Pub Date : 2023-01-27DOI: 10.37536/ej.2023.31.2124
Isabel Cristina Alfonzo de Tovar
La mediación intercultural sigue siendo una asignatura pendiente en muchas aulas de ELE, sobre todo, en grupos meta con perfiles lingüísticos y culturales muy distantes del español. Para ello, se hace necesario innovar para promover el acercamiento y el intercambio entre la cultura de origen y la meta. En este sentido, esta investigación tiene como objetivo valorar la Ola coreana o Hayllu como recurso que facilite la mediación intercultural en el aula de ELE. Desde el punto de vista metodológico, se ha realizado una revisión teórica de los elementos fundamentales que sustentan esta investigación: el perfil del estudiante surcoreano, la presencia y evolución del español en Corea del Sur, así como, la mediación intercultural. Asimismo, se describe el fenómeno cultural y mediático conocido como Ola coreana y cómo ha generado producciones audiovisuales de impacto y que, poco a poco, ha despertado el interés de los jóvenes surcoreanos por la lengua y cultura hispanas. En conclusión, esta investigación intenta contribuir con la didáctica de ELE, específicamente, para un grupo meta que posee un perfil muy particular. Para ello, apuesta por la innovación y la inclusión de recursos novedosos y atractivos que, como se ha demostrado, pueden adaptarse a un diseño metodológico y didáctico enriquecedor para el desarrollo de competencias en el aula de ELE.
{"title":"LA OLA COREANA COMO RECURSO DE MEDIACIÓN INTERCULTURAL EN EL AULA DE ELE","authors":"Isabel Cristina Alfonzo de Tovar","doi":"10.37536/ej.2023.31.2124","DOIUrl":"https://doi.org/10.37536/ej.2023.31.2124","url":null,"abstract":"La mediación intercultural sigue siendo una asignatura pendiente en muchas aulas de ELE, sobre todo, en grupos meta con perfiles lingüísticos y culturales muy distantes del español. Para ello, se hace necesario innovar para promover el acercamiento y el intercambio entre la cultura de origen y la meta. En este sentido, esta investigación tiene como objetivo valorar la Ola coreana o Hayllu como recurso que facilite la mediación intercultural en el aula de ELE. Desde el punto de vista metodológico, se ha realizado una revisión teórica de los elementos fundamentales que sustentan esta investigación: el perfil del estudiante surcoreano, la presencia y evolución del español en Corea del Sur, así como, la mediación intercultural. Asimismo, se describe el fenómeno cultural y mediático conocido como Ola coreana y cómo ha generado producciones audiovisuales de impacto y que, poco a poco, ha despertado el interés de los jóvenes surcoreanos por la lengua y cultura hispanas. En conclusión, esta investigación intenta contribuir con la didáctica de ELE, específicamente, para un grupo meta que posee un perfil muy particular. Para ello, apuesta por la innovación y la inclusión de recursos novedosos y atractivos que, como se ha demostrado, pueden adaptarse a un diseño metodológico y didáctico enriquecedor para el desarrollo de competencias en el aula de ELE.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"21 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113933704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.37536/ej.2023.31.2122
María Martínez Lirola
Este artículo ofrece una propuesta para integrar la red social Facebook en una asignatura de inglés como lengua extranjera (EFL) en la enseñanza universitaria. Este trabajo tiene como objetivos: 1) desarrollar la expresión escrita y mejorar las competencias gramaticales y sociales del alumnado del grado en Estudios Ingleses de una universidad española a través del uso de Facebook y 2) conocer la opinión del alumnado universitario sobre el uso de Facebook en el proceso de enseñanza-aprendizaje y las principales competencias adquiridas. La metodología es cualitativa-descriptiva con carácteru exploratorio, aunque también se ofrecen algunos datos cuantitativos sobre los principales errores gramaticales del alumnado. Los datos se recogieron a través de la observación de los comentarios realizados por el alumnado en los debates de Facebook y con un cuestionario. Los resultados del cuestionario anónimo indican que el alumnado valora positivamente practicar la escritura en Facebook y es consciente de que además de aprender inglés adquiere competencias sociales que le serán de utilidad para el mercado laboral.
