., en assignatures
d’anglés i català tècnic a la Universitat Politècnica de València.
Referencias:
Berners-Lee, T. (2011): “Larga vida a la red”, en Investigación y ciència, febrer 2011, p. 40-45
Castells, M. (1997): La era de la información. Economía, sociedad y cultura, Vol. I, La sociedad red,
Madrid, Alianza.
---- (2005): Innovació, llibertat i poder en l’era de la informació. Guió de presentació de Manuel Castells
al Fòrum Social Mundial Porto Alegre, 29 de gener de 2005, disponible en http://www.softacatala.org/
articles/article 53.html, [data de consulta 18/04/2006].
---- (2007): “Los mitos de Internet”, La Vanguardia, 30 de juny de 2007, disponible en http://www.cibersocietat.net/recursos/art_div.php?id=215, [data de consulta 5/07/2007].
Cellis, B. (2011): “Un mundo distraído. Entrevista a Nicholas Carr”, El País, Babelia, 29/02/2011, p. 5-7.
Cobo, C. i Pardo, H. (2007): Planeta Web2.0. Inteligencia colectiva o medios fast food, disponible en
http://www.planetawe2.net, [data de consulta 28/06/2007]
Gewerc, A. (2002): “Internet en las situaciones de enseñanza y apredizaje”, en Quaderns digitals, núm.
24, disponible en http://quadernsdigitals.net, [data de consulta 07/05/2002].
Graells, J. i Vives, N. (2001): “És virtual el català a Internet? Reflexions sobre la presència del català a la
xarxa i propostes per incrementar-hi l’ús”, en Revista de Llengua i Dret, núm. 35, juliol 2001, disponible
en http://www.eapc.es/publicacions/RLD/articles/35-01.htm, [data de consulta 06/08/2004].
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Kern, R., Ware, P. i Warschauer, M. (2008): “Network-based Language Teaching”, en N. Van DeusenScholl i N. H. Hornberger (eds.): Encyclopedia of Language and Education, Vol. 4, Second and Foreign
Language Education, p. 281-292.
Levi, M. i Stockwell, G. (2006): CALL Dimensions. Options and Issues in Computer-Assisted Language
Learning, USA, Laurence Erlbaum Associates, Publishers.
Majó, J. i Marqués, P. (2002): La revolución educativa en la era Internet, Barcelona, Praxis.
Marquès, P. (2003): Usos educativos de Internet. ¿Hacia un nuevo paradigma de la enseñanza?, disponible en http://dewey.uab.es/pmarques, [data de consulta 15/07/2003].
---- (2009): La Web 2.0 y sus aplicaciones didácticas, disponible en http://dewey.uab.es/pmarques, [data
de consulta 04/04/2009].
---- (2011): ¿Qué es el currículum bimodal? (versión 2.1), disponible en http://peremarques.blogspot.
com/, [[data de consulta 10/10/2011].
Partal, V. (2001): Catalunya 3.0, Barcelona, Beta Editorial.
Orihuela (2008): “Internet: la hora de las redes sociales”, en Nueva revista, 119, p. 57-62 disponible en
http://nuevarevista.net/, [data de consulta: 12/04/2009]
Pinilla, C. (2004): “Listas de Distribución para la Enseñanza-Aprendizaje del Inglés”, en Tesol Spain
Newsletter, núm. 28, setembre, 2004, p. 9-10.
Pinilla, C. i Urrea, M. (2006): “Herramientas informáticas catalizadoras del aprendizaje colaborativo”,
en M. L. Carrió (coord.), Aprendizaje colaborativo asistido por ordenador, ACAO, Blauverd Impressors,
València, p. 99-118.
Trenchs, M. (1998): E-mails a una mestra. Correu electrònic i aprenentatge de llengües, Lleida, Pagès
Editors.
---- (2001): “Las aplicaciones pedagógicas del correo electrónico en las aulas de idiomas”, en M. Trenchs
(ed.), Nuevas tecnologías para el autoaprendizaje y la didáctica de lenguas, Lleida, Editorial Milenio,
p. 107-124.
Vilarnau, J. (2001): Les llistes de distribució com a resposta a les necessitats de gestió de la informació,
disponible en http://www.uoc.edu/web/cat, [data de consulta 16/01/2002]
Warschauer, M. (1996): Computer-assisted language learning: an introduction, disponible en http://
www.gse.uci.edu/markw/call.html, [data de consulta 03/09/2000].
---- (2000): “Online learning in second language classrooms: An ethnographic study”, en Warschauer,
M. i Kern, R. (eds.): Network-based language teaching: Concepts and practice. New York, Cambridge
University Press, disponible en http://www.gse.uci.edu/markw/online-learning.html, [data de consulta
1/7/2003].
Yus, F. (2001): Ciberpragmática. El suos del lenguaje en Internet, Barcelona, Ariel.
---- (2010): Ciberpragmática 2.0. Nuevos usos del lenguaje en Internet, Barcelona, Ariel.
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Título: ¿Permanecer en silencio supone no participar en la interacción en el aula de segunda lengua?
Autores:
Evnitskaya, Natalia
Resumen:
Desde una perspectiva sociocultural inspirada en el modelo de “aprendizaje situado” (Lave y Wenger,
1991), el aprendizaje de segundas lenguas (L2) se entiende como el desarrollo de la competencia interactiva, a partir de la participación creciente en los eventos discursivos de la comunidad de práctica
a la que pertenecen los aprendices (Pekarek Doehler, 2010; Hellermann, 2008). Dicha participación a
menudo se concibe en términos de la producción verbal de los alumnos. Esto se traduce en una distinción
binaria entre participación ‘activa’ y verbal y no-participación ‘pasiva’ y silenciosa, donde la primera
se considera la forma esperada y exitosa de aprendizaje. Sin embargo, los analistas de la conversación
(Goodwin y Goodwin, 2004) han encontrado que la participación es un fenómeno más complejo, que no
se limita al habla, sino que abarca diferentes aspectos no-verbales. Estudios recientes sobre la interacción
en contextos educativos (Koole, 2007) comparten este mismo reconocimiento. Sus resultados indican que
los aprendices de la L2 muestran su disposición a (no) participar en las actividades del aula de maneras
que no son necesariamente verbales.
Este artículo [1] explora y describe cómo los alumnos participan en las actividades del aula de la L2,
centrándose específicamente en los estudiantes menos ‘activos’. A partir del análisis de la interacción
profesora-clase se discute la competencia interactiva en la L2 que estos alumnos demuestran. Los datos
provienen de un instituto de educación secundaria bilingüe catalán-castellano en Barcelona (España),
de un aula AICLE donde los alumnos de 1º de ESO aprenden biología en inglés. Se aplicó el análisis
conversacional para ofrecer una descripción micro-secuencial y multimodal de las acciones de los participantes (Pekarek Doehler, 2010). El análisis reveló los diferentes recursos que los aprendices de la L2
utilizan para alinear sus acciones con las actividades pedagógicas en curso, así como para mostrar su
atención, comprensión y disponibilidad para tomar parte en ellas. A partir de estos resultados se identificaron los patrones recurrentes de su participación. Dichos patrones de-construyen la distinción binaria
entre participación y no-participación verbal. A su vez, revelan formas más sutiles de implicación que
resultan de combinar (1) la exposición pública de (no)participación en la actividad y (2) los indicadores
de (falta de) alineación efectiva con la misma. De esta manera, se ofrece una imagen más precisa de la
competencia interactiva de los alumnos analizados.
Con este estudio se espera contribuir a una mejor comprensión de lo que significa participar en las actividades del aula de la L2. El estudio resalta la importancia de ampliar nuestra forma de concebir la participación, mediante la incorporación de aspectos no-verbales y secuenciales en el análisis de la interacción en
el aula de la L2. A su vez, exige una revisión de los indicadores a considerar para evaluar la competencia
interactiva de los aprendices, trascendiendo la mera cantidad y calidad de sus producciones verbales.
Referencias:
Hellemann, J. (2008). Social actions for classroom language learning. Clevedon: Multilingual Matters.
Goodwin C. y M. Goodwin (2004). Participation. En A. Duranti, (ed.) A Companion to Linguistic Anthropology, pp. 222-244. Maldan, MA: Blackwell.
Koole, T. (2007). Parallel Activities in the Classroom. Language and Education 21/6: 487-501.
Lave, J. y E. Wenger (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
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Pekarek Doehler, S. (2010). Conceptual Changes and Methodological Challenges: On Language and
Learning From a Conversation Analytic Perspective on SLA. En P. Seedhouse, S. Walsh y C.J. Jenks,
(eds.) Conceptualising ‘Learning’ in Applied Linguistics, pp. 105-126. London, UK: Palgrave MacMillan.
[1] Este estudio forma parte del proyecto I+D+i EDU2010-15783 “Discurso académico en lengua extranjera: aprendizaje y evaluación de contenidos científicos en el aula AICLE multilingüe”, subvencionado
por MICINN.
Título: Plurilingual resources for L2 and subject development in ‘international’ university teamwork tasks
Autores:
Moore, Emilee
Universitat Autònoma de Barcelona / Universitat Internacional de Catalunya - [email protected]
Nussbaum, Luci
[email protected]
Borràs, Eulàlia
[email protected]
Resumen:
European universities are currently undergoing processes of internationalisation in response to the new demands of the 21st century knowledge-based society and the creation of a European Higher Education Area
(EHEA). Student and staff mobility within and beyond Europe is one way that such internationalisation is
materialised. This results, for example, in classrooms where local students study alongside peers involved
in different exchange programs. In such classrooms in Catalonia, an academic lingua franca (LF) – usually
English – is often introduced in seeking to ensure the participation of international students. Internationalisation is simultaneously materialised in more domestically oriented practices at universities, or what Nilsson
(2003) refers to as ‘internationalisation at home’. For example, in Catalonia, languages considered a commodity (Heller, 2003) for local students’ academic and professional futures – usually English – are increasingly being introduced through different immersion approaches in academic subjects across faculties. These
two practices of internationalisation have modified an existing multilingual[1] environment and created the
need to manage a third language or a LF in practices that have traditionally been carried out in a plurilingual
mode (i.e. in Catalan and Spanish, in the studied setting), such as classroom teaching and learning.
Our research takes this existing plurilingualism in everyday practices at Catalan higher education as a starting point. It also departs from a large body of research, from both classroom and non-classroom settings,
that has demonstrated how such plurilingualism may be considered a resource for different interactional
and cognitive ends (Auer, 1984; Gumperz 1982; Mondada, 2007), including second language and content
learning (Moschkovich, 2002; Barwell, 2005; Cromdal, 2005; Gajo, 2007). Finally, it draws on recent
perspectives that conceive of LF as emergent, ad hoc varieties, to which hybrid forms and plurilingual
features such as code-switching are intrinsic (Seidlhofer, 2005; Moore, Borràs & Nussbaum, forthcoming).
