Pub Date : 2023-10-24DOI: 10.30827/portalin.vivii.29159
Antonio Joaquín García Vélez, Antonio Joaquín Carrasco Martínez
Desde hace unos años, una de las prioridades de los organismos competentes en materia de educación fue la de implantar un programa bilingüe, siendo la EF una de las asignaturas escogidas por la mayoría de centros para ello. Además, el ocio de los jóvenes está cambiando hacia un ocio más pasivo y, por consiguiente, su objetivo a la hora de hacer actividad física. El objetivo del presente estudio es comprobar si la motivación de los escolares al hacer actividad física es diferente en función del programa de estudios escogido. Se utilizó el cuestionario de motivación hacia la actividad física orientada a la salud (EMAPS) en 330 estudiantes de ESO de un centro de la Región de Murcia (53% modalidad ordinaria y 47% programa bilingüe). Se observaron mejores resultados en el grupo bilingüe en todas las variables aunque sin diferencias significativas, exceptuando la variable de regulación externa (p=0,03). Dentro de la modalidad bilingüe, las chicas obtuvieron mejores puntuaciones que los chicos, también sin diferencias significativas. Se concluye que en ambos programas escolares los estudiantes tienen una alta motivación hacia la práctica de actividad física orientada a la salud. Siendo las chicas de la modalidad bilingüe las que presentan una mayor motivación.
{"title":"Análisis de la motivación hacia la práctica de actividad física orientada a la salud de los escolares del programa bilingüe en un centro de educación secundaria de la Región de Murcia","authors":"Antonio Joaquín García Vélez, Antonio Joaquín Carrasco Martínez","doi":"10.30827/portalin.vivii.29159","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29159","url":null,"abstract":"Desde hace unos años, una de las prioridades de los organismos competentes en materia de educación fue la de implantar un programa bilingüe, siendo la EF una de las asignaturas escogidas por la mayoría de centros para ello. Además, el ocio de los jóvenes está cambiando hacia un ocio más pasivo y, por consiguiente, su objetivo a la hora de hacer actividad física. El objetivo del presente estudio es comprobar si la motivación de los escolares al hacer actividad física es diferente en función del programa de estudios escogido. Se utilizó el cuestionario de motivación hacia la actividad física orientada a la salud (EMAPS) en 330 estudiantes de ESO de un centro de la Región de Murcia (53% modalidad ordinaria y 47% programa bilingüe). Se observaron mejores resultados en el grupo bilingüe en todas las variables aunque sin diferencias significativas, exceptuando la variable de regulación externa (p=0,03). Dentro de la modalidad bilingüe, las chicas obtuvieron mejores puntuaciones que los chicos, también sin diferencias significativas. Se concluye que en ambos programas escolares los estudiantes tienen una alta motivación hacia la práctica de actividad física orientada a la salud. Siendo las chicas de la modalidad bilingüe las que presentan una mayor motivación.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.30827/portalin.vi40.26134
Yingying Chen
Despite the ubiquity of materials in language classrooms, there remains a deficit in the research on materials use and the role of material mediation in foreign language teaching and learning. This edited volume New Perspectives on Material Mediation in Language Learner Pedagogy by LaScotte, Mathieu, and David is aimed to fill such a gap.
{"title":"New perspectives on material mediation in language learner pedagogy. LaScotte, D. K., Mathieu, C. S., David, S. S. (Ed.) (2022). Springer, Cham, 286 pages, ISBN: 978-3-030-98115-0","authors":"Yingying Chen","doi":"10.30827/portalin.vi40.26134","DOIUrl":"https://doi.org/10.30827/portalin.vi40.26134","url":null,"abstract":"Despite the ubiquity of materials in language classrooms, there remains a deficit in the research on materials use and the role of material mediation in foreign language teaching and learning. This edited volume New Perspectives on Material Mediation in Language Learner Pedagogy by LaScotte, Mathieu, and David is aimed to fill such a gap.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135399874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-31DOI: 10.30827/PORTALIN.V0I35.15755
Safoura Jahedizadeh, B. Ghonsooly, A. Ghanizadeh
This study attempts to add new empirical evidence on the psychological aspects of language learning. The research examined potential interactions among sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement in a single research design. To this end, 376 English as a foreign language (EFL) students at universities and private language institutes participated in the study. The conducted analyses revealed significant associations among the constructs. These findings are discussed from the perspective of current theory and research on the ways via which sustained flow, personal best, and buoyancy may contribute to language learning and how evaluation apprehension may dwindle language success. The implications and suggestions for future research are also discussed.