{"title":"APROXIMACIÓN AL USO DE FACEBOOK PARA MEJORAR LA ESCRITURA ACADÉMICA EN INGLÉS Y ADQUIRIR COMPETENCIAS SOCIALES CON ALUMNADO UNIVERSITARIO","authors":"María Martínez Lirola","doi":"10.37536/ej.2023.31.2122","DOIUrl":"https://doi.org/10.37536/ej.2023.31.2122","url":null,"abstract":"Este artículo ofrece una propuesta para integrar la red social Facebook en una asignatura de inglés como lengua extranjera (EFL) en la enseñanza universitaria. Este trabajo tiene como objetivos: 1) desarrollar la expresión escrita y mejorar las competencias gramaticales y sociales del alumnado del grado en Estudios Ingleses de una universidad española a través del uso de Facebook y 2) conocer la opinión del alumnado universitario sobre el uso de Facebook en el proceso de enseñanza-aprendizaje y las principales competencias adquiridas. La metodología es cualitativa-descriptiva con carácteru exploratorio, aunque también se ofrecen algunos datos cuantitativos sobre los principales errores gramaticales del alumnado. Los datos se recogieron a través de la observación de los comentarios realizados por el alumnado en los debates de Facebook y con un cuestionario. Los resultados del cuestionario anónimo indican que el alumnado valora positivamente practicar la escritura en Facebook y es consciente de que además de aprender inglés adquiere competencias sociales que le serán de utilidad para el mercado laboral.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126820457","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-27DOI: 10.37536/ej.2023.31.2119
Lydia Kokkola
Although plagiarism has a much longer history, many teachers of English have noticed that the amount of copying has increased alongside the use of the Internet. The paper begins with a review of the literature demonstrates that although much attention has been paid to undergraduates in academic environments, little attention has been paid to plagiarism in schools. Other studies indicate that plagiarism is more common when people are writing in their L2, and when working with online sources. Combined, the review suggests that studies of L2 plagiarism in schools are needed, particularly studies where pupils are working with English language online sources.The paper reports on a study in which pupils aged 14-17 in Swedish secondary schools were interviewed about the use of source texts in an English lesson. Their teachers and High School teachers were also interviewed. A phenomenological analysis of the interviews revealed a mismatch between the teachers’ instructions, the pupils’ understanding of the instructions and the teachers’ interpretation of copying behaviour. The pupils’ opinions were mostly based on the pedagogical reasons given by their teachers to explain why they should not copy other people’s work, rather than on ideas related to the ownership of ideas. The teachers primarily understood the activities in terms of cheating and laziness.
{"title":"MISCOMMUNICATING PLAGIARISM IN SWEDISH SCHOOLS","authors":"Lydia Kokkola","doi":"10.37536/ej.2023.31.2119","DOIUrl":"https://doi.org/10.37536/ej.2023.31.2119","url":null,"abstract":"Although plagiarism has a much longer history, many teachers of English have noticed that the amount of copying has increased alongside the use of the Internet. The paper begins with a review of the literature demonstrates that although much attention has been paid to undergraduates in academic environments, little attention has been paid to plagiarism in schools. Other studies indicate that plagiarism is more common when people are writing in their L2, and when working with online sources. Combined, the review suggests that studies of L2 plagiarism in schools are needed, particularly studies where pupils are working with English language online sources.The paper reports on a study in which pupils aged 14-17 in Swedish secondary schools were interviewed about the use of source texts in an English lesson. Their teachers and High School teachers were also interviewed. A phenomenological analysis of the interviews revealed a mismatch between the teachers’ instructions, the pupils’ understanding of the instructions and the teachers’ interpretation of copying behaviour. The pupils’ opinions were mostly based on the pedagogical reasons given by their teachers to explain why they should not copy other people’s work, rather than on ideas related to the ownership of ideas. The teachers primarily understood the activities in terms of cheating and laziness.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116090335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Cristina Calle Martínez, Slavka Madarova, Jesús García Laborda
First of all, we, the editors, need to apologize for the delay in this year’s publication. The editorial team this year has been fighting against a number of issue and we want to express our sorrow to those all over the world who have lost those most beloved ones in this COVID-19 Pandemia. Let’s hope that this year will be better. In relation to this volume, we had a large amount of rejections since our interest is to improve the quality of the journal in just about two years including a much earlier publication date. Thus, this year we will be accepting papers until June 30. We understand this may limit the number of incoming papers, but we definitely will jump further into a higher quality journal that puts Encuentro Journal in the international place that it really deserves. Six articles published in this issue cover three main areas of interest: first, language learning and methodology are in focus; next, new approaches to improve English writing and oral skills. Finally, the last section concentrates on the attitudes and perception of teachers about the English lessons in foreign education systems and on translation studies.
