Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.10LOP
M. Pérez, María Camino Bueno-Alastuey
This article evaluates the way 46 students of a university ‘Spanish as a second language’ blended course used the virtual resources available for learning language and culture, and the students’ ratings of the contribution of those technological resources and tools to their learning. Results showed students perceived vocabulary, cultural contents, grammar and receptive skills as the ones benefitting the most from the use of technologies. The students also mentioned many of the strengths and weaknesses of the blended learning methodology, which have already been mentioned by other authors. Our analysis may serve as empirical evidence for the design of courses based on this model.
{"title":"Una experiencia de enseñanza combinada en un curso universitario de español/L2: Percepciones de los estudiantes sobre el efecto de las TIC en sus aprendizajes","authors":"M. Pérez, María Camino Bueno-Alastuey","doi":"10.1075/RESLA.28.1.10LOP","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.10LOP","url":null,"abstract":"This article evaluates the way 46 students of a university ‘Spanish as a second language’ blended course used the virtual resources available for learning language and culture, and the students’ ratings of the contribution of those technological resources and tools to their learning. Results showed students perceived vocabulary, cultural contents, grammar and receptive skills as the ones benefitting the most from the use of technologies. The students also mentioned many of the strengths and weaknesses of the blended learning methodology, which have already been mentioned by other authors. Our analysis may serve as empirical evidence for the design of courses based on this model.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82706368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.2.09VAZ
Nancy Vázquez Veiga, Belén Donís Pérez
This paper examines the challenges posed by discourse markers (DM) for learners at secondary school level of French as a foreign language (FFL), based on a corpus of samples of written work by FFL students. The first section looks at how DM are presented and described in the textbooks and dictionaries used by secondary school teachers and learners. The next section focuses on organizational discourse markers, with an analysis of student errors in the corpus. The range of semantic possibilities explored in the case of enfin and finalement offers a good illustration of the difficulties faced by teachers and learners alike in the acquisition of DM, due to the multifunctionality of the particles and their formal similarity to the Spanish DM en fin and finalmente. The final section makes some observations regarding the effectiveness of teaching DM systematically from the earliest stages of FFL learning, based on recent work by Donis Perez (2014).
{"title":"Marcadores del discurso en francés lengua extranjera: Por qué y para qué","authors":"Nancy Vázquez Veiga, Belén Donís Pérez","doi":"10.1075/RESLA.28.2.09VAZ","DOIUrl":"https://doi.org/10.1075/RESLA.28.2.09VAZ","url":null,"abstract":"This paper examines the challenges posed by discourse markers (DM) for learners at secondary school level of French as a foreign language (FFL), based on a corpus of samples of written work by FFL students. The first section looks at how DM are presented and described in the textbooks and dictionaries used by secondary school teachers and learners. The next section focuses on organizational discourse markers, with an analysis of student errors in the corpus. The range of semantic possibilities explored in the case of enfin and finalement offers a good illustration of the difficulties faced by teachers and learners alike in the acquisition of DM, due to the multifunctionality of the particles and their formal similarity to the Spanish DM en fin and finalmente. The final section makes some observations regarding the effectiveness of teaching DM systematically from the earliest stages of FFL learning, based on recent work by Donis Perez (2014).","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80843728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.2.11BAN
D. Banegas
{"title":"Lasagabaster, D., Doiz, A., & Sierra, J. M. (Eds.). (2014). Motivation and foreign language learning: From theory to practice.","authors":"D. Banegas","doi":"10.1075/RESLA.28.2.11BAN","DOIUrl":"https://doi.org/10.1075/RESLA.28.2.11BAN","url":null,"abstract":"","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73061514","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.05GAL
Alicia Galera Masegosa, Aneider Iza Erviti
The present article is concerned with the analysis of so-called metaphoric resemblance operations. Our corpus of animal metaphors, as representative of resemblance metaphors, reveals that there are complex cognitive operations other than simple one-correspondence mappings that are necessary to understand the interpretation process of the selected expressions (which include metaphor and simile). We have identified a strong underlying situational component in many of the examples under scrutiny, which requires the metonymic expansion of the metaphoric source. Additionally, metaphoric amalgams (understood as the combination of the conceptual material from two or more metaphors) and high-level metonymy in interaction with low-level metaphor are also essential for the analysis of animal metaphors.