With these perspectives in mind, this paper specifically explores plurilingual practices emerging in Englishmedium courses (Educational Psychology and Leather Technology) at two Catalan universities. In both
classrooms, English is used simultaneously as a LF between local and international students, at the same
time as it is an object of students’ learning alongside the disciplinary content. Two cases of teamwork
interaction are analysed, in which students are required to submit a unilingual product at the end of a
collaborative process. The analyses demonstrate that the plurilingual practices emerging throughout the
teamwork interaction scaffold cognitive and communicative activities that allow students to demonstrate
subject knowledge expertise unilingually in English at the end of the process.
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Such plurilingual knowledge construction processes contrast with the monolingual mindsets that tend to
inspire the policies aiming to regulate multilingualism in classrooms at Catalan universities. Our research
suggests, however, that plurilingual mode is not only a possible vehicle for classroom practices in European universities, but may also be advantageous for the situated construction of knowledge.
Referencias:
Auer, P. (1984). Bilingual Conversation. Amsterdam: John Benjamins.
Barwell, R. (2005). Integrating language and content: Issues from the mathematics classroom, Linguistics
and Education, 16, pp. 205–218.
Cromdal, J (2005). Bilingual order in collaborative word processing: on creating an English text in Swedish, Journal of Pragmatics, 37, pp. 329–353.
Gajo, L. (2007) Linguistic knowledge and subject knowledge: How does bilingualism contribute to subject development? International Journal of Bilingual Education and Bilingualism, 10 (5), pp. 563–581.
Gumperz, J. J. (1982). Discourse strategies. Cambridge: Cambridge University Press.
Heller, M. (2003). Globalization, the new economy and commodification of language and identity. Journal
of Sociolinguistics, 7 (4), pp. 473-492.
Lüdi, G. & Py, B. (2009). To be or not to be … a plurilingual speaker’, International Journal of Multilingualism, 6 (2), pp.154 – 167.
Mondada, L. (2007). Le code-switching comme resource pour l’organisation de la parole-interaction.
Journal of Language Contact. THEMA 1, pp. 168-197.
Moore, E., Nussbaum, L. & Borràs, E. (forthcoming). Plurilingual resources in lingua franca: An interactionist perspective. In: Haberland, H. & Priesler, B. (eds.), Language Alternation, Language Choice
and Language Encounter in International Education. Heidelberg: Springer.
Moschkovich, J. (2002). A Situated and Sociocultural Perspective on Bilingual Mathematics Learners,
Mathematical Thinking and Learning, 4 (2&3), pp. 189–212.
Nilsson, B. (2003). Internationalisation at home from a Swedish perspective. Journal of Studies in International Education, 7, pp. 27-40.
Nussbaum, L., Moore, E., Borràs, E. (fothcoming). Accomplishing multilingualim through plurilingual
activities. In: Berthoud, A.C., Grin, F. & Lüdi, G. (eds.) DYLAN book (provisional title). Amsterdam:
John Benjamins.
Seidlhofer, B. (2005). English as a lingua franca. ELT Journal, 59 (4), pp. 339 – 341.
[1] We use the term multilingualism to refer to the social or institutional presence of two or more languages. Multilingualism can be materialised in actual practice in either a plurilingual mode, involving
the use of two or more languages within the same interaction, or in unilingual mode, involving the use
of just one available language (Lüdi & Py, 2009; Nussbaum, Moore & Borràs, forthcoming).
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Título: Reflexiones sobre un curso intensivo de español para alumnos extranjeros de nuevo ingreso:
programación, desarrollo y análisis de resultados
Autores:
Jordan Núñez, Kenneth
Universidad San Jorge - [email protected]
Resumen:
El elevado número de matrículas de nuevo ingreso de alumnos franceses que se realizan cada año en los
grados de ciencias de la salud que ofrece la Universidad San Jorge (Zaragoza), especialmente en el grado
de Fisioterapia, han obligado a diseñar un curso intensivo de español que se ajuste a una realidad muy
concreta e inusual. El propósito del curso no es otro que ayudar a los futuros alumnos extranjeros del
grado a desarrollar unas estrategias comunicativas básicas que les permitan adaptarse a la vida universitaria en otro país y a obtener unos buenos resultados a lo largo de los cuatro años que dura su formación.
Esta realidad concreta obliga a crear un curso para un alumnado de habla francesa, sin ninguna o apenas
formación universitaria previa, con un nivel de lengua de usuario independiente (B1 y B2, según el Marco
Común Europeo de Referencia para las Lenguas) y con una necesidad clara de ser capaz de entender y
producir textos especializados del campo de las ciencias de la salud y, más concretamente, del área de la
fisioterapia. Por todo esto, será preciso diseñar un programa que prevea el desarrollo de las estrategias
comunicativas básicas (comprensión lectora, comprensión auditiva, expresión oral, interacción oral y
expresión escrita), que incluya los contenidos gramaticales que corresponden a su nivel de lengua y
el vocabulario propio de su futura área de especialidad, pero que también trate contenidos culturales
(historia, geografía y cultura la zona donde van a vivir, aspectos de la vida cotidiana) y otros contenidos
relacionados con el mundo académico (el lenguaje académico y el sistema universitario español).
El presente trabajo, por tanto, tiene como objetivo, por un lado, presentar una propuesta innovadora para
el diseño de un curso intensivo de español para alumnos extranjeros de nuevo ingreso y, por otro lado,
analizar los resultados de su primera edición en la Universidad San Jorge durante el curso 2011-2012.
Título: Research on explicitness in L2 communication problem solving
Autores:
Nowacka, Dorota Anna
Adam Mickiewicz University, Poznan, Poland - [email protected]
Resumen:
As it has been suggested by Cohen (1998: 66), “learning will be facilitated if students are explicitly
trained to become more aware of and proficient in the use of broad range of strategies that can be utilized
throughout the language learning process”. The introduction of strategy training, in his view, can help
foreign language learners master skills and improve overall linguistic performance.
The vital aim pursued in this research project is an attempt to determine the significance of explicitness
in L2 communication strategy training. It is assumed that explicit Strategy-based Instruction (SBI) has
a greater influence on the students’ communicative performance than implicit, procedural training. The
research project has been designed as an attempt to showcase that the explicit SBI effectively assists EFL
learners in their effort to master productive skills of a foreign language. Considering the quantitative
aspects of the applied strategy training, the cross-task analysis of the final scores provides some evidence
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for the efficiency of explicit SBI. What is more, it may be observed that explicit SBI leads to greater and
more elaborate strategy use and also facilitates L2 long-term learning more than implicit instructions.
The intended direction of the paper is to start with the description of the explicit SBI session in the EFL
classroom and then, based on the obtained data, verify its role the development of EFL learners’ communicative competence.
Título: Self-assessment of oral production: Learner accuracy, linguistic competence and implicit training.
Autores:
Pinyana, M. Àngels
[email protected]
Resumen:
Self-assessment is regarded as one of the crucial areas in the promotion of learner autonomy (Dickinson,
1987, 1992; Blanche & Merino, 1989; Harris, 1997; Dam, 1995; Little 2005). Moreover, a number of
benefits are attributed to self-assessment, such as enhancing the learning process, raising the awareness
of learners’ perceived competence or increasing learners’ motivation (Oscarsson, 1989, 1997). However,
some studies have questioned whether learners have the necessary experience to make judgements about
their learning (Pierce, Swain & Hart, 1995; El-Koumi, 2001), hence casting doubts on self assessment
reliability, especially among less proficient L2 learners (Heilenman, 1990).
The current study aims at exploring the area of self-assessment, with special attention placed on oral
production. In particular, the following questions are addressed: Learners’ ability to self-assess their oral
production compared to teacher’s assessment; self-assessment efficacy depending on students’ linguistic
competence; effect of the self assessment instrument on learners’ self-assessment and, finally, the effect
of training for self-assessment on subsequent self-assessment.
Sixteen EFL university undergraduates in Audiovisual Communication were divided into a control
group and an experimental group. Both groups had the same distribution of students: two pairs with
low linguistic competence and two pairs with high linguistic competence. Whereas the experimental
group went through five sessions in nine months, the control group only went through two sessions,
one at the beginning of the study and the other at the end. Each self-assessment session included the
following: (1) a speaking task performed in pairs followed by (2) a think aloud protocol when they
were responding to an oral self-assessment checklist, (3) a stimulated recall protocol, undertaken using
their videotaped task as a prompt, and finally (4) semi-structured interviews in order to clarify any
inconsistencies perceived by the researcher. Furthermore, all the students’ performances were assessed
by two different EFL teachers in order to establish comparisons between learners’ own self-assessment
and teachers’ judgements.
The statistical analysis of the checklist responses show not only that both high and low linguistic competence groups positively correlate with teacher’s assessment but also that the high group reaches statistical
significance in some variables. Results also reflect that accuracy of self-assessment seems to be enhanced
when both, teachers and students, share the criteria for assessment. Finally, the need for explicit training
for self assessment is argued.
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Título: “Sketching a meaningful taxonomy of authentic texts for the bilingual classroom”
Autores:
Bautista Martín, Santiago
Universidad Pontificia de Salamanca - [email protected]
Kaplan de Mizrahi, Nora
[email protected]
Resumen:
The wide range of projects and publications on CLIL (Content and Language Integrated Learning)
appeared during the past few years talks for itself of the rapid growth of L2 immersion learning in monolingual situations in Europe today. In this context, the increasing use of the so-called “authentic” texts
and materials in the classroom to try to create a rich CLIL learning environment seems almost logical
(Sudhoff, 2010). However, much has been argued about the defining characteristics of authentic texts
and the pros and cons of resorting to them in the language classroom.
In this presentation we take as a point of departure the definition of “authentic” given by McDonough
and Shaw (1993):
a term which loosely implies as close an approximation as possible to the world outside the classroom,
in the selection both of language material and of the activities and methods used for practice in the classroom. (43).
We claim that authentic texts might indeed be a useful resource for CLIL classes as they provide genuine
models of L2 and increase students’ autonomy. Nonetheless, there is yet a demand of a meaningful taxonomy of genres that would help CLIL practitioners both to easily identify the text types they encounter
in their subjects and to adjust the language of authentic texts to their learners’ age and level. In this sense, we intend to show a set of strategies that might eventually assist CLIL teachers in making real texts
classification and adaptation an attainable target.
The aim of our proposal is then dual: 1-To articulate a thorough but yet practical classification of text
types, and 2- To provide techniques for the successful adaptation of authentic texts on the basis of learners’
age and level. In other words, we intend to make the most of authentic texts for the bilingual classroom.
Título: Student satisfaction with Spanish on-line vs face-to face courses
Autores:
García-Bayonas van der Kruijf, Mariche
Universidad de Carolina del Norte Greensboro - [email protected]
Resumen:
In this new global era of teaching on-line many institutions have already joined the club of teaching
second languages (L2) on-line. But how are languages taught on-line? Is it really feasible and practicle?