{"title":"EDITORIAL pp.1-2","authors":"Cristina Calle Martínez, Slavka Madarova, Jesús García Laborda","doi":"10.37536/ej.v0i28.28","DOIUrl":"https://doi.org/10.37536/ej.v0i28.28","url":null,"abstract":"First of all, we, the editors, need to apologize for the delay in this year’s publication. The editorial team this year has been fighting against a number of issue and we want to express our sorrow to those all over the world who have lost those most beloved ones in this COVID-19 Pandemia. Let’s hope that this year will be better. In relation to this volume, we had a large amount of rejections since our interest is to improve the quality of the journal in just about two years including a much earlier publication date. Thus, this year we will be accepting papers until June 30. We understand this may limit the number of incoming papers, but we definitely will jump further into a higher quality journal that puts Encuentro Journal in the international place that it really deserves. Six articles published in this issue cover three main areas of interest: first, language learning and methodology are in focus; next, new approaches to improve English writing and oral skills. Finally, the last section concentrates on the attitudes and perception of teachers about the English lessons in foreign education systems and on translation studies. ","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117255983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-27DOI: 10.37536/ej.2022.30.1934
Isabel García Carretero, Olvido Andújar-Molina
Planteamos una propuesta de innovación educativa cuyo fin es reducir los fenómenos lingüísticos del leísmo, laísmo y loísmo en el aula. Además, pretendemos que los alumnos conozcan más su propia lengua y reflexionen acerca de la gramática y acerca de errores gramaticales frecuentes del español. Según se señala en el Real Decreto 1105/2014, “La finalidad de la reflexión lingüística es el conocimiento progresivo de la propia lengua, que se produce cuando el alumnado percibe el uso de diferentes formas lingüísticas para diversas funciones y cuando analiza sus propias producciones y las de los que le rodean para comprenderlas, evaluarlas y, en su caso, corregirlas” (p.358). Igualmente, pretendemos incrementar el interés del alumnado por la gramática, así como por la asignatura de Lengua Castellana y Literatura mediante el uso de metodologías activas y el uso de las TIC. Esta propuesta educativa está planteada para llevarse a cabo a principios del curso académico, temporalización que nos permite motivar al alumnado al inicio de curso e incluso poder repetir parte del proyecto en el tercer trimestre, con el fin de comparar datos y comprobar su eficacia.
{"title":"“ELEÍSMENTAL, QUERIDO WATSON”: UNA PROPUESTA DE INVESTIGACIÓN DEL LEÍSMO, LAÍSMO Y LOÍSMO EN EL AULA DE SECUNDARIA","authors":"Isabel García Carretero, Olvido Andújar-Molina","doi":"10.37536/ej.2022.30.1934","DOIUrl":"https://doi.org/10.37536/ej.2022.30.1934","url":null,"abstract":"Planteamos una propuesta de innovación educativa cuyo fin es reducir los fenómenos lingüísticos del leísmo, laísmo y loísmo en el aula. Además, pretendemos que los alumnos conozcan más su propia lengua y reflexionen acerca de la gramática y acerca de errores gramaticales frecuentes del español. Según se señala en el Real Decreto 1105/2014, “La finalidad de la reflexión lingüística es el conocimiento progresivo de la propia lengua, que se produce cuando el alumnado percibe el uso de diferentes formas lingüísticas para diversas funciones y cuando analiza sus propias producciones y las de los que le rodean para comprenderlas, evaluarlas y, en su caso, corregirlas” (p.358). Igualmente, pretendemos incrementar el interés del alumnado por la gramática, así como por la asignatura de Lengua Castellana y Literatura mediante el uso de metodologías activas y el uso de las TIC. Esta propuesta educativa está planteada para llevarse a cabo a principios del curso académico, temporalización que nos permite motivar al alumnado al inicio de curso e incluso poder repetir parte del proyecto en el tercer trimestre, con el fin de comparar datos y comprobar su eficacia.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130109117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-27DOI: 10.37536/ej.2022.30.1935
Isabel De la Cruz Cabanillas, Carlotta San Emeterio Bedia
The present article reports on a study carried out with Primary Education students over a period of two consecutive years at a Bilingual state school in the Madrid Autonomous Community with a brief extension study in the third year. Our hypothesis was that the introduction of music in a CLIL context, where English was used, would enhance students’ motivation and performance. The project design and its implementation included the composition of musical material with lyrics related to Natural and Social Sciences in English, the use of different research techniques and the measure of the results with several assessment instruments. The findings clearly validate the hypothesis, since learners not only improved their marks in the subjects taught in English, but their perceptions towards the teaching areas also got better as a consequence of the introduction of real songs especially composed to help learning the contents that were introduced on a regular basis during the intervention period.
