{"title":"Isabel Santos Gargallo y Alicia Hernando Velasco (2018). Cómo hacer un buen TFM en enseñanza del español como lengua extranjera. Madrid: Arco Libros. 95 pp","authors":"Olvido Andújar Molina","doi":"10.5209/dida.77669","DOIUrl":"https://doi.org/10.5209/dida.77669","url":null,"abstract":"","PeriodicalId":41394,"journal":{"name":"Didactica-Lengua y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87195671","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}
En los últimos años el álbum ilustrado se ha convertido en uno de los principales productos editoriales de la literatura infantil y su presencia en bibliotecas, espacios escolares y librerías es cada vez mayor. Este género está caracterizado por la interacción de una serie de lenguajes que se entrelazan para fabricar el significado: texto, imágenes, formato y paratextos combinan sus mensajes y contribuyen a la creación de la obra. En esta publicación se realiza un recorrido histórico a través de los antecedentes del álbum y de su evolución posterior gracias al desarrollo de diversas técnicas de impresión y a la experimentación en el terreno del diseño y la ilustración. Se identifican cuatro aspectos fundamentales en el desarrollo del libro-álbum: los formatos grandes, donde también se tiene en cuenta la materialidad del producto, el rol decisivo de las ilustraciones, el establecimiento de la doble-página como unidad de significado y la interrelación compleja entre texto e imagen. Resulta de gran importancia que docentes y mediadores conozcan los orígenes de este género, así como su desarrollo a lo largo del tiempo, con el fin de que puedan fomentar un acercamiento crítico a la interpretación del lenguaje formal y de diseño.
{"title":"Orígenes y evolución del libro-álbum en Occidente. Una revisión entre el siglo XVII y el siglo XX","authors":"Marta Larragueta Arribas","doi":"10.5209/dida.77664","DOIUrl":"https://doi.org/10.5209/dida.77664","url":null,"abstract":"En los últimos años el álbum ilustrado se ha convertido en uno de los principales productos editoriales de la literatura infantil y su presencia en bibliotecas, espacios escolares y librerías es cada vez mayor. Este género está caracterizado por la interacción de una serie de lenguajes que se entrelazan para fabricar el significado: texto, imágenes, formato y paratextos combinan sus mensajes y contribuyen a la creación de la obra. En esta publicación se realiza un recorrido histórico a través de los antecedentes del álbum y de su evolución posterior gracias al desarrollo de diversas técnicas de impresión y a la experimentación en el terreno del diseño y la ilustración. Se identifican cuatro aspectos fundamentales en el desarrollo del libro-álbum: los formatos grandes, donde también se tiene en cuenta la materialidad del producto, el rol decisivo de las ilustraciones, el establecimiento de la doble-página como unidad de significado y la interrelación compleja entre texto e imagen. Resulta de gran importancia que docentes y mediadores conozcan los orígenes de este género, así como su desarrollo a lo largo del tiempo, con el fin de que puedan fomentar un acercamiento crítico a la interpretación del lenguaje formal y de diseño.","PeriodicalId":41394,"journal":{"name":"Didactica-Lengua y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89954303","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}
{"title":"Pilar García Carcedo, Pilar (2020). Entre brujas y dragones. Travesía comparativa por los cuentos tradicionales del mundo. Madrid: Verbum. 563 pp","authors":"Núria Obiols Suari","doi":"10.5209/dida.77668","DOIUrl":"https://doi.org/10.5209/dida.77668","url":null,"abstract":"","PeriodicalId":41394,"journal":{"name":"Didactica-Lengua y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79323928","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}
Lisa Wagner, Mónica Rodríguez-Castro, André Zampaulo
The development of oral communication competence is acknowledged as generally overlooked or misunderstood in the literature. The aim of this article is to discuss results from an investigation into the use of explicit instruction as a pedagogical approach to mitigate pronunciation interference among third-year university students learning Spanish as a second-language. Two groups were formed: an experimental group, which received explicit phonetic instruction, and a second group, which served as the control group. Three raters independently evaluated phonetic accuracy in pretest and post-test sessions. Results suggest that pronunciation instruction leads to statistically significant improvement with regard to syllabification, prosodic stress, natural reading speed, intonation patterns, and the pronunciation of rhotic, voiced stop, approximant, and fricative consonants. Results also indicate that the assessment tools developed in this study are appropriate for measuring the overall enhancement of Spanish pronunciation accuracy, and could therefore be used in the foreign language classroom.