Is student learning comparable to those who learn languages face-to-face? This paper analyzes learning
gains of students in basic Spanish on-line courses versus students in the classroom taught at a Southeastern
University in USA. This paper also examines the student satisfaction with introductory and intermediate
Spanish on-line courses. It also assesses instructors’ opinion and preference over on-line versus face-toface foreign language teaching. Quantitative and qualitative data were collected from students from both
on-line and face-to-face courses using an online survey. Quantitative data indicated increasing satisfaction
with the online course and willingness to enroll in these types of courses by students who have never
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used this format before. Qualitative data showed a trend to choose on-line over face-to-face language
courses in spite of the challenges of an on-line language course. Students expressed a preference to interact
with a computer rather than with classmates and manifested that their affective filter is lowered, which
is conducive to learning. Students in this study felt they learned much by utilizing an on-line textbook,
which includes many written, oral, listening, and reading activities. Results of this study provide insights
into this more frequently employed method of teaching foreign languages. Instructors’ results are also
analyzed and discussed in this paper.
Título: Teaching activities in Spanish ELT textbooks for Bachillerato: do they promote a true
communicative use of language? A sample analysis
Autores:
Alcaraz, Gema
[email protected]
Cerezo, Lourdes
[email protected]
Resumen:
The Spanish curriculum of education states that students are expected to attain a level of proficiency in
a foreign language (FL) equivalent to CEFRL B1 by the end of their compulsory education (Commom
European Framework, 2001; López-Mezquita 2005; Real Decreto -BOE, 2007), being English the first
or majority FL in our country. Yet most of these students do not seem to live up to these expectations. The
implications of this insufficient level of proficiency are serious, since more and more university degrees
are relying on this supposed linguistic competence for the student population to be able to comply with
course requirements (e.g. reading course material in English, working on projects in English, engaging
on international mobility such as Erasmus, etc.). According to the Common European Framework of
Reference for Languages (CEFRL), language teaching and learning must be understood as the acquisition of skills and competences which aim at the ability to communicate in the target language. Are those
goals really achieved? Do textbooks provide teachers with adequate materials for the classroom teaching
action? We will try to analyze the issue and answer the second question from a teaching perspective,
in so far as it can be described and measured through the study of the activities as found in textbooks.
The activities are the teaching units par excellence (Sánchez, 2004, 2009) and their analysis allows to
discover the nature of the action carried out when teaching, and consequently the expected kind of learning
by the students. Even though teaching specific items does not necessarily and always result in learning
those items (Schmidt, 1990, among others), it is true that pedagogical action is usually aiming at specific
goals and we can reasonably assume that most of those goals are also often achieved (Gasparini, 2004).
Communicative teaching assumes a new pedagogical approach aiming primarily at learning language in
use, for communicative purposes, avoiding the emphasis and focus on form (Ellis, N. 1994, 2006, 2008;
Ellis, R. 2005, 2006). In cognitive terms, the communicative method aims first at the proceduralization
and automatization of the language learnt (acquisition, Krashen 1982, 1983). Declarative knowledge
(Anderson, 1983, 2005) may lead towards proceduralization and/or automatization, but it is not per se
the final goal in language teaching; within this perspective, declarative knowledge plays an ancillary
role. According to this, activities developed in the classroom should be in line with this aim and promote
language acquisition through the students’ exposition to input, practice and communicative use, that is,
they should preferably be of an implicit nature. Measuring the implicit and explicit nature of activities will
therefore allow to detect their potential to trigger a true communicative learning and use of the language.
We will use in our study the measuring tool devised by Criado & Al. (2010) and apply it to activities taken
from a textbook for teaching English in the Spanish Bachillerato (Valid Choice, Burlington Books). The
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results will show the implicit potential of the activities analysed and consequently the level of adequacy
of this textbook with the communicative goals prescribed by the official syllabus for teaching English
in Secundaria, in Spain.
Referencias:
Anderson, J. R. (1982). Acquisition of cognitive skill. Psychological Review, 89(4), 369-406.
Anderson, J. R. (2005). Cognitive Psychology and its Implications. New York: Worth Publishers.
Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching And Assessment. Cambridge: Cambridge University Press
Criado, R., Sánchez, A. & Cantos, P. (2010). An attempt to elaborate a construct to measure the degree
of explicitness and implicitness in ELT materials, in Criado, R. & A. Sánchez, Eds. (2010). Cognitive
processes, Instructed Second Language Acquisition and Foreign Language Teaching Materials, IJES,
10 (1), 2010, Murcia: Editum. pp. 103-129
Ellis, N. (1994). Introduction: Implicit and explicit language learning. An overview. In N. C. Ellis(Ed.)
Implicit and explicit learning of languages. pp.1–31. San Diego, CA: Academic Press.
Ellis, N. C. (2006). Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics,
27(2), 164-194.
Ellis, R. (2005). Measuring implicit and explicit knowledge of a second language. A psychometric Study.
Ellis, R. (2006). Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27(3), 431-463.
Ellis. N. (2008) Studies in Second Language Acquistion. Oxford: Oxford University Press.
Gasparini, Silvia (2004). Implicit versus explicit learning: Some implications for L2 teaching, European
Journal of Psychology of Education, 2004, XIX, 2, 203-219.
Krashen, S. (1981). Second language acquisition and second language learning. Oxford, England:
Pergamon.
Krashen, S. D. (1982). Principles and Practice in Second Language Learning. London: Pergamon Press
Ltd.
REAL DECRETO 1631/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas
correspondientes a la Educación Secundaria Obligatoria (BOE núm. 5, de 05/01/2007)
Sánchez, A. (2004). Enseñanza y aprendizaje en la clase de idiomas. Madrid: SGEL, S.A.
Sánchez, A. (2009). La enseñanza de idiomas en los últimos cien años. Métodos y enfoques. Madrid:
SGEL, S.A.
Schmidt, R. W. (1990). Consciousness in second language learning. Applied Linguistics, 11(2), 129-158.
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Título: Teaching non-verbal communication for interaction in intercultural settings
Autores:
Baiget Bonany, Ester
Universitat de Lleida - [email protected]
Resumen:
In the last decades a good deal of research in the fields of anthropology, psychology and ethology has
been carried out on the role of non-verbal communication (NVC) in face-to-face interaction. Thus, several studies conclude that up to 70 % of all messages is conveyed non-verbally, and the great importance
of NVC in intercultural exchanges in our increasingly globalised world is often stressed. However, the
applications and implications of such findings have seldom been translated into practical proposals for
the EFL classroom. This presentation reports on the main findings in some key areas of NVC, namely
oculesics, proxemics and kinesics, and it shows how they can be introduced in a unit of work intended
to raise learners’ awareness of the importance of body language in intercultural communication.
Título: Textbooks and teachers’ classroom action: matches and mismatches in two cognitive parameters
Autores:
Criado, Raquel
[email protected]
Sánchez, Aquilino
[email protected]
Resumen:
Textbooks and teacher’s actions are the two main pedagogical agents in the English Language Teaching
(ELT) classroom. Accordingly, in order to enhance the students’ effective learning, such pedagogical agents
should respect as much as possible the cognitive parameters of knowledge acquisition as revealed by the
contemporary plethora of SLA studies rooted in Psycholinguistics and Neurolinguistics (DeKeyser, 1995,
1997; Ellis, N., 1994, 2005, 2007; Ellis, R., 2005, 2006, 2009; Gasparini, 2004; Hulstijn, 2005; Paradis,
1994, 2009; Sanz & Morgan-Short, 2005; Schmidt, 1990, 1994, 2001; Ullman, 2004, etc.).
In this study we will analyse the pedagogical action of a specific teacher in a class from the first year of
Bachillerato within Spanish Secondary Education and the unit from the textbook on which it is theoretically based, Steps to Success 1 (2010. Oxford University Press). Our analysis will be circumscribed to
two cognitive factors of paramount importance in language learning: a) the nature of the activities regarding their explicit and/or implicit nature, and b) the sequence of those activities in the unit. The role and
relevance of explicit and implicit learning in the acquisition of explicit and implicit knowledge is one
of the hottest current issues in SLA. This is known as the “interface issue”, with three main positions:
strong (DeKeyser, 1998, 2007a, 2007 and elsewhere), weak (N. C. Ellis, 2005, 2007; R. Ellis, 1993) and
no-interface (Hulstijn, 2002; Krashen, 1981, 1982; Paradis, 2009). Our stance, supported by classroom
experience and behavioural data obtained from empirical studies (e.g. DeKeyser, 1995, 1997; De Jong,
2005; Ureel, 2010) is that explicit instruction does play a role in the attainment of effective communicative proficiency. As to sequencing, several studies have highlighted the need for pedagogical sequence to
reflect the cognitive sequence of the processes involved in knowledge acquisition (Criado, 2010; Criado
& Sánchez, 2009; 2010; DeKeyser, 1998, 2007a; Johnson, 1996).
Our objectives are two-fold. Firstly, we will analyse the individual activities as presented by the teacher
and as found in the textbook in order to detect their explicit and implicit potential; the load of explicitness and implicitness will be measured by the tool designed by Criado et al. (2010). Secondly, we will
compare the teaching sequencing in both agents –the development of the classroom action operationalized
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as a series of interconnected activities and the ordering of the activities within the textbook unit– and we
will map the resulting sequences onto the cognitive sequence(s) activated by the human mind according
to the research previously mentioned.
The results will offer useful information on whether the teacher’s action and the related textbook unit
do promote and, to what extent, explicit and implicit knowledge and the right cognitive route in the attainment of language knowledge. Ideally, a high degree of agreement between both pedagogical agents
with the findings from SLA research is to be expected. A mismatch will endanger effective learning and
will demand a thorough pedagogical revision to guarantee the timely activation of the correct cognitive
processes and types of knowledge.
Referencias:
Criado, R. & Sánchez, A. 2009. Cognitive Patterns in the Acquisition of Knowledge and the Sequencing
of Activities in the Organization of Teaching. New Perspectives on English Studies. Eds. M. Amengual,
M. Juan & J. Salazar. Palma de Mallorca: Edicions UIB. 285-294.
Criado, R. 2010. Activity Sequencing in Foreign Language Teaching Textbooks. A Cognitive and Communicative Processes-Based Perspective. Saarbrücken, Germany: LAP Lambert Academic Publishing.
Criado, R., Sánchez, A. & Cantos, P. 2010. “An attempt to elaborate a construct to measure the degree of
explicitness and implicitness in ELT materials”, International Journal of English Studies (IJES), 10(1):
103-129.
Criado Sánchez, R. & Sánchez, A. 2010. Cognitive processes and the P-P-P (Presentation-PracticeProduction model) in contemporary ELT materials. Analysing Data, Describing Variation. Eds. J. L.
Bueno Alonso, D. González Álvarez, U. Kirsten Torrado, A. E. Martínez Insua, J. Pérez Guerra, E. Rama
Martínez & R. Rodríguez Vázquez. Vigo: Universidade de Vigo (Servizo de Publicacións). 227-243.
De Jong, N. 2005. “Can second language grammar be learned through listening? An experimental study”,
Studies in Second Language Acquisition, 27(2): 205–34.
DeKeyser, R. M. 1995. “Learning second language grammar rules: An experiment with a miniature
linguistic system”, Studies in Second Language Acquisition, 17: 379-410.