{"title":"A model of language students’ sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement","authors":"Safoura Jahedizadeh, B. Ghonsooly, A. Ghanizadeh","doi":"10.30827/PORTALIN.V0I35.15755","DOIUrl":"https://doi.org/10.30827/PORTALIN.V0I35.15755","url":null,"abstract":"This study attempts to add new empirical evidence on the psychological aspects of language learning. The research examined potential interactions among sustained flow, personal best, buoyancy, evaluation apprehension, and academic achievement in a single research design. To this end, 376 English as a foreign language (EFL) students at universities and private language institutes participated in the study. The conducted analyses revealed significant associations among the constructs. These findings are discussed from the perspective of current theory and research on the ways via which sustained flow, personal best, and buoyancy may contribute to language learning and how evaluation apprehension may dwindle language success. The implications and suggestions for future research are also discussed.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48226639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEl presente estudio investiga la interaccion oral entre pares en dos grupos de ingles como lengua extrajera basados en el enfoque por tareas, uno de ellos autodenominado como un grupo cohesionado, mientras que el otro se declara como grupo menos cohesionado. El objetivo es investigar como se crean oportunidades de aprendizaje a traves de la interaccion, y determinar como la naturaleza mas o menos cohesiva del grupo influye en el numero de oportunidades de aprendizaje entre pares. El estudio esta basado en las actividades realizadas en el aula durante un ano academico. La investigacion se encuadra dentro de una perspectiva sociocognitiva de aprendizaje de una segunda lengua y los datos provienen de cuestionarios y grabaciones audio de grupos de estudiantes que completaron ocho tareas orales. A partir del analisis conversacional, estas grabaciones han sido transcritas y analizadas de modo cuantitativo en relacion con las oportunidades de aprendizaje y de manera cualitativa para las interacciones que fomentan una dimension social positiva y conducen a oportunidades de aprendizaje. El analisis de interacciones revela la variedad de maneras mediante las cuales los estudiantes de ambos grupos crean oportunidades de aprendizaje. Analisis cualitativos adicionales demuestran como la relacion afectiva entre participantes influye en la cantidad de oportunidades de aprendizaje creadas EnglishThe present study investigates peer to peer oral interaction in two task based English as a foreign language classrooms, one of which was a self-declared cohesive group, and the other a self-declared less cohesive group. The objective of the study was to investigate how learning opportunities were talked into being through peer to peer interactions in these two groups and to determine how the cohesive or less cohesive nature of the class influenced the number of learning opportunities in peer interaction. The study was classroombased and was carried out over the period of an academic year. Research was framed within a sociocognitive perspective of language learning and data was collected from questionnaires and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. Using conversation analysis, these audio recordings were transcribed and analysed quantitatively for learning opportunities and qualitatively for interactions which encouraged a positive social dimension and which may have led to the creation of learning opportunities. Analysis of interactions revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed how the affective relationship between participants influenced the number of learning opportunities created.