{"title":"Conceptual complexity in metaphorical resemblance operations revisited","authors":"Alicia Galera Masegosa, Aneider Iza Erviti","doi":"10.1075/RESLA.28.1.05GAL","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.05GAL","url":null,"abstract":"The present article is concerned with the analysis of so-called metaphoric resemblance operations. Our corpus of animal metaphors, as representative of resemblance metaphors, reveals that there are complex cognitive operations other than simple one-correspondence mappings that are necessary to understand the interpretation process of the selected expressions (which include metaphor and simile). We have identified a strong underlying situational component in many of the examples under scrutiny, which requires the metonymic expansion of the metaphoric source. Additionally, metaphoric amalgams (understood as the combination of the conceptual material from two or more metaphors) and high-level metonymy in interaction with low-level metaphor are also essential for the analysis of animal metaphors.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74048914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.16BAI
Annalisa Baicchi
{"title":"Ruiz de Mendoza Ibáñez, F. J., & Galera Masegosa, A. (2014). Cognitive modeling: A linguistic perspective","authors":"Annalisa Baicchi","doi":"10.1075/RESLA.28.1.16BAI","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.16BAI","url":null,"abstract":"","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77352461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.14VEN
Marie Dominique Venel, A. González
This article explores teachers’ perceptions on the cultural and intercultural dimension in the teaching of French as a Foreign Language for beginners. Based on the correlations found between the educational and cultural profile of each French language teacher and their answers to a semi-structured interview concerning their vision of the culture and its importance in level 1, this paper argues that the most important variables for promoting intercultural teaching and for developing intercultural competence, are the teachers’ intercultural experience, a good knowledge of the target culture as well as of the learner’s culture, and a multidisciplinary training on social disciplines. The study also shows the need for both learners and teachers to work on their own implicit culture, since a lack of distance with regard to their own cultural references is a handicap for carrying out intercultural work in the classroom.
{"title":"El lugar de la cultura y de la competencia intercultural para los maestros de francés lengua extranjera a nivel principante: Un estudio de caso en México","authors":"Marie Dominique Venel, A. González","doi":"10.1075/RESLA.28.1.14VEN","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.14VEN","url":null,"abstract":"This article explores teachers’ perceptions on the cultural and intercultural dimension in the teaching of French as a Foreign Language for beginners. Based on the correlations found between the educational and cultural profile of each French language teacher and their answers to a semi-structured interview concerning their vision of the culture and its importance in level 1, this paper argues that the most important variables for promoting intercultural teaching and for developing intercultural competence, are the teachers’ intercultural experience, a good knowledge of the target culture as well as of the learner’s culture, and a multidisciplinary training on social disciplines. The study also shows the need for both learners and teachers to work on their own implicit culture, since a lack of distance with regard to their own cultural references is a handicap for carrying out intercultural work in the classroom.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78346544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While research on peer interaction in language learning has proliferated over the past two decades, little is known regarding why students interact differently with their peers and how collaborative patterns can be developed to promote the effectiveness of small group work in L2 learning. To fill such a void in the research literature, the present case study investigates the factors that shape the collaborative pattern of a small group of Chinese EFL learners in peer feedback activities. Multiple sources of data were collected, including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls, and student drafts of writing. The findings show that students’ beliefs and values, students’ motives and goals, the use of mediating artifacts, and the power relationship among the students shape the patterns of group interaction considerably. This study deepens our understanding of the nature of peer interaction in peer feedback for L2 writing and contributes new knowledge to the research on pair and small group work in L2 learning.
{"title":"What factors shape the collaborative pattern of group interaction during peer feedback in the L2 writing classroom","authors":"Shulin Yu","doi":"10.1075/RESLA.28.2.10YU","DOIUrl":"https://doi.org/10.1075/RESLA.28.2.10YU","url":null,"abstract":"While research on peer interaction in language learning has proliferated over the past two decades, little is known regarding why students interact differently with their peers and how collaborative patterns can be developed to promote the effectiveness of small group work in L2 learning. To fill such a void in the research literature, the present case study investigates the factors that shape the collaborative pattern of a small group of Chinese EFL learners in peer feedback activities. Multiple sources of data were collected, including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls, and student drafts of writing. The findings show that students’ beliefs and values, students’ motives and goals, the use of mediating artifacts, and the power relationship among the students shape the patterns of group interaction considerably. This study deepens our understanding of the nature of peer interaction in peer feedback for L2 writing and contributes new knowledge to the research on pair and small group work in L2 learning.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79343980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.04BUE
M. C. Bueno-Alastuey, Gloria Luque Agulló
Even though the Common European framework of reference for languages has placed great emphasis on the teaching and learning of oral aspects and there is general agreement about the need to analyze oral competence development through checklists, the inventories developed so far to analyze textbooks are too general, not explicit enough or devote too little space to oral skills. Consequently, there is currently no specific instrument created to evaluate how oral competence is being fostered in English as a Foreign Language textbooks. This paper aims at filling this gap in research by presenting a tool to analyze oral skills development in EFL course books. The checklist was divided in four sections named background information, listening, speaking, and pronunciation, and included quantitative and categorical measures. The tool is presented in an abridged and an extended version to allow for a shorter and a more detailed scrutiny. A preliminary analysis using it showed a highly significant and excellent inter-rater agreement of 0.995 for numerical items and of 0.907 for categorical ones.