DeKeyser, R. M. 1997. “Beyond Explicit Rule Learning: Automatizing Second Language Morphosyntax”,
Studies in Second Language Acquisition, 19(2): 195-221.
DeKeyser, R.M. 1998. Beyond focus on form: Cognitive perspectives on learning and practicing second
language grammar. Focus on Form in Classroom Second Language Acquisition. Eds. C. Doughty & J.
Williams. Cambridge: Cambridge University Press. 42-63.
DeKeyser, R. M. 2007a. Introduction: Situating the concept of practice. Practice in a Second Language.
Perspectives from Applied Linguistics and Cognitive Psychology. Ed. R. M. DeKeyser. Cambridge:
Cambridge University Press. 1-18.
DeKeyser, R. M. 2007b. Skill acquisition theory. Theories in Second Language Acquisition: An Introduction. Eds. B. VanPatten & J. Williams. Mahwah, N.J.: Lawrence Erlbaum Associates. 97-114.
Ellis, N. C. 1994. Introduction: Implicit and explicit language learning. An overview. Implicit and Explicit
Learning of Languages. Ed. N. C. Ellis. San Diego, CA: Academic Press. 1-31.
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Ellis, N. C. 2005. “At the interface: Dynamic interactions of explicit and implicit language knowledge”,
Studies in Second Language Acquisition, 27(2), 305-352.
Ellis, N. C. 2007. The Associative-Cognitive CREED. Theories in Second Language Acquisition. An
Introduction. Eds. B. VanPatten & J. Williams. Mahwah, N.J.: Lawrence Erlbaum Associates. 76-96
Ellis, R. 1993. “Second language acquisition and the structural syllabus”, TESOL Quarterly, 27, 91-113.
Ellis, R. 2005. “Measuring implicit and explicit knowledge of a second language. A psychometric study”,
Studies in Second Language Acquisition, 27: 141-172.
Ellis, R. 2006. “Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge”, Applied Linguistics, 27(3): 431-463.
Ellis, R. 2009. Implicit and explicit learning, knowledge and instruction. Implicit and Explicit Knowledge
in Second Language Learning, Testing and Teaching. Eds. R. Ellis, S. Loewen, C. Elder, R. Erlam, J.
Philp & H. Reindeers. Bristol: Multilingual Matters. 1-26.
Gasparini, S. 2004. “Implicit versus explicit learning: Some implications for L2 teaching”, European
Journal of Psychology of Education, 19(2): 203-219.
Hulstijn, J. H. 2002. “Towards a unified account of the representation, processing and acquisition of
second language knowledge”, Second Language Research, 18: 193-223.
Hulstijn, J. H. 2005. “Theoretical and empirical issues in the study of implicit and explicit second language
learning: Introduction”, Studies in Second Language Acquisition, 27(2): 129-140.
Johnson, K. 1996. Language Teaching and Skill Learning. Oxford: Blackwell.
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford, England:
Pergamon.
Krashen, S. D. 1982. Principles and Practice in Second Language Learning. London: Pergamon Press Ltd.
Paradis, M. 1994. Neurolinguistic aspects of explicit and implicit memory: implications for bilingualism
in SLA. Implicit and explicit learning of languages. Ed. N. C. Ellis. London: Academic Press. 393-418.
Paradis, M. 2009. Declarative and Procedural Determinants of Second Languages. Amsterdam: John
Benjamins.
Sanz, C. & Morgan-Short, K. 2005. Explicitness in pedagogical interventions: Input, practice, and feedback. Mind & Context in Adult Second Language Acquisition. Methods, Theory and Practice. Ed. C.
Sanz. Washington D.C.: Georgetown University Press. 234-263.
Schmidt, R. W. 1990. “Consciousness in second language learning”, Applied Linguistics, 11(2): 129-158.
Schmidt, R. 1994. Implicit learning and the cognitive unconscious: of artificial grammars and SLA.
Implicit and Explicit Learning of Languages. Ed. N. C. Ellis. London: Academic Press. 165-209.
Schmidt, R. 2001. Attention. Cognition and Second Language Instruction. Ed. P. Robinson. Cambridge,
UK: Cambridge University Press. 3-32.
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Ullman, M.T. 2004. “Contributions of Memory Circuits to Language: the Declarative / Procedural Model”, Cognition, 92: 231-270.
Ureel, J. 2010. Form-Focused Instruction and the Acquisition of Tense by Dutch-Speaking Learners of
English. Experimental Studies into the Effects of Input Practice and Output Practice. Doctoral dissertation. University of Amsterdam, The Netherlands.
Título: Training to teach and to do research in a bilingual applied linguistics course through team-teaching
and the use of an on-line thematic guide
Autores:
Pastor, Susana
[email protected]
Morell, Teresa
[email protected]
Resumen:
Introducing student-teachers of second and foreign languages to the practice of teaching and researching
in the field within a short period of time, especially when there are two languages involved, has become
a difficult task for many new EU Masters’ programs. In this presentation we relate how we have tackled
this challenge in the Masters for Teaching Spanish and English (L2/FL) http://www.ua.es/dpto/dfelg/
masterL2LE) at the University of Alicante (UA). This descriptive study is divided into a theoretical
and a practical section in which we explain how the course “Applied linguistics for teaching L2/FL and
research methodologies” is structured and what activities the students and teachers deal with in Spanish
and English. The theoretical section covers the principles of second language acquisition and teaching
methodologies, as well as the basic structure and moves of research articles. In the practical section,
the students make use of the two on-line thematic resource guides AcqUA (Acquisition and teaching of
second and foreign languages at the University of Alicante):
ACQUA Español como lengua extranjera and ACQUA English as a Foreign Language
These resource guides allow students to carry out specific catalogue searches within the UA library archives, access the most prestigious editorials, bookshops, e-books, associations, research centres, other
resource guides, on-line language teaching resources, electronic journals, doctoral thesis, data bases,
free access academic search engines and blogs, all within the field of Applied Linguistics in the teaching
and learning of Spanish and English L2/FL. One of the specific students’ activities is to find and make a
critical analysis of a research article from one of the electronic journals listed within the AcqUA resource
guides. This critical analysis has a twofold purpose: first, to become familiar with research methodology,
and second, to help students design, carry out and write their own research project. In this paper presentation, the authors of this study, who are the team teachers of the course described (one uses Spanish as a
vehicular language and the other English), will share their experiences and the evaluation of the course.
Título: Using the Common European Framework of Reference for Languages to assess the students’
command of the FL: the case of the English exam in the University Entrance Examination
Autores:
Díez Bedmar, María Belén
[email protected]
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Resumen:
Nowadays, the Common European Framework of Reference for Languages (CEFR) (Council of Europe,
2001) is the standard used to describe and evaluate the students’ command of a second or foreign language.
In fact, different CEFR levels have been established as entry and/or leaving levels for various BA and MA
programmes in institutions in Spain (Halbach, Lázaro Lafuente and Pérez Guerra, 2010). However, the
CEFR has not been used to empirically evaluate the students’ command of English as a foreign language
at crucial stages of the students’ academic life, such as the University Entrance Examination. Thus, it has
not been possible to attest whether students reach the CEFR level(s) established, fail to do so, or show a
CEFR level higher than expected.
This presentation aims at bridging this gap in the literature by means of a twofold objective. First, to
use the CEFR to evaluate the compositions written in the English exam in the University Entrance
Examination, and explore the level(s) which are awarded to the students’ texts. Second, to analyse
the inter-raters’ reliability when using the CEFR to unveil the problems found when raters use it. To
do so, a learner corpus was compiled with a representative sample of the compositions written on
one topic in the English exam in the University Entrance Examination in Jaén in June 2008. Then,
the 302 compositions in the learner corpus (34.403 words) were evaluated by two independent raters
according to the CEFR.
The findings in this presentation reveal aspects related to: a) the level(s) at which the compositions are
placed in the CEFR; and b) the problems found when using the CEFR to evaluate the students’ compositions in the English exam in the University Entrance Examination. The results obtained may inform
raters, test designers and education authorities of the real levels which are awarded to the students’ compositions at this stage. The data also highlight the rating aspects which would need revision or adaptation
if the CEFR is to be used in the future to evaluate the compositions in the English exam in the University
Entrance Examination.
Referencias:
Council or Europe (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
Halbach, A., Lázaro Lafuente, A. and Pérez Guerra, J. (2010). La acreditación del nivel de lengua inglesa
en las universidades españolas. Madrid: British Council.
Título: Was the servant hit on the head with a bowl by Mrs Jackson in the living room? Is the bag under
the rug? Adapting some traditional games to the teaching of segmental and suprasegmental English
pronunciation
Autores:
Calvo Benzies Almeida, Yolanda Joy
[email protected]
Resumen:
Although the language teaching field has undergone a high number of changes in the last decades (the
introduction of a more communicative way of teaching, the publication of the European Framework of
Reference of Languages, the influence of Information and Communication Technologies, new approaches
such as CLIL…), games have been and still are one of the most entertaining resources EFL teachers can
use in the classroom. Several reasons may explain this situation: 1) games can be used to present, develop
and practise a wide variety of both language skills (listening, speaking, reading and writing) and other
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linguistic areas (pronunciation, vocabulary, grammar), either by emphasizing one skill at a time or by
integrating several skills into the same game; 2) they can be adapted to people of all ages and levels of
proficiency in English; 3) there are hundreds of types of games for all kinds of people (card games, board
games, computer games, detective games, mystery games) and, 4) they engage and motivate students
since they feel the necessity to compete against their classmates, knowing that they have the chance of
winning at the end.
Consequently, in the field of teaching pronunciation, several authors such as Kenworthy (1987), Laroy
(1995), Hancock (1995), Pennock and Vickers (2000), Paz Framil (2000), Palacios (2000) and Estebas
Vilaplana (2009) encourage teachers to use games in EFL classes to practise both segmental and suprasegmental features of English pronunciation. Moreover, they describe some interesting games to carry out
in the classroom, in most cases, of their own creation. Nevertheless, teachers could also use commonly
known games to develop their students pronunciation skills. Therefore, this paper aims at (1) adapting
some traditional games such as Bingo, Cluedo, Monopoly, Battleship or Snap so as to practise different
aspects of English pronunciation, both at a segmental and a suprasegmental level and (2) providing some
practical examples and ideas of such adaptations.
Each of the games will be addressed to Spanish learners of English and thus will take into account the
problems Spanish students of English tend to have regarding English pronunciation according to the
results of previous studies, such as Kenworthy (1987), Sánchez Benedito (1994), Alcaraz and Moody
(1999), Palacios Martínez (2000) and Estebas Vilaplana (2009). Moreover, each of them will be adapted to
different ages and levels of proficiency, thus providing teachers with easy ideas to take into consideration
when teaching their particular students different aspects of English pronunciation.
Referencias:
Alcaraz, Enrique and Moody, Brian 1999: Fonética inglesa para españoles. Alcoy: Marfil.
Council of Europe 2001: Common European framework of reference for languages: learning, teaching,
assessment. Cambridge: Cambridge University Press.