{"title":"Group cohesion and learning opportunities in peer interaction","authors":"C. Leslie","doi":"10.30827/DIGIBUG.54149","DOIUrl":"https://doi.org/10.30827/DIGIBUG.54149","url":null,"abstract":"espanolEl presente estudio investiga la interaccion oral entre pares en dos grupos de ingles como lengua extrajera basados en el enfoque por tareas, uno de ellos autodenominado como un grupo cohesionado, mientras que el otro se declara como grupo menos cohesionado. El objetivo es investigar como se crean oportunidades de aprendizaje a traves de la interaccion, y determinar como la naturaleza mas o menos cohesiva del grupo influye en el numero de oportunidades de aprendizaje entre pares. El estudio esta basado en las actividades realizadas en el aula durante un ano academico. La investigacion se encuadra dentro de una perspectiva sociocognitiva de aprendizaje de una segunda lengua y los datos provienen de cuestionarios y grabaciones audio de grupos de estudiantes que completaron ocho tareas orales. A partir del analisis conversacional, estas grabaciones han sido transcritas y analizadas de modo cuantitativo en relacion con las oportunidades de aprendizaje y de manera cualitativa para las interacciones que fomentan una dimension social positiva y conducen a oportunidades de aprendizaje. El analisis de interacciones revela la variedad de maneras mediante las cuales los estudiantes de ambos grupos crean oportunidades de aprendizaje. Analisis cualitativos adicionales demuestran como la relacion afectiva entre participantes influye en la cantidad de oportunidades de aprendizaje creadas EnglishThe present study investigates peer to peer oral interaction in two task based English as a foreign language classrooms, one of which was a self-declared cohesive group, and the other a self-declared less cohesive group. The objective of the study was to investigate how learning opportunities were talked into being through peer to peer interactions in these two groups and to determine how the cohesive or less cohesive nature of the class influenced the number of learning opportunities in peer interaction. The study was classroombased and was carried out over the period of an academic year. Research was framed within a sociocognitive perspective of language learning and data was collected from questionnaires and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. Using conversation analysis, these audio recordings were transcribed and analysed quantitatively for learning opportunities and qualitatively for interactions which encouraged a positive social dimension and which may have led to the creation of learning opportunities. Analysis of interactions revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed how the affective relationship between participants influenced the number of learning opportunities created.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2017-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44470366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolInvestigaciones recientes sobre la evaluacion del rendimiento cognitivo y academico de los estudiantes extranjeros ponen en evidencia las incoherencias de la practica de los docentes en relacion a la evaluacion del desempeno de los estudiantes de L2. Nuestro objetivo es verificar si los estudiantes clasificados por las escuelas, que tienen diferentes niveles de competencia de acuerdo con el Marco Comun Europeo de Referencia para las Lenguas (MCER, 2001), actuan de forma diferente en las pruebas de vocabulario y razonamiento verbal. En el estudio participaron 23 estudiantes de portugues como L2 9 -18 anos, dividido en tres grupos segun su nivel de competencia (A1, A2, B1). Las herramientas de evaluacion incluyen cuatro tareas - analogias verbales, asociaciones semanticas, reconocimiento de imagenes y extraccion morfologica. Nuestras expectativas son que los estudiantes A1 tienen un rendimiento peor que los estudiantes A2 en todas las tareas y que estos realizan aun peor que los estudiantes clasificados con un nivel B1 en lengua portuguesa. Los resultados muestran que, por una parte, hay diferentes capacidades de rendimiento entre los grupos de competencia y, por otro lado, hay inconsistencia en las capacidades esperadas en cada uno de los diferentes grupos (desde el principiante hasta el nivel mas avanzado). Los resultados sugieren inconsistencias en la practica de los docentes respecto a las pruebas de la actuacion de los grupos minoritarios con implicaciones en el exito academico de los estudiantes identificados. EnglishRecent research on cognitive and academic performance assessment of immigrant students evidences inconsistencies in teachers’ practice regarding performance assessment of L2 students. We aim to verify whether students classified by schools as having different proficiency levels in accordance to the Common European Framework of Reference for Languages (CEFR, 2001) perform differently in tests on vocabulary and verbal reasoning. The study included 23 learners of Portuguese as L2 aged 9-18, divided into three groups according to their proficiency level (A1, A2, B1). Assessment tools included four tasks - verbal analogies, semantic associations, picture naming and morphological extraction. Our expectations are that A1 students perform more poorly in all tasks than A2 students and that these perform more poorly than students classified as having a B1 level in Portuguese language. Results show that, on the one hand, there are performance differences among proficiency groups and, on the other hand, there is inconsistency in the expected order of performance differences in the tasks (from the beginner to the most advanced level). Results suggest inconsistencies in teachers’ practice regarding testing of the performance of minority groups with implications in the academic success of the identified students