{"title":"Mitigating negative transference in foreign language articulatory phonetics: Revisiting explicit instruction","authors":"Lisa Wagner, Mónica Rodríguez-Castro, André Zampaulo","doi":"10.5209/dida.77653","DOIUrl":"https://doi.org/10.5209/dida.77653","url":null,"abstract":"The development of oral communication competence is acknowledged as generally overlooked or misunderstood in the literature. The aim of this article is to discuss results from an investigation into the use of explicit instruction as a pedagogical approach to mitigate pronunciation interference among third-year university students learning Spanish as a second-language. Two groups were formed: an experimental group, which received explicit phonetic instruction, and a second group, which served as the control group. Three raters independently evaluated phonetic accuracy in pretest and post-test sessions. Results suggest that pronunciation instruction leads to statistically significant improvement with regard to syllabification, prosodic stress, natural reading speed, intonation patterns, and the pronunciation of rhotic, voiced stop, approximant, and fricative consonants. Results also indicate that the assessment tools developed in this study are appropriate for measuring the overall enhancement of Spanish pronunciation accuracy, and could therefore be used in the foreign language classroom.","PeriodicalId":41394,"journal":{"name":"Didactica-Lengua y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82928753","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}
The term analogy has been used to encompass all types of linguistic changes resulting from the imitation of other paradigmatic models since Antiquity. Currently, analogy is still used as a catchall term. However, new studies are restricting its scope and new terms appear to name linguistic change phenomena by imitation. After a brief summary of the term evolution, we will present the main phenomena of analogical creation regarding Castilian from diatopic and drastratic perspectives. Finally, we will focus on the analogy in L2 learning, mainly the ELE (Spanish as Foreign Language), by commenting according to the precepts of psycholinguistics examples from a corpus created with students of Spanish from different levels and nationalities.
{"title":"Analogies in Castilian and in the Learning of Spanish as a Foreign Language: a Creative, Levelling and Simplifying Linguistic Phenomenon","authors":"Gonzalo Francisco Sánchez, Camille Noel","doi":"10.5209/dida.77652","DOIUrl":"https://doi.org/10.5209/dida.77652","url":null,"abstract":"The term analogy has been used to encompass all types of linguistic changes resulting from the imitation of other paradigmatic models since Antiquity. Currently, analogy is still used as a catchall term. However, new studies are restricting its scope and new terms appear to name linguistic change phenomena by imitation. After a brief summary of the term evolution, we will present the main phenomena of analogical creation regarding Castilian from diatopic and drastratic perspectives. Finally, we will focus on the analogy in L2 learning, mainly the ELE (Spanish as Foreign Language), by commenting according to the precepts of psycholinguistics examples from a corpus created with students of Spanish from different levels and nationalities.","PeriodicalId":41394,"journal":{"name":"Didactica-Lengua y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75734645","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}
Esta investigación tiene como objetivo conocer las necesidades y habilidades de uso del diccionario en la Educación Secundaria Obligatoria (ESO) en una ciudad autónoma española. Para ello, ante una muestra de 215 alumnos de dos centros, público y concertado, se empleó una metodología empírico-analítica con un estudio ex-post-facto descriptivo, completado con una estadística inferencial correlacional. Como instrumento se recurrió a un cuestionario con tres escalas: la primera y la tercera relacionadas respectivamente con las necesidades y habilidades de uso del diccionario, y la segunda, con la actuación del docente respecto a este recurso. Como principal resultado destaca el uso insuficiente que se hace de este recurso por parte del alumnado y del docente; se han encontrado diferencias significativas considerando las variables sexo, nivel cursado y tipo de centro. El sexo femenino, el curso de 1.º de ESO y el centro concertado destacan con resultados mejores.