Estebas Vilaplana, Eva 2009: Teach yourself English pronunciation: an interactive course for Spanish
speakers. Oleiros: Netbiblo.
Hancock, Mark 1995: Pronunciation games. Cambridge: Cambridge University Press.
Kenworthy, Joanne 1987: Teaching English pronunciation. New York: Longman Group UK Limited.
Laroy, Clement 1995: Pronunciation. Oxford: Oxford University Press.
Palacios Martínez, Ignacio Miguel 2000: “Improving learner´s pronunciation of English: some reflections
and some practical tips”. José María Ruiz; Patrick Sheerin and Cayetano Estebánez, eds. Estudios de
metodología de la lengua inglesa. Valladolid: Universidad de Valladolid. 17-40.
Paz Framil, Alba 2002: Funny stories for remedial pronunciation self-study and classroom”. Santiago
de Compostela: Universidade de Santiago de Compostela.
Pennock, Barry and Vickers, Peter 2000: “Some notes on the teaching of English pronunciation” in Ferrer
Mora, Hang; Pennock Speck, Barry; Bou Franch, Patricia and Gregorii Signes, Carmen (eds.). Teaching
English in a Spanish setting (2001) Valencia: Departamento de Filología Inglesa y Alemana. Universidad
de Valencia, pp, 231-241.
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Sánchez Benedito, Francisco 1994: Manual de pronunciación inglesa comparada con la española. Madrid: Alhambra Longman.
Título: Web 2.0 based feedback in e-learning of ESP
Autores:
Espinosa Anke, Luis
[email protected]
Resumen:
One of the great assets that web-based tools have to offer in Computer Assisted Language Learning is
their enabling of a fully functional self-directed learning curriculum (Carver, 1983; Gatehouse, 2001). In
order to achieve this, an endless number of authoring tools is available to language teachers, and one of
today’s focus is put mainly on how to provide students with an environment that tackles most linguistic
phenomena in their learning process.
Many of these environments benefit from self-correcting activities. Some of the most widely known
authoring tools offer immediate feedback to the students according to their input, usually by matching
a string of characters or evaluating an answer in a binary (True-False) fashion. However, research in
the field of automated interaction explicits the concern to adapt machine’s feedback to students’ needs
(Pujolà 2001; Heift 2001,2002; Felix, 2003; Vasilyeva, 2007; Harbusch, Itsova, Koch, & Kühner, 2008,
2009), and how to apply it effectively to e-learning environments such as Moodle in English for Specific Purposes curricula (Kavaliauskienė, 2011). What follow are some of the most prominent drawbacks
identified in automated feedback in CALL:
Frequently dehumanized and out-of-context messages.
Student’s progress is seldom taken into consideration.
Only absolute assessment (Right – Wrong)
Student’s metacognition does not benefit from drills-based language activities.
This paper presents an attempt to combine self-correcting language activities developed with the authoring tool Hot Potatoes and web 2.0 (O’Reilly, 2005) technology. The services used in this research
were: 1) Combination of blogs1 and online polls2 for multiple-choice exercises and 2) an online review
system3 for fill in the gaps activities.
The text is structured as follows: Firstly, bibliography in the field of CALL and feedback implementation is reviewed. Secondly, it is discussed how the advent of Personal Learner Environments
influenced recent CALL advancements. Thirdly, an attempt to combine web 2.0 technology and selfcorrecting activities is presented. Evaluation results by means of a survey are afterwards showed
and discussed.
Our assumption is that the learning process can benefit from this approach in three ways: 1) Interaction
among peers comes into place, while at the same time the principle of immediacy remains; 2) This
interaction fosters collaborative learning and thus incorporates a cognitive approach to the student’s
autonomous learning, and 3) Linguistic levels beyond the word level are brought to the student’s attention.
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The potential of the proposal and the degree of satisfaction students showed was examined by means of
1) a set of sessions and activities where they could compare both feedback approaches and 2) an evaluation survey.
Final survey results indicate two main tends: 1) Students generally find it easier to solve an activity when
task-specific feedback is made available to them, and 2) The general opinion was that students valued
collaborative feedback, although not enough to eliminate automatic computer-generated responses from
their learning process.
1www.blogger.com
2www.twiigs.com
3www.reviewbasics.com
Referencias:
Carver, D. (1983). Some propositions about ESP. The ESP Journal, 2, 131-137.
Felix, U. (2003). “Humanising automated on-line learning through intelligent feedback”. Interact,Integrate,
Impact: Proceedings of the 20th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education. Adelaide, 7-10
Gatehouse, K. (2001) “Key Issues in English for Specific Purposes (ESP) Curriculum Development” The
Internet TESL Journal, Vol. VII, No. 10 http://iteslj.org/Articles/Gatehouse-ESP.html
Harbusch, K., Itsova, G., Koch, U., & Kühner, C. (2008). The Sentence Fairy: A natural-language generation system in support of teaching essay writing to elementary school children. Computer Assisted
Language Learning, 4, 339-352.
Harbusch, K., Itsova, G., Koch, U., & Kühner, C. (2009). Computing Accurate Grammatical Feedback
in a Virtual Writing Conference for German-Speaking Elementary-School Children: An Approach Based
on Natural Language Generation. 2000CALICO Journal, 26(3, p-p 626-643).
Heift, T. (2001). Error-specific and individualised feedback in a Web-based language tutoring system:
Do they read it? ReCall, 13 (1), 99-109.
Heift, T. (2002). Learner control and error correction in ICALL: Browsers, peekers and adamants. CALICO, 19 (3), 295-313.
Kavaliauskienė, G. (2011). MOODLE in English for Specific Purposes at Mykolas Romeris University,
Socialinis Darbas 2011 m. Nr.10(1) (p-p 112-119).
O’Reilly, T. (2005) “What Is Web 2.0. Design Patterns and Business Models for the Next Generation of
Software” http://www.oreillynet.com/pub/a/oreilly/tim/news/2005/09/30/what-is-web-20.html?page=1
Pujolà, J-T. (2001). Did CALL feedback feed back? Researching learners’ use of feedback. ReCall,
13 (1), 79-99.
Vasilyeva, E. (2007). Towards personalized feedback in educational computer games for children.
In Proceedings of the Sixth Conference on IASTED International Conference Web-Based Education (pp.
597-602). Chamonix, France: IASTED.
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Lenguas para fines específicos
Título: A Preliminary Research on the PCK Components of Business English Teachers: Comparison
between Experienced and Novice Teachers
Autores:
Wu, Peng
The Chinese University of Hong Kong - [email protected]
Resumen:
Since the concept of PCK (pedagogical content knowledge) was first introduced, many researches have
been conducted to examine it and its implications in teacher development. Most of them have examined
PCK components and interrelation among the components for the purpose of describing a complete picture
of teachers’ knowledge base. They claims PCK will enable a teacher to teach effectively by applying what
teachers know to what teachers do since PCK’s components mutually define the pedagogical reasoning
and action. PCK as a tool in research has generated wide research into teacher knowledge especially in
science field, but little research has been done with regard to the PCK components of Business English
(BE) teachers. This paper tries to highlight the important PCK components of BE teachers through a
comparative analysis between experienced and novice teachers of one module in a Chinese Institute. Four
teachers in this module are selected according to their teaching experience. Through class observation, the
researcher found that experienced teachers and novice teachers adopted different ways to explain and to
represent the topics of subject matter. Feedback from students has also shown differences among them.
Through an in-depth interview, we found experienced and novice teachers differ in their understanding
of teaching Business English as a subject, their conception of representation in teaching Business English
and their belief in teaching outcomes of Business English, their perception of assessment. The paper tries
to address four PCK components of Business English teachers: “knowledge of students understanding”,
“curricular knowledge”, “knowledge of instructional strategy”, and “the conception of purposes for teaching subject matter”. Data from questionnaires, portfolio, classroom observation and in-depth interviews
will be employed to present an overall picture of the BE teachers’ PCK.
Título: Aplicaciones del análisis contrastivo y la lingüística del corpus del grupo ACTRES: el generador
de textos y su módulo léxico
Autores:
López Arroyo, Belén
Universidad de Valladolid - [email protected]
Resumen:
El análisis contrastivo de corte funcional presenta una serie de fases relevantes para la descripción de
similitudes y diferencias interlingüísticas tales como la descripción, yuxtaposición y contraste (Kreszowski
1991, Rabadán 2002 y 2007). Este tipo de estudio, acompañado por la lingüística del corpus, ha demostrado una serie de resultados relevantes en diferentes campos y lenguajes de especialidad tales como la
medicina, economía, enología, por citar algunos ejemplos. Sin embargo, no existen muchos estudios que
den un paso más allá de este análisis y que apliquen estos resultados con el fin de desarrollar herramientas
válidas para profesionales o para el mundo de la empresa, tal y como la sociedad y la situación económica
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actual demandan. El grupo ACTRES se dedica actualmente al desarrollo de herramientas que sean de
ayuda a profesionales a la hora de desarrollar su trabajo en lengua inglesa. Una de ellas es el llamado
‘Writing generator’ un programa de ayuda a la escritura de textos especializados como abstracts, reports
y minutes y que integra diferentes aplicaciones. En el presente estudio presentaremos nuestro ‘generator’
aunque nos centraremos en una de sus aplicaciones posteriores, el módulo léxico.
Título: Business abstracts, still a neglected genre?
Autores:
Piqué Noguera, Carmen
Universidad de Valencia - [email protected]
Resumen:
Abstracts have become an indispensable tool for researchers in their search for selected papers that may
be relevant to them in their projects, although they have been considered a neglected genre (Swales,
1990). Recent research, however, has shown that the situation has been gradually changing (Swales,
2004; Swales and Feak, 2009, 2010). The fact that abstracts have to compete for the attention of readers
grants them a specific importance in the writer-reader relationship and, therefore, the better the abstract
the more chances a paper will have to ultimately be read by the readership. Thus, there is a lot to be said
about business abstracts if they are to become a marketization tool (Hyland, 2000) of the papers they
represent. Business professionals and academics have already stressed the need for further research and
have called attention to the fact that most often business communicators go somewhat for free, particularly
when dealing with organizational writing (Amidon, 2008), often ignoring accepted rules and guidelines
for business writing (Thomas, 1999). The purpose of this paper is to carry out an in-depth analysis of a
corpus of traditional one-paragraph business abstracts in order to see the amount of information contained
in them. The study is based on 310 abstracts, published between 1970 and 2010, from the Journal of
International Business Studies, a journal included in the list “IDEAS/RePEc Simple Impact Factors for
Journals”, and also listed in the ESSEC Business School’s “Ranking of Journals 2009/2010”. The analysis
will be done following Weissberg and Buker’s (1990) abstract model to study the presence of moves and
consequently ascertain the information contained therein. The results show, first of all, that there is an
over-abundance of abstracts with a minimum of information, which can be classified as indicative, mainly
reducing it to the purpose of the paper and little more. Secondly, if abstracts are to convince readers to
go on reading the research articles they precede, they either should contain more detailed information,
following an internal structure, or simply adopting a fixed external structure similar to what has been
done in other disciplines, such as medicine or psychology, in order to ensure they provide the necessary
information to achieve their function. The findings suggest that journal editors are not totally aware of the
importance of abstracts and of their pivotal role in academic communication; more research into this genre
is needed if abstracts are to become the true promotional genre (Lindeberg, 2004) they are intended to be.