{"title":"Language Testing for Minority Students in Portuguese Schools: Teacher’s Decision Making Based in Common European Framework","authors":"S. Figueiredo, M. Martins, Carlos F. Silva","doi":"10.30827/digibug.53949","DOIUrl":"https://doi.org/10.30827/digibug.53949","url":null,"abstract":"espanolInvestigaciones recientes sobre la evaluacion del rendimiento cognitivo y academico de los estudiantes extranjeros ponen en evidencia las incoherencias de la practica de los docentes en relacion a la evaluacion del desempeno de los estudiantes de L2. Nuestro objetivo es verificar si los estudiantes clasificados por las escuelas, que tienen diferentes niveles de competencia de acuerdo con el Marco Comun Europeo de Referencia para las Lenguas (MCER, 2001), actuan de forma diferente en las pruebas de vocabulario y razonamiento verbal. En el estudio participaron 23 estudiantes de portugues como L2 9 -18 anos, dividido en tres grupos segun su nivel de competencia (A1, A2, B1). Las herramientas de evaluacion incluyen cuatro tareas - analogias verbales, asociaciones semanticas, reconocimiento de imagenes y extraccion morfologica. Nuestras expectativas son que los estudiantes A1 tienen un rendimiento peor que los estudiantes A2 en todas las tareas y que estos realizan aun peor que los estudiantes clasificados con un nivel B1 en lengua portuguesa. Los resultados muestran que, por una parte, hay diferentes capacidades de rendimiento entre los grupos de competencia y, por otro lado, hay inconsistencia en las capacidades esperadas en cada uno de los diferentes grupos (desde el principiante hasta el nivel mas avanzado). Los resultados sugieren inconsistencias en la practica de los docentes respecto a las pruebas de la actuacion de los grupos minoritarios con implicaciones en el exito academico de los estudiantes identificados. EnglishRecent research on cognitive and academic performance assessment of immigrant students evidences inconsistencies in teachers’ practice regarding performance assessment of L2 students. We aim to verify whether students classified by schools as having different proficiency levels in accordance to the Common European Framework of Reference for Languages (CEFR, 2001) perform differently in tests on vocabulary and verbal reasoning. The study included 23 learners of Portuguese as L2 aged 9-18, divided into three groups according to their proficiency level (A1, A2, B1). Assessment tools included four tasks - verbal analogies, semantic associations, picture naming and morphological extraction. Our expectations are that A1 students perform more poorly in all tasks than A2 students and that these perform more poorly than students classified as having a B1 level in Portuguese language. Results show that, on the one hand, there are performance differences among proficiency groups and, on the other hand, there is inconsistency in the expected order of performance differences in the tasks (from the beginner to the most advanced level). Results suggest inconsistencies in teachers’ practice regarding testing of the performance of minority groups with implications in the academic success of the identified students","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69627127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEl objetivo principal de este estudio fue describir las competencias en frances como lengua extranjera (FLE) en futuros profesores de FLE. Este estudio se realizo con todos los estudiantes neerlandofonos (n=40) que cursaban el Master universitario en profesorado de educacion secundaria obligatoria y bachillerato (Gante, Belgica) durante 2013-2014 y 2014-2015. Los analisis revelaron resultados interesantes sobre su nivel en FLE y diferentes tipos de errores en sus producciones escritas. En conclusion, la presencia de errores escritos en FLE en profesores en formacion sugiere la necesidad de disenar nuevas estrategias didacticas para mejorar sus competencias escritas durante sus estudios de grado EnglishThe main objective of this study was to describe French as a foreign language (FFL) proficiency in pre-service FFL teachers. This study was performed with all native Belgian Dutch postgraduate students (n=40) coursing an Academic Teacher Education Program (Ghent, Belgium) during the academic years 2013-2014 and 2014-2015. Analyses revealed interesting findings on their FFL level and different error types in their written productions. In conclusion, the presence of writing errors in FFL in pre-service teachers suggests the need to design novel teaching strategies to improve their overall language proficiency and writing skills during their degree studies
本研究的主要目的是描述未来法语外语教师的法语能力。这项研究是在2013-2014年和2014-2015年期间对所有荷兰语学生(n=40)进行的，这些学生在义务中等教育和学士学位(比利时根特)攻读硕士学位。分析显示了关于他们的FLE水平和书面作品中不同类型错误的有趣结果。在书面结论,存在错误FLE教师在编队飞行需要按幢新的书面didacticas战略,以改进其程度EnglishThe求学期间主要目标of this study was to描述French as a foreign language (FFL)资格in pre-service FFL教师。本研究是在2013-2014学年和2014-2015学年对所有比利时荷兰本地人(n=40)参加学术教师教育项目(比利时根特)的研究生进行的。分析揭示了他们的FFL水平和书面作品中的不同错误类型的有趣发现。综上所述，职前教师在FFL中存在的写作错误表明，需要设计新的教学策略，以提高他们在学位学习期间的整体语言能力和写作技能。