{"title":"ON THE MOVE: MUSIC AND ENGLISH TOGETHER LEAD TO EFFECTIVE CLIL","authors":"Isabel De la Cruz Cabanillas, Carlotta San Emeterio Bedia","doi":"10.37536/ej.2022.30.1935","DOIUrl":"https://doi.org/10.37536/ej.2022.30.1935","url":null,"abstract":"The present article reports on a study carried out with Primary Education students over a period of two consecutive years at a Bilingual state school in the Madrid Autonomous Community with a brief extension study in the third year. Our hypothesis was that the introduction of music in a CLIL context, where English was used, would enhance students’ motivation and performance. The project design and its implementation included the composition of musical material with lyrics related to Natural and Social Sciences in English, the use of different research techniques and the measure of the results with several assessment instruments. The findings clearly validate the hypothesis, since learners not only improved their marks in the subjects taught in English, but their perceptions towards the teaching areas also got better as a consequence of the introduction of real songs especially composed to help learning the contents that were introduced on a regular basis during the intervention period.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129839623","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-27DOI: 10.37536/ej.2022.30.1932
Clara Rodríguez Salgado
El resurgir de la lengua materna en el proceso de aprendizaje de segundas lenguas abre la puerta a nuevos escenarios didácticos y contextos pedagógicos dentro de la era del post método en la que nos encontramos. Por su parte, la lectura cobra cada vez más valor en los enfoques y métodos de aprendizaje de segundas lenguas y se ha convertido en un elemento con un gran potencial didáctico y pedagógico en los contextos digitales. El estudio que aquí presentamos tiene como principal finalidad analizar la eficacia del uso de la lengua materna desde un enfoque didáctico contrastivo en el aula de segundas lenguas, todo ello utilizando como hilo conductor la lectura literaria mediante un libro digital enriquecido bilingüe que ha sido desarrollado para tal fin.
{"title":"EL ENFOQUE CONTRASTIVO MEDIANTE LA LECTURA LITERARIA DIGITAL ENRIQUECIDA PARA EL APRENDIZAJE DE SEGUNDAS LENGUAS","authors":"Clara Rodríguez Salgado","doi":"10.37536/ej.2022.30.1932","DOIUrl":"https://doi.org/10.37536/ej.2022.30.1932","url":null,"abstract":"El resurgir de la lengua materna en el proceso de aprendizaje de segundas lenguas abre la puerta a nuevos escenarios didácticos y contextos pedagógicos dentro de la era del post método en la que nos encontramos. Por su parte, la lectura cobra cada vez más valor en los enfoques y métodos de aprendizaje de segundas lenguas y se ha convertido en un elemento con un gran potencial didáctico y pedagógico en los contextos digitales. El estudio que aquí presentamos tiene como principal finalidad analizar la eficacia del uso de la lengua materna desde un enfoque didáctico contrastivo en el aula de segundas lenguas, todo ello utilizando como hilo conductor la lectura literaria mediante un libro digital enriquecido bilingüe que ha sido desarrollado para tal fin.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133204734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-27DOI: 10.37536/ej.2022.30.1929
María Martínez Lirola
El objetivo principal de este artículo es presentar una propuesta didáctica enmarcada en la educación con perspectiva de género (EPG), en una asignatura obligatoria de lengua inglesa en el grado en Estudios Ingleses. Se pretende que las actividades contribuyan a la adquisición de competencias sociales y al desarrollo de la conciencia social del alumnado, prestando atención a aspectos relacionados con la igualdad de género. La metodología ha seguido un modelo cualitativo-descriptivo basado en las observaciones de la profesora y en un cuestionario anónimo. El cuestionario fue empleado con el fin de obtener datos cuantitativos y conocer la opinión de las/os estudiantes sobre diferentes aspectos de la propuesta didáctica desarrollada y las competencias adquiridas. Los resultados de esta indican que los/as participantes valoran que se empleara el enfoque pedagógico que propone la EPG en la educación superior y son conscientes de que adquieren competencias sociales.