Referencias:
Amidon, S. (2008). “The learning history: analyzing an emerging genre”. Journal of Business Communication 45: 451-482.
Hyland, K. (2000). Disciplinary Discourses. Social Interactions in Academic Writing. Harlow: Longman.
Lindeberg, A.-C. (2004). Promotion and Politeness. Conflicting Scholarly Rhetoric in Three Disciplines.
Åbo: Åabo Akademi University Press.
Swales, J. M. (1990). Genre Analysis. English in Academic and Research Settings. Cambridge: Cambridge
University Press.
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Swales, J. M. (2004). Research Genres. Exploration and Applications. Cambridge: Cambridge University
Press.
Swales, J. M. & C. B. Feak (2009). Abstracts and the Writing of Abstracts. Ann Arbor: The University
of Michigan Press.
Swales, J. M. & C. B. Feak (2010). “From text to task: putting research on abstracts to work” in M. F.
Ruiz-Garrido, J. C. Palmer-Silveira & I. Fortanet-Gómez (eds.), English for Professional and Academic
Purposes. Amsterdam – New York: Rodopi, pp. 167-180.
Thomas, J. (1999). “Business writing in history: What caused the dictamen’s demise”. Jourrnal of Business Communication 36,1: 40-54.
Weissberg, R., & S. Buker (1990). Writing up research. Experimental research report writing for students
of English. Englewood Cliffs, NJ, Prentice Hall Regents.
Título: CLIL methodology in higher education: integrating the English language across the chemical
engineering curriculum
Autores:
Bocanegra, Ana
[email protected]
Perea Barber, Mar
[email protected]
Romero Zúñiga, Luis Enrique
Universidad de Cádiz - [email protected]
Resumen:
Content and language integrated learning (CLIL) has lately been adopted at tertiary level as a window
of opportunity to learn a foreign language (FL), usually English, at the same time students attend their
subject-matter courses. In pursuance of the European Space for Higher Education, the European Union
has dealt with this issue in many ways and put into action several programmes and measures that support
CLIL (see for instance the Eurydice (2006) survey or the European Commission (2003) action plan on
the promotion of language learning and linguistic diversity). The connection between language learning
and content learning has also been the focus of the latest literature on FL pedagogy and the number of
publications has spread both on a theoretical and practical basis to provide sound knowledge and good
practices across all educational levels (see Ruiz de Zarobe, Sierra and Gallardo (2011), Coyle, Hood and
Marsh (2010), or Dafouz and Guerrini (2009), among others).
This paper discusses a research project carried out at the Spanish University of XXXXX with the aim
of integrating specialised FL learning in the degree of Chemical Engineering. The target language was
English, and the content course was “Control and instrumentation of chemical processes” (CICP). Both
language and subject-matter teachers collaborated towards the blending of language and content in the
CICP course and were equally involved in the planning, development, implementation and gathering of
results within the scope of the project.
The general objectives pursued were: to make full use of computer-based resources, such as the Moodle
platform, as effective tools for the learning of a FL such as Chemical Engineering English; to encourage
autonomous learning and lifelong learning; to foster cooperative learning techniques within ordinary
classroom work; and to promote the use of online learning resources, such as dictionaries and specialised
glossaries. Together with these, more CLIL-oriented objectives were set so that, at the end of the whole
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process, learners were expected: to learn some basic terminology used in CICP texts, both in English
and Spanish; to know the precise and particular meaning of such terminology; to use such terminology
appropriately when following the course; to relate such terminology to the professional context as it is
currently used; to become familiar with the pronunciation of the English terms; to be able to provide
complete and relevant definitions of the terms, in both languages.
By making use of the Glossary tool available at the Moodle platform, as well as other ancillary resources
such as the “audio generator” tool, CICP students were required to develop an online glossary of useful
CICP terms, with English-Spanish definitions, pronunciation chunks and relevant illustrations towards a
final product: an online glossary of specialised terms; that is to say, a bilingual English-Spanish glossary
of CICP terms developed by CICP students for CICP students within the CICP course. This paper gives
full account of the whole process, the roles of both content and language teachers, and the main outcomes.
Conclusions are expected to provide insights to teachers and researchers involved in similar projects.
Referencias:
Coyle, D., P. Hood and D. Marsh (2010). Content and Language Integrated Learning. Cambridge: Cambridge University Press.
Dafouz, E. and M. C. Guerrini (eds.). (2009). CLIL across Educational Levels: Experiences from Primary,
Secondary and Tertiary Contexts. Madrid: Santillana Educación / Richmond Publishing.
Eurydice (2006). Content and Language Integrated Learning (CLIL) at School in Europe. Brussels:
European Commission, Directorate-General for Education and Culture. URL: http://www.mp.gov.rs/
resursi/dokumenti/dok36-eng-CLIL.pdf
European Commission (2003). Promoting Language Learning and Linguistic Diversity: An Action Plan
2004 – 2006. Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee of the Regions, COM(2003) 449 final. Brussels. European Commission.
URL: http://europa.eu.int/comm/education/doc/official/keydoc/actlang/act_lang_en.pdf
Ruiz de Zarobe, Y., J. M. Sierra and F. Gallardo del Puerto (eds.). (2011). Content and Foreign Language
Integrated Learning. Contributions to Multilingualism in European Contexts. Bern: Peter Lang.
Título: Comparación forense de voces mediante el análisis multidimensional de las pausas rellenas
Autores:
Cicres Bosch, Jordi
Resumen:
En fonética forense, un objeto de estudio utilizado habitualmente en las comparaciones forenses de voces son las pausas rellenas (sonidos dubitativos). Hasta la actualidad, varios autores han analizado estos
sonidos desde distintos puntos de vista. Por ejemplo,
Künzel (1997) afirma que “Individuals tend to be quite consistent in using ‘their’ respective personal
variant of the hesitation sound, in particular with respect to the optional addition of a bilabial nasal consonant and the colour of the vocalic component”. Otros autores, como Foulkes, Carrol y Hughes (2004)
las analizaron desde el punto de vista de la variación social. Concretamente, por un lado demostraron que
acústicamente presentaban igual o menor variabilidad que las vocales léxicas (especialmente en el tercer
formante); por el otro, encontraron diferencias estadísticamente significativas en el contraste con variables
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sociolingüísticas (género, edad y nivel socio-económico). Finalmente, desde el punto de vista acústico,
Cicres y Turell (2005) y Cicres (2007) estudiarion con mayor profundidad las características acústicas de
dichos segmentos, con el análisis de 19 variables relacionadas con la calidad de la voz (González et al.,
2002). Los resultados mostraron diferencias significativas entre hablantes (variación inter-hablante) en
la mayoría de estas variables, y diferencias no significativas en las distintas realizaciones de un mismo
hablante (variación intra-hablante).
En esta comunicación voy a presentar resultados preliminares de identificación de hablantes basados
en el análisis discriminante de las propiedades acústicas de las pausas rellenas (formantes y parámetros
relacionados con la calidad de la voz).
En total se han analizado 150 sonidos dubitativos pertenecientes a 15 grabaciones distintas, 5 de las cuales
son de control, y las otras 10 pertenecen a grabaciones dubitadas y sus correspondientes indubitadas de
casos forenses reales ya juzgados.
Los resultados muestran solo un 47,7% de clasificaciones correctas en el análisis cruzado si se analizan
únicamente los formantes vocálicos de los sonidos dubitativos. El porcentaje, en cambio, asciende al
70% añadiendo las variables referentes a la calidad de la voz. Finalmente, al analizar las grabaciones
dubitadas, como mínimo el 80% de sus pausas rellenas eran clasificadas correctamente junto con las de
su grabación indubitada correspondiente.
Referencias:
Cicres, J. y M. T. Turell (2005). El análisis multidimensional de la voz como herramienta para la identificación del hablante en fonética forense. Actas del VI Congreso de Lingüística General, Servicio de
Publicaciones de la Universidad de Santiago de Compostela.
Cicres, J. (2007). Análisis discriminante de un conjunto de parámetros fonético-acústicos de las pausas
llenas para identificar hablantes. Síntesis Tecnológica 3 (2), p. 87-96.
Foulkes, P., G. Carrol y S. Hughes(2004). Sociolinguistic and Acoustic Variability in Filled Pauses.
Comunicación presentada a la International Association for Forensic Phonetics and Acoustics Annual
Conference, 28-31 julio, Helsinki.
González, J., T. Cervera y J. L. Miralles (2002). Análisis acústico de la voz: fiabilidad de un conjunto de
parámetros multidimensionales. Acta Otorrinolaringológica Española 53. 256-268.
Künzel, H.J. (1997). Some general phonetic and forensic aspects of speaking tempo. Forensic Linguistics.
The International Journal of Speech, Language and the Law 4 (1), 48–83.
Título: Designing a syllabus: english for medicine in the ehea, employability in mind
Autores:
Bellés, Begoña
[email protected]
Kozlova, Inna
[email protected]
Resumen:
Responding to the current need to design specific university ESP courses we present methodological
considerations on such a design related to the recent European concerns on the new degrees (Carrió139
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Pastor 2009, Cianflone 2010). In this paper we try to find a meeting point in between the academic and
the professional worlds. Since the Bologna declaration (June 1999) there have been meetings every two
years in order to advance in the creation of what we currently call the EHEA (European Higher Education
Area). In one of those meetings (2007) they became aware «that a significant outcome of the process
will be a move towards student-centred higher education and away from teacher driven provision»; this
concern led towards the coinage of employability, that is, European universities should aim at offering
degrees where the main outcome pursued be to facilitate the access to the labour market to graduate
and postgradute students. While a specific “in-company” course is essentially based on language needs
analysis at a specific workplace, the procedure is different when the course is addressed to undergraduate,
especially 1st year students, as it is the case. The present study analyses how to design a syllabus for first
year Medicine degree students in their English for Medicine subject. Generally, students take a placement test to account for differences in their general language level, provided that their faculty can afford
having at least two parallel groups. However, the targeted “specific language needs” of these students are
uncertain, as well as the characteristics of such course “on demand”, including the degree of its specificity
(Cianflone 2010) and the skills to master. These are finally determined jointly by the lecturer (an expert
in the field or a language professional ready to become one) and a group of labor market representatives,
who, in this particular case, are medicinal practitioners (MPs) that have to work together with the English
language lecturer enhancing team work (Campoy-Cubillo et al. 2010).
Referencias:
Campoy-Cubillo, M. C.; Bellés-Fortuño, B.; Gea-Valor, M.-L. (Eds.) 2010. Corpus-based Approaches
to ELT. London / New York: Continuum.