{"title":"Evaluation of the Written Competence of Pre-service Teachers of French as a Foreign Language in Belgium","authors":"Ariane Ruyffelaert","doi":"10.30827/digibug.53966","DOIUrl":"https://doi.org/10.30827/digibug.53966","url":null,"abstract":"espanolEl objetivo principal de este estudio fue describir las competencias en frances como lengua extranjera (FLE) en futuros profesores de FLE. Este estudio se realizo con todos los estudiantes neerlandofonos (n=40) que cursaban el Master universitario en profesorado de educacion secundaria obligatoria y bachillerato (Gante, Belgica) durante 2013-2014 y 2014-2015. Los analisis revelaron resultados interesantes sobre su nivel en FLE y diferentes tipos de errores en sus producciones escritas. En conclusion, la presencia de errores escritos en FLE en profesores en formacion sugiere la necesidad de disenar nuevas estrategias didacticas para mejorar sus competencias escritas durante sus estudios de grado EnglishThe main objective of this study was to describe French as a foreign language (FFL) proficiency in pre-service FFL teachers. This study was performed with all native Belgian Dutch postgraduate students (n=40) coursing an Academic Teacher Education Program (Ghent, Belgium) during the academic years 2013-2014 and 2014-2015. Analyses revealed interesting findings on their FFL level and different error types in their written productions. In conclusion, the presence of writing errors in FFL in pre-service teachers suggests the need to design novel teaching strategies to improve their overall language proficiency and writing skills during their degree studies","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69627140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEl presente trabajo evalua la efectividad de aplicar el Corpus Escrito de Aprendices Taiwaneses de Espanol en el aprendizaje del idioma espanol como lengua extranjera, y la autocorreccion de la redaccion, para evaluar los resultados de las composiciones escritas de los estudiantes, y asi entender mejor el valor de la aplicacion de dicha herramienta academica. Concluimos que la aplicacion del corpus puede facilitar la extension de la longitud de los textos, evitar los usos inapropiados de la lengua espanola, y ayudar a corregir los errores de categorias lexicas y de los sustantivos. EnglishPrevious studies about the application of corpus were limited to the type of native corpus or to English language without analyzing the effectiveness of learning. The present study evaluates the effectiveness of applying the created corpus CEATE (Corpus Escrito de Aprendices Taiwaneses de Espanol) to foreign language learning and self-correction in writing. From this, we make use of the creation to understand its academic and application value. Our results have indicated that the corpus facilitates the extension of textual length, improves inappropriate usages, and helps participants to correct errors for lexical category and nouns.
{"title":"La aplicación de un corpus de aprendices en la autocorrección de composiciones escritas","authors":"H. Lu, Sheng Yung Hung, L. Lu","doi":"10.30827/digibug.53941","DOIUrl":"https://doi.org/10.30827/digibug.53941","url":null,"abstract":"espanolEl presente trabajo evalua la efectividad de aplicar el Corpus Escrito de Aprendices Taiwaneses de Espanol en el aprendizaje del idioma espanol como lengua extranjera, y la autocorreccion de la redaccion, para evaluar los resultados de las composiciones escritas de los estudiantes, y asi entender mejor el valor de la aplicacion de dicha herramienta academica. Concluimos que la aplicacion del corpus puede facilitar la extension de la longitud de los textos, evitar los usos inapropiados de la lengua espanola, y ayudar a corregir los errores de categorias lexicas y de los sustantivos. EnglishPrevious studies about the application of corpus were limited to the type of native corpus or to English language without analyzing the effectiveness of learning. The present study evaluates the effectiveness of applying the created corpus CEATE (Corpus Escrito de Aprendices Taiwaneses de Espanol) to foreign language learning and self-correction in writing. From this, we make use of the creation to understand its academic and application value. Our results have indicated that the corpus facilitates the extension of textual length, improves inappropriate usages, and helps participants to correct errors for lexical category and nouns.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2016-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEn esta revision sistematica, se analizaron 17 articulos enfocando tres preguntas de investigacion: (a)?Como se conceptualiza el conocimiento didactico del contenido (CDC) en la investigacion empirica de la educacion de la lengua extranjera y la segunda lengua (LE/SL)? (b)?Como se estudia el CDC en la investigacion empirica de la educacion de LE/SL? (c)?Cuales son las principales conclusiones de la investigacion empirica de la educacion de LE/SL? La revision de los resultados de investigacion mas importantes de la investigacion de LE/SL CDC no revela conclusiones generalizables. Esta area de investigacion es caracterizada por una variedad de conceptualizaciones y de metodos de investigacion. EnglishIn this systematic review, 17 articles were analyzed focusing on three research questions: (1) How is pedagogical content knowledge (PCK) conceptualized in empirical research on foreign and second language (FL/L2) education? (2) How is PCK studied in empirical research on FL/L2 education? (3) What are the main conclusions of empirical research on FL/L2 education? An overview of the most important research findings does not reveal generalizable conclusions from research on FL/L2 PCK. The research domain is characterized by a variety of conceptualizations and research methods. Key words: Pedagogical content knowledge, second language, foreign language, teacher knowledge, systematic review.
在这篇系统综述中，分析了17篇文章，重点关注三个研究问题:(a)?在外语和第二语言教育(LE/SL)的实证研究中，教学内容知识(CDC)是如何概念化的?(b) ?如何在LE/SL教育的实证研究中研究CDC ?(c) ?在这方面，我想强调的是，在西班牙语教学中，外语教学是一种非常重要的教学工具，在西班牙语教学中，外语教学是一种非常重要的教学工具。对LE/SL CDC最重要的研究结果的回顾并没有揭示出可概括的结论。这一研究领域的特点是各种概念化和研究方法。本文对17篇文章进行了分析，重点讨论了三个研究问题:(1)在外语和第二语言教育的实证研究中，教学内容知识(PCK)是如何概念化的?(2)如何在FL/L2教育的实证研究中研究PCK ?(3) FL/L2教育实证研究的主要结论是什么?An overview of the most important research调查结果没有弄清generalizable from前线/ PCK二级研究的结论。= =地理= =根据美国人口普查局的数据，这个城镇的土地面积为，其中土地和(1.)水。关键词:教学内容知识，第二语言，外语，教师知识，系统回顾。
{"title":"Pedagogical content knowledge in the context of foreign and second language teaching: A review of the research literature","authors":"M. Evens, J. Elen, F. Depaepe","doi":"10.30827/digibug.53944","DOIUrl":"https://doi.org/10.30827/digibug.53944","url":null,"abstract":"espanolEn esta revision sistematica, se analizaron 17 articulos enfocando tres preguntas de investigacion: (a)?Como se conceptualiza el conocimiento didactico del contenido (CDC) en la investigacion empirica de la educacion de la lengua extranjera y la segunda lengua (LE/SL)? (b)?Como se estudia el CDC en la investigacion empirica de la educacion de LE/SL? (c)?Cuales son las principales conclusiones de la investigacion empirica de la educacion de LE/SL? La revision de los resultados de investigacion mas importantes de la investigacion de LE/SL CDC no revela conclusiones generalizables. Esta area de investigacion es caracterizada por una variedad de conceptualizaciones y de metodos de investigacion. EnglishIn this systematic review, 17 articles were analyzed focusing on three research questions: (1) How is pedagogical content knowledge (PCK) conceptualized in empirical research on foreign and second language (FL/L2) education? (2) How is PCK studied in empirical research on FL/L2 education? (3) What are the main conclusions of empirical research on FL/L2 education? An overview of the most important research findings does not reveal generalizable conclusions from research on FL/L2 PCK. The research domain is characterized by a variety of conceptualizations and research methods. Key words: Pedagogical content knowledge, second language, foreign language, teacher knowledge, systematic review.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In order to broaden understanding of English as a foreign language (EFL) tea- cher motivation, this study examines Korean EFL teachers’ initial job motives and demotiva- ting factors. Four psychological constructs emerged regarding initial career motives: Global Orientation, Job Security, Altruism, and Ought-to Self. Among the constructs, global orien- tation