{"title":"A tool to analyze oral competence development in EFL textbooks","authors":"M. C. Bueno-Alastuey, Gloria Luque Agulló","doi":"10.1075/RESLA.28.1.04BUE","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.04BUE","url":null,"abstract":"Even though the Common European framework of reference for languages has placed great emphasis on the teaching and learning of oral aspects and there is general agreement about the need to analyze oral competence development through checklists, the inventories developed so far to analyze textbooks are too general, not explicit enough or devote too little space to oral skills. Consequently, there is currently no specific instrument created to evaluate how oral competence is being fostered in English as a Foreign Language textbooks. This paper aims at filling this gap in research by presenting a tool to analyze oral skills development in EFL course books. The checklist was divided in four sections named background information, listening, speaking, and pronunciation, and included quantitative and categorical measures. The tool is presented in an abridged and an extended version to allow for a shorter and a more detailed scrutiny. A preliminary analysis using it showed a highly significant and excellent inter-rater agreement of 0.995 for numerical items and of 0.907 for categorical ones.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78552376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.03BAR
Elvira Barrios
This study examined patterns of perceived strategy use among prospective Spanish primary teachers of English and the relationship between those strategies and the prospective teachers’ English proficiency. A total of 116 student teachers were administered the Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 (ESL/EFL). The Oxford Placement Test was used to obtain a measure of proficiency in English. Descriptive statistics, a post hoc thematic analysis and Spearman correlation coefficients were used to analyze the data. The results showed that the participants were medium-to-high strategy users overall and that they reported using metacognitive strategies and those relating to understanding most frequently, while memory and affective strategies were used least frequently. According to the self-reported study data, the most frequently-used individual strategy involved paying attention to language whereas the least-used strategy involved writing down feelings in a learning diary. Findings indicate a generally low correlation between strategy group scores and English proficiency. In addition, there is no significant correlation between the SILL and proficiency scores; however, when the low-use strategies are not computed for the measure of frequency of language learning strategy use, a significant positive correlation is found between self-reported frequency of strategy use and proficiency.
{"title":"Spanish pre-service teachers of English: Perceived use of language learning strategies and its relationship with proficiency","authors":"Elvira Barrios","doi":"10.1075/RESLA.28.1.03BAR","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.03BAR","url":null,"abstract":"This study examined patterns of perceived strategy use among prospective Spanish primary teachers of English and the relationship between those strategies and the prospective teachers’ English proficiency. A total of 116 student teachers were administered the Oxford’s Strategy Inventory for Language Learning (SILL) version 7.0 (ESL/EFL). The Oxford Placement Test was used to obtain a measure of proficiency in English. Descriptive statistics, a post hoc thematic analysis and Spearman correlation coefficients were used to analyze the data. The results showed that the participants were medium-to-high strategy users overall and that they reported using metacognitive strategies and those relating to understanding most frequently, while memory and affective strategies were used least frequently. According to the self-reported study data, the most frequently-used individual strategy involved paying attention to language whereas the least-used strategy involved writing down feelings in a learning diary. Findings indicate a generally low correlation between strategy group scores and English proficiency. In addition, there is no significant correlation between the SILL and proficiency scores; however, when the low-use strategies are not computed for the measure of frequency of language learning strategy use, a significant positive correlation is found between self-reported frequency of strategy use and proficiency.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90440289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1075/RESLA.28.1.12SAL
P. S. Campillo
The present study aimed at investigating the impact of textual enhancement on the comprehension of transparent and opaque English idioms among Spanish lower-intermediate students studying English as a foreign language. Two short texts including visually enhanced idioms (i.e., they were underlined) were designed for the Experimental Group, and the Control Group received an unenhanced version of the texts. The results reveal that textual enhancement made transparent idioms salient enough for them to have an impact on comprehension; however, underlining had a poorer effect on comprehension as far as opaque idioms are concerned. In addition, we aimed at examining the effect of textual enhancement on the noticing of idioms. Findings show that it did not have a positive effect on recognition of idioms, since the Control Group outperformed the Experimental Group in the multiple-choice task.
{"title":"Effect of textual enhancement on idioms: An exploratory study with Spanish students","authors":"P. S. Campillo","doi":"10.1075/RESLA.28.1.12SAL","DOIUrl":"https://doi.org/10.1075/RESLA.28.1.12SAL","url":null,"abstract":"The present study aimed at investigating the impact of textual enhancement on the comprehension of transparent and opaque English idioms among Spanish lower-intermediate students studying English as a foreign language. Two short texts including visually enhanced idioms (i.e., they were underlined) were designed for the Experimental Group, and the Control Group received an unenhanced version of the texts. The results reveal that textual enhancement made transparent idioms salient enough for them to have an impact on comprehension; however, underlining had a poorer effect on comprehension as far as opaque idioms are concerned. In addition, we aimed at examining the effect of textual enhancement on the noticing of idioms. Findings show that it did not have a positive effect on recognition of idioms, since the Control Group outperformed the Experimental Group in the multiple-choice task.","PeriodicalId":54145,"journal":{"name":"Revista Espanola De Linguistica Aplicada","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80901075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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