Carrió Pastor; M-L. 2009. “Enhancing learner-teacher collaboration through the use of on-line activities”
in Gonzalez-Pueyo, I.; C. Foz Gil, M. Jaime Siso i M. Jose Luzon Marco (eds.) Teaching Academic and
Professional English Online: 107-127. Bern: Peter Lang.
Cianflone, E. 2010. “What Degree of Specificity for ESP Courses in EFL Contexts? A Preliminary Case
Report for the Degree in Mediterranean food-and-wine Sciences and Health” in Scripta Manent 5/1-2 : 3-8.
Título: El español como lengua extranjera: evaluación de su rendimiento y utilidad para los futuros
docentes
Autores:
Rafe Jedeh Al momani, Renad
Universidad de Jordania/Amman - [email protected]
González Freire, Jose Manuel
Universidad de Colima, México - [email protected]
Ahmad Awad, Linah
Universidad de Jordania - [email protected]
Resumen:
La enseñanza del español como lengua extranjera en el ámbito universitario tiene como finalidad desarrollar la capacidad de los alumnos como una necesidad para que su formación académica satisfaga su
expectativa profesional (Zubieta y Susinos, 1992). Este objetivo se ve condicionado por varios problemas
como es la diferencia del conocimiento del uso comunicativo del español por parte de esos alumnos y
del conocimiento profesional profundo de la lengua en cuestión; la deficiencia de su habilidad al tratar
temas específicos como la teoría lingüística y el salto a la práctica como segunda fase de profesionalidad
(González Nieto, 2001). Se pretende mediante este trabajo cuestionar la efectividad del conocimiento
teórico, poniendo de relieve los problemas que encontramos en nuestro quehacer diario con los alumnos
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en clase. Hemos escogido los modelos de exámenes como un primer indicador de esta incapacidad lingüística, así como una encuesta que se prepara para poner el acento sobre el rendimiento de los cursos
de metodología del español como lengua extranjera. Los resultados se completarán con la presentación
de algunas sugerencias de mejor planificación de esos métodos, de los cursos que se imparten según el
perfil de nuestros alumnos y la adecuación del contenido según la necesidad que tienen estos al presentar
un buen bagaje científico, sólido y apropiado.
Título: El papel de los esquemas de imagen en la conceptualización de la crisis financiera
Autores:
Peña, Sandra
[email protected]
Resumen:
Esta propuesta analiza el modo en que conceptualizamos la actual crisis financiera por medio de esquemas de imagen dentro del marco de la Lingüística Cognitiva. Numerosos estudios han abordado el
estudio del lenguaje comercial y económico desde esta perspectiva y han resaltado el papel fundamental
que juegan dominios fuente como los animales, las plantas, la salud, los deportes o esquemas de imagen
como VERTICALIDAD, CAMINO o FUERZA (White, 1996, 2004; Boers, 2000; Charteris-Black, 2000;
Cortés de los Ríos, 2001, 2010; Herrera y White, 2001; Rocamora, 2004; Forceville, 1996, 2006; Rojo
y Orts, 2008; Velasco y Cortés de los Ríos, 2009). En este sentido, Cortés de los Ríos (2010) ofrece un
estudio de los mecanismos cognitivos que subyacen a las expresiones que versan sobre la actual crisis
financiera y que aparecen en siete portadas de la prestigiosa revista The Economist durante 2008. Entre
ellos, la autora hace mención a varios esquemas de imagen (por ejemplo, VERTICALIDAD, CAMINO,
FUERZA, RECIPIENTE, CICLO, EQUILIBRIO, etc.). Rojo y Orts (2008) también se centran en el
lenguaje que alude a la crisis económica en un estudio comparativo de varios artículos de la versión
inglesa de The Economist y de la versión española El Economista, todos ellos correspondientes al año
2007, y analizan los esquemas de imagen de CAMINO y VERTICALIDAD. Esta propuesta tiene como
finalidad principal ahondar en el componente imagístico-esquemático que subyace a la conceptualización
de la actual crisis financiera en un variado corpus de artículos y textos en inglés (por ejemplo, artículos
de revistas como The Economist e incluso blogs especializados). Con tal fin, se tomará como base la
taxonomía de esquemas de imagen propuesta por Peña (2008) y se hará especial hincapié en esquemas
de imagen que no han sido analizados en este tipo de discurso, como el de TODO-PARTE, en los diferentes tipos de FUERZA postulados por Johnson (1987) y en el componente axiológico y experiencial
de dichos constructos cognitivos.
Referencias:
Boers, F. 2000. Enhancing Metaphoric Awareness in Specialised Reading. English for Specific Purposes
19(2): 137-147
Charteris-Black, J. 2000. Metaphor and vocabulary teaching in ESP economics. English for Specific
Purposes 19: 149-165.
Cortés de los Ríos, M.E. 2001. Nuevas Perspectivas Lingüísticas en la Publicidad Impresa Anglosajona.
Almería: Servicio de Publicaciones de la Universidad de Almería.
Cortés de los Ríos, M.E. 2010. Cognitive devices to communicate the economic crisis: An analysis through
covers in The Economist. Ibérica 20: 81-106.
Forceville, C. 1996. Pictorial Metaphor in Advertising. London: Routledge.
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Forceville, C. 2006. Non-verbal and multimodal metaphor in a cognitivist framework: Agendas for research. En G. Kristiansen et al. (eds.), Cognitive Linguistics: Current Applications and Future Perspectives. Berlin: Mouton de Gruyter, pp. 379-402.
Herrera, H. y White, M. 2001. Business is a war or the language of takeovers. En M. Ruiz de Mendoza,
F.J. (coord.), Panorama actual de la lingüística aplicada. Conocimiento, pensamiento y uso del lenguaje
1. Logroño: AESLA. pp. 231-240.
Johnson, M. 1987. The Body in the Mind. The Bodily Basis of Meaning, Reason and Imagination. Chicago: University of Chicago Press.
Peña, M.S. 2008. Dependency systems for image-schematic patterns in a usage-based approach to language. Journal of Pragmatics 40(6): 1041-1066.
Rocamora, R. 2004. Cognitive devices throughout different advertising styles: How metaphors sell
holidays. En I. Sanz y A. Felices (eds), Las Nuevas Tendencias de las Lenguas de Especialidad en un
Contexto Internacional y Multicultural. Granada: Universidad de Granada, pp. 839-847.
Rojo, A.M. y Orts, M.A. 2008. Conceptual metaphors and translation: A comparative study of metaphors.
En Sánchez, P. et al. (eds.), Researching and Teaching Specialized Languages: New contexts, New Challenges. Murcia: Editum, pp. 424-434.
Velasco, M.S. y Cortés de los Ríos, M.E. 2009. Persuasive nature of image schematic devices in advertising: their use for introducing sexism. Revista Alicantina de Estudios Ingleses 22: 239-270.
White, M. 1996. La metáfora en el tratamiento de la crisis monetaria en la prensa británica. Madrid:
Servicio de publicaciones de la Universidad Complutense de Madrid.
White, M. 2004. Turbulence and turmoil in the market or the language of a financial crisis. Ibérica 7: 71-86.
Título: El uso de podcasts como apoyo en la enseñanza de idiomas
Autores:
Calle, Cristina
[email protected]
Resumen:
Los podcasts juegan un papel cada vez más importante en la enseñanza de idiomas. La tecnología podcasting está expandiéndose en la educación y en el aprendizaje en formas muy visibles y diversas. El
iPod no es solamente un instrumento para la apreciación individual de audio y ocio, sino una herramienta
mediante la cual se obtienen recursos, servicios y contenidos educativos (Chan & McLoughlin, 2007).
Desde 2005, se han producido rápidos avances en el podcasting, una nueva tecnología para la difusión
de programas de audio en Internet. El podcasting se creó originariamente para transmitir información
y entretenimiento. Pero pronto los educadores vieron el enorme potencial que tenía para la enseñanza y
el aprendizaje. Muchos autores han señalado los increíbles beneficios que el podcasting puede ofrecer
a la enseñanza de idiomas, especialmente en lo que respecta al desarrollo de las destrezas de listening y
speaking de los aprendices.
En un mundo cada vez más tecnologizado, los estudiantes necesitan habilidades digitales y competencias
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mos una propuesta de innovación que apunta a mejorar las destrezas orales a través del podcasting en un
curso universitario de inglés de negocios atendiendo a las necesidades de los alumnos. Los resultados
han demostrado sumamente un gran acierto al usar estos recursos ya que los alumnos se encontraron más
motivados a leer, escribir e indagar, a la vez que desarrollaron destrezas orales y auditivas que cubrieran
sus necesidades futuras como negociar contratos, dirigir reuniones, hacer presentaciones o saber relacionarse en viajes de negocios. Hay que destacar que hemos usado la tecnología podcasting dentro de
la creación de wikis como recurso de apoyo a la enseñanza. Para la realización de las actividades orales,
los estudiantes tuvieron que hacer uso de herramientas de grabación de voz y de hacer videos.
El artículo comienza con el podcasting en la enseñanza del inglés. Esto incluirá: a) cómo encontrar ELT
(English Language Teaching) podcasts, b) el contenido de ELT podcasts en la Web y cómo utilizar esos
recursos para mejorar las destrezas auditivas de los aprendices.
Entre las ventajas del podcasting en la educación superior se encuentran: flexibilidad y control para el
alumno, motivación y compromiso del estudiante, mejora del conocimiento y una nueva vía para presentar
la información y el material de estudio. El podcasting ofrece movilidad y autonomía para el aprendizaje
y fomento del debate a la vez que una serie de posibilidades para que los estudiantes se conecten, se
comuniquen, creen y compartan ideas y aprendan a través de procesos de colaboración mediada por la
tecnología. En este sector, “podcasts are being created mainly as experiential, authentic, group based
constructivist learning experiences” (Atkinson, 2006, p.21).
Título: Figurative expressions in the French business press
Autores:
Negro, Isabel
[email protected]
Figurative expressions have been vastly researched in the last years. Recent investigations (e.g. Boers
1999; Herrera and White 2006, 2008, 2010) have shown the heavy presence of metaphor and idioms in
the domain of economics. The bulk of research has focused on metaphorical expressions in the English
and Spanish economic discourse. The present paper provides a corpus-based analysis of figurative expressions in the French business press. We discuss two types of expressions: linguistic metaphors and
idioms. The former draw upon diverse metaphorical frames, including the anthropomorphic frame, war
and nature. The occurrence of the latter in headlines reveals their communicative function. We have also
encountered several instances of idiomatic variation, which contribute extra communicative impact and
sometimes touch upon the semantic motivation of the idiom.
Título: Foreign Language Assistants in Elementary School: Considerations on in-class performance in
terms of field of study at college
Autores:
Jiménez Garrido, Amador
Denver Montclair International School - [email protected]
Resumen:
In order to bolster multilingualism in Andalucía, the community government has emphatically fought for
the inclusion of foreign language assistants (henceforth FLA) in every school with bilingual curriculum.