{"title":"Necesidades y habilidades de uso del diccionario en la Enseñanza Secundaria","authors":"Ana M. Rico-Martín, Mercedes González-Ortega","doi":"10.5209/dida.77657","DOIUrl":"https://doi.org/10.5209/dida.77657","url":null,"abstract":"Esta investigación tiene como objetivo conocer las necesidades y habilidades de uso del diccionario en la Educación Secundaria Obligatoria (ESO) en una ciudad autónoma española. Para ello, ante una muestra de 215 alumnos de dos centros, público y concertado, se empleó una metodología empírico-analítica con un estudio ex-post-facto descriptivo, completado con una estadística inferencial correlacional. Como instrumento se recurrió a un cuestionario con tres escalas: la primera y la tercera relacionadas respectivamente con las necesidades y habilidades de uso del diccionario, y la segunda, con la actuación del docente respecto a este recurso. Como principal resultado destaca el uso insuficiente que se hace de este recurso por parte del alumnado y del docente; se han encontrado diferencias significativas considerando las variables sexo, nivel cursado y tipo de centro. El sexo femenino, el curso de 1.º de ESO y el centro concertado destacan con resultados mejores.","PeriodicalId":41394,"journal":{"name":"Didactica-Lengua y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81238989","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}
{"title":"José de Espronceda (2021 [1840]). El estudiante de Salamanca (edición de Jesús Barrajón Muñoz). Madrid: Verbum. 190 pp","authors":"Miguel Ángel Martín-Hervás","doi":"10.5209/dida.77670","DOIUrl":"https://doi.org/10.5209/dida.77670","url":null,"abstract":"","PeriodicalId":41394,"journal":{"name":"Didactica-Lengua y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82156062","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}
{"title":"Eva Llergo (2020). Los siete pedazos de mi corazón (ilustr. Paloma Rodríguez). Sevilla: Babidi-bú Libros. 36 pp","authors":"Marta Larragueta Arribas","doi":"10.5209/dida.77666","DOIUrl":"https://doi.org/10.5209/dida.77666","url":null,"abstract":"","PeriodicalId":41394,"journal":{"name":"Didactica-Lengua y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82283364","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}
Dans cet article, nous présentons une réflexion théorico-méthodologique de l’intégration du Référentiel UNESCO de compétences TIC pour les enseignants (ITC-CFT; 2018, 3e version) et du projet European Digital Competence Framework for Citizens (DigComp; 2017, version 2.1), mené par la Commission européenne, au sein de la Didactique des langues (DDL) et du processus d’enseignement-apprentissage (E/A) d’une langue étrangère, récemment nommé en français l’Apprentissage des Langues Médiatisé par les Technologies (ALMT). Cette réflexion portera notamment sur les différents acteurs de l’environnement numérique dans l’enseignement supérieur, tels que la formation de l’enseignant et de l’étudiant en matière numérique, le contexte de l’environnement, qu’il s’agisse d’un enseignement en présentiel, hybride ou à distance, et la méthodologie de l’enseignement de l’apprentissage dirigé vers l’auto-apprentissage.
在本文中，我们对联合国教科文组织教师ict能力参考框架(ITC-CFT)的整合进行了理论和方法上的反思;2018年第3版)和欧洲公民数字能力框架(DigComp;2017年，2.1版)，由欧洲委员会领导，在语言教学(DDL)和外语教学过程(E/A)中，最近在法语中被称为l ' apprendicedes languages mediatise par les Technologies (ALMT)。这个数字环境中的各个参与者将包括反思在高等教育、培训等方面对老师和学生的数字环境下,无论是一个面对面、混合或远程教育、自学和集中学习的教学方法。
{"title":"La compétence numérique dans l’Apprentissage des langues médiatisé par les technologies (ALMT)","authors":"Aránzazu Gil Casadomet","doi":"10.5209/dida.77662","DOIUrl":"https://doi.org/10.5209/dida.77662","url":null,"abstract":"Dans cet article, nous présentons une réflexion théorico-méthodologique de l’intégration du Référentiel UNESCO de compétences TIC pour les enseignants (ITC-CFT; 2018, 3e version) et du projet European Digital Competence Framework for Citizens (DigComp; 2017, version 2.1), mené par la Commission européenne, au sein de la Didactique des langues (DDL) et du processus d’enseignement-apprentissage (E/A) d’une langue étrangère, récemment nommé en français l’Apprentissage des Langues Médiatisé par les Technologies (ALMT). Cette réflexion portera notamment sur les différents acteurs de l’environnement numérique dans l’enseignement supérieur, tels que la formation de l’enseignant et de l’étudiant en matière numérique, le contexte de l’environnement, qu’il s’agisse d’un enseignement en présentiel, hybride ou à distance, et la méthodologie de l’enseignement de l’apprentissage dirigé vers l’auto-apprentissage.","PeriodicalId":41394,"journal":{"name":"Didactica-Lengua y Literatura","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2021-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79854112","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}
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