{"title":"PROPUESTA DIDÁCTICA ENMARCADA EN LA EDUCACIÓN CON PERSPECTIVA DE GÉNERO EN LA ENSEÑANZA UNIVERSITARIA","authors":"María Martínez Lirola","doi":"10.37536/ej.2022.30.1929","DOIUrl":"https://doi.org/10.37536/ej.2022.30.1929","url":null,"abstract":"El objetivo principal de este artículo es presentar una propuesta didáctica enmarcada en la educación con perspectiva de género (EPG), en una asignatura obligatoria de lengua inglesa en el grado en Estudios Ingleses. Se pretende que las actividades contribuyan a la adquisición de competencias sociales y al desarrollo de la conciencia social del alumnado, prestando atención a aspectos relacionados con la igualdad de género. La metodología ha seguido un modelo cualitativo-descriptivo basado en las observaciones de la profesora y en un cuestionario anónimo. El cuestionario fue empleado con el fin de obtener datos cuantitativos y conocer la opinión de las/os estudiantes sobre diferentes aspectos de la propuesta didáctica desarrollada y las competencias adquiridas. Los resultados de esta indican que los/as participantes valoran que se empleara el enfoque pedagógico que propone la EPG en la educación superior y son conscientes de que adquieren competencias sociales.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127716435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-27DOI: 10.37536/ej.2022.30.1933
Daniel Martín González
The present study analyzes some possible applications of Dynamic Systems Theory to the context of English as a Foreign Language in High school students of Madrid. Following this theory, tenets such as implicit teaching, real language, and crossmodal input have been applied to the teaching of one group of 1st of Compulsory Secondary Education students for a two-week training period followed by two more weeks of treatment. The results show that students in the experimental group obtained higher academic results in a given unit of the course in comparison with students who simply followed the traditional teaching methodology. This little study thus calls for further research on more innovative teaching methods based on the dynamic nature of foreign language acquisition.
{"title":"DYNAMIC SYSTEMS THEORY APPLIED TO EFL: THE CASE OF NON-BILINGUAL SECTIONS OF 1st OF COMPULSORY SECONDARY EDUCATION STUDENTS IN A HIGH SCHOOL IN MADRID","authors":"Daniel Martín González","doi":"10.37536/ej.2022.30.1933","DOIUrl":"https://doi.org/10.37536/ej.2022.30.1933","url":null,"abstract":"The present study analyzes some possible applications of Dynamic Systems Theory to the context of English as a Foreign Language in High school students of Madrid. Following this theory, tenets such as implicit teaching, real language, and crossmodal input have been applied to the teaching of one group of 1st of Compulsory Secondary Education students for a two-week training period followed by two more weeks of treatment. The results show that students in the experimental group obtained higher academic results in a given unit of the course in comparison with students who simply followed the traditional teaching methodology. This little study thus calls for further research on more innovative teaching methods based on the dynamic nature of foreign language acquisition.","PeriodicalId":186213,"journal":{"name":"Encuentro Journal","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122096921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-27DOI: 10.37536/ej.2022.30.1931
Noa Talaván, J. Lertola
This paper presents a methodological proposal designed by the TRADILEX project, which stands for Audiovisual Translation as a Didactic Resource in Foreign Language Education. The main goal of TRADILEX is to determine the degree of improvement in the foreign language learning process after including the pedagogical use of audiovisual translation (AVT) as a didactic tool. To this end, a methodological proposal has been articulated including complete lesson plans which make use of diverse AVT modes (subtitling, voice-over, dubbing, audio description and subtitles for the deaf and hard of hearing) in order to enhance communicative competence and mediation skills in an integrated and differentiated manner. The methodology designed by TRADILEX will be piloted with B1-B2-level English as a foreign language adult students in non-formal educational contexts, especially in language centres of the universities involved. Both the methodological proposal of didactic sequence, based on the pedagogical use of the main AVT modes, and a sample lesson plan on subtitling, will be described in this paper to present the basic elements that underlie this research project.
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