The present investigation examines one of the potential issues in this cohabitation in the class, the field
of study of the participants, as it is not required to have finished or be a student of education sciences
or pedagogy. A total of 112 assistants, mainly native speakers of English but also French, and the same
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number of teachers who shared classroom with were surveyed to obtain information on the quality of
the performance teaching English as a second language to children. Results indicated students from
education sciences or similar received a better appraisal by subjects and likewise, they were in general
more satisfied with their work than their counterparts who were not educators. Conclusions are drawn
and suggestions to make the interaction teacher and FLA smoother are proposed.
Título: La coocurrencia de rasgos lingüísticos en la definición de género de las Presentaciones orales
académicas EFE
Autores:
Ainciburu, Maria Cecilia
Università di Siena y Nebrija Universidad - [email protected]
Villar, Claudia
Universität Mannheim - Romanisches Seminar - [email protected]
Resumen:
La definición macro y microestructural de los rasgos distintivos de un género textual son fundamentales en
la didáctica y la evaluación de las lenguas y en especial de su declinación en fines específicos. Este trabajo
afronta la caracterizaciòn de las Presentaciones orales académicas del Español como lengua extranjera.
La investigación analiza las presentaciones orales en español que constituyen una forma de evaluación
final de grupos de estudiantes universitarios alemanes e italianos de diferentes disciplinas. Para ello: se
revisan los conceptos generales de género en relación a las presentaciones orales y los aportes empíricos
de definición de géneros académicos que utilizan una metodología cuantitativa basada en la coocurrencia
de rasgos lingüísticos ligados a tipos textuales y a focos dimensionales de índole cognitiva (Biber 2004
y ss, Parodi, 2007 y ss).
Se forma un corpus de en el que se marcan rasgos de tipo léxico, gramatical y morfosintàctico. Se realiza
un análisis factorial de esas etiquetas utilizando un modelo con variación ortogonal. A partir de esos rasgos
y de la consideración parcial de algunas desviaciones de uso provenientes de un análisis de errores, se
intenta caracterizar la dimensión focal que prevale. También se realiza una prueba de peso factorial para
calcular la incidencia de los rasgos negativos y secundarios en el análisis precedente. En la Discusión
de los resultados se centran las problemáticas de definición y sus consecuencias para el uso del género
como evaluación final de asignaturas académicas.
Título: La enseñanza del discurso oral a través de textos auténticos en las carreras de ingenieria industrial
Autores:
Fernández de Caleya Dalmau, Miriam
Universidad Politécnica de Madrid - [email protected]
Bobkina, Jelena
Universidad Politécnica de Madrid - [email protected]
Resumen:
En los últimos años, uno de los temas de mayor interés en la enseñanza del inglés como lengua extranjera
ha sido la mejora de la expresión oral.
Los alumnos de inglés en países donde este idioma no es de uso extendido, como es el caso de España,
se encuentran a menudo sin poder tener acceso a practicar la lengua en situaciones auténticas. Eso lleva
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a mayores dificultades a la hora de desenvolverse en contextos reales de comunicación que esa nueva
comunidad les ofrece.
Más aún, muchos aprendices de inglés en entornos académicos de enseñanza universitaria se encuentran
limitados a practicar el idioma únicamente en las aulas y con un material carente de contacto con la realidad.
Este es especialmente el caso de los estudiantes de materias técnicas. Dado que en su mayoría los aprendices de lengua inglesa en entornos técnicos adquieren el inglés para participar en actividades laborales,
sociales o académicas, los programas de enseñanza lingüística deberían atender a dichas necesidades.
Una forma de realizarlo sería a través de la enseñanza basada en material auténtico. Este enfoque desarrollado en los años 90 por educadores y teóricos australianos fue ideado inicialmente para la enseñanza
de Primaria y Secundaria, y posteriormente adaptado para el aprendizaje de segundas lenguas con fines
específicos. El fundamento del modelo, social en su naturaleza, se basa por un lado, en el modelo sistémico-funcional de Halliday, con su visión del lenguaje como un sistema de interpretación del mundo, y,
por otro, en una pedagogía social de Vygotsky, centrada en la interacción social.
Al trabajar con estudiantes de ingeniería a través de textos hemos descubierto que este modelo nos ha
brindado una gran variedad de diferentes actividades para el aprendizaje del inglés. Hemos conseguido
dar una perspectiva orientada hacia el lenguaje auténtico, ofreciendo a los estudiantes la posibilidad de
construir sus propias herramientas comunicativas del lenguaje, inspiradas en ejemplos de textos auténticos.
De ahí el interés en compartir nuestra experiencia de enseñar con textos tomados de la realidad y demostrar su validez en entornos técnicos, dados los buenos resultados.
El trabajo que ofrecemos pretende exponer nuestra experiencia al aplicar el modelo del texto persuasivo
para los estudiantes de ingeniería. Se basa en el ciclo de Enseñanza-Aprendizaje (Teaching Learning
Cycle), estructurado en tres fases: Modelo, Interpretación del Modelo y Nueva Creación a partir de la
experiencia. Nuestro estudio intenta ofrecer un ejemplo de la aplicación del modelo para la mejora del
discurso oral.
El segundo propósito de la investigación está en evaluar los resultados de la aplicación del método según
la valoración de los propios alumnos.
Referencias:
Feez, S., 1998, Text-based Syllabus Design, NCELTR, Sydney.
Halliday, M.A.K., 1978, Language as social semiotic: the social interpretation of language and meaning, Edward Arnold, London.
Lantolf, J.P., 2000, Sociocultural theory and second language learning, Oxford University Press, Oxford.
Título: La gestión de la variación terminológica en una lengua en proceso de normalización: el caso de
la terminología anatómica del euskera
Autores:
Zabala Unzalu, Miren Igone
Lersundi Ayestaran, Mikel
UPV/EHU - [email protected]
San Martin Egia, Itziar
UPV/EHU - [email protected]
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Resumen:
Esta comunicación presenta los resultados del análisis de la terminología contenida en dos corpus. El
primero (222.000 palabras) está constituido por los materiales docentes de diez profesores de Anatomía
Humana de la Universidad del País Vasco (UPV/EHU)[1]. El segundo consiste en la traducción al euskera del Atlas de Anatomía Humana (Marbán 2010) (25.000 palabras). Este análisis se ha llevado a cabo
con el objetivo aplicado de proponer los equivalentes para el euskera de los 8.400 términos en latín que
compila Terminologia Anatomica (1998)[2]. Tanto la descripción de la terminología como la elaboración
de criterios de estandarización se han llevado a cabo por medio de foros y seminarios en los que han participado diez expertos y tres lingüistas. Esta comunicación describe los tipos de variación denominativa
detectados en los corpus y analiza las causas de dicha variación. Además, analiza las actitudes y criterios
que afloran a la hora de gestionar la variación con fines estandarizadores.
El análisis de la terminología en uso y las reflexiones de los expertos avalan la existencia de variación
conceptual y formal asumida por las actuales aproximaciones al estudio de la terminología[3]. Sin embargo, no se puede obviar la preocupación de los expertos ante la constatación de esta variación inherente
al lenguaje natural[4]. El anhelo de tener una terminología estandarizada[5] sigue vigente entre los expertos y se ve acrecentada en las lenguas en proceso de normalización: a la variación natural presente en
cualquier lengua se le suma la dispersión provocada por diferentes factores y agentes sociolingüísticos
(Elordui y Zabala 2005).
Esta experiencia de colaboración entre expertos y lingüistas se ha revelado como un excelente campo de
pruebas donde convergen todos los aspectos desde los que nos podemos acercar al análisis de los términos
según Cabré (2000)[6]. Además, este trabajo nos ha permitido analizar la interacción entre los diferentes
agentes que participan en la elaboración de las lenguas en proceso de desarrollo léxico-discursivo (expertos, traductores, correctores, prescriptores, lexicógrafos, terminógrafos y lingüistas).
Referencias:
Boulanger, Jean-Claude (1991) Une lecture socioculturelle de la terminologie. Cahiers de Linguistique
Sociale 18: 13-30.
Cabré, Maria Teresa (1999) Elementos para una teoría de la terminología: hacia un paradigma alternativo.
In Maria Teresa Cabré (1999) La terminología. Representación y comunicación, pp. 69-92. Barcelona:
Institut Universitari de Lingüística Aplicada, Universitat Pompeu Fabra.
Cabré, Maria Teresa (2000) “Terminologie et linguistique: la thèorie des portes” Terminologies nouvelles,
n° 21, pp. 10-15.
Cabré, Maria Teresa (2001) “Sumario de principios que Configuran la nueva propuesta teórica” T. Cabré
eta J. Felui (ed.) La terminología científico-técnica. UPF. iULA. Barcelona.
Elordui, Agurtzane y Zabala, Igone (2005) “Terminological Variation in Basque: Analysis of Texts of
Different degrees of Specialization” SKY Journal of Linguistics 18, pp. 71-91
Gaudin, François (1993) Pour une socioterminologie: des problèmes pratiques aux pratiques institutionnelles. Rouen: Publications de l’Université de Rouen.
Temmerman, Rita (2000) Towards New Ways of Terminology Description. The sociocognitive approach.
John Benjamins. Amsterdam/Philadelphia.
Wüster, Eugen (1979) Einführung in die Allgemeine Terminologielehre und Terminologische Lexikographie. 2 Vol. Viena (Versión española dirigida por M.T. Cabré: Introducción a la teoría de la terminología
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y a la lexicografía terminológica. Barcelona: Institut Universitari de Lingüística Aplicada, Universitat
Pompeu Fabra, 1998).
[1] Ocho de los profesores y profesoras participantes en el trabajo imparten docencia en la Facultad de
Medicina y Odontología y los otros dos en la Facultad de Farmacia.
[2] Obra de referencia terminológica para esta área, publicada por FCAT (Federative Committee on
Antomical Terminology).
[3] La socioterminología (Gaudin 1993; Boulanger 1991), la aproximación sociocognitiva (Temmerman
2000) y la aproximación lingüístico-comunicativa (Cabré 1999, 2001).
[4] Entre los especialistas de la anatomía la preocupación por la variación inherente al lenguaje natural,
que puede llegar a comprometer la comunicación especializada, aflora ya a principios del siglo XX y
genera numerosos intentos de estandarización que culminan con la obra Terminologia Anatomica.
[5] Preocupación que llevó a Wüster a formular los principios de la denominada Teoría General de la
Terminología (TGT)
[6] Cabré (2000) defiende que el análisis de los términos se puede hacer desde el punto de vista lingüístico, o desde las teorías del conocimiento, de la cognición o de la comunicación.
Título: La Retórica Contrastiva aplicada en el aula de idiomas
Autores:
Calle, Cristina
[email protected]
Resumen:
Según Ulla Connor (1996), la Retórica Contrastiva (RC) surgió como una necesidad pedagógica, esto
es, se trata de la comparación de dos lenguas y culturas diferentes con el fin de descubrir las dificultades
con que tropiezan los hablantes de una de estas lenguas al aprender la otra.
Se han llevado a cabo bastantes trabajos que comparan estructuras de discursos a través de culturas y
géneros; Swales (1990) ha tratado con cuestiones tales como la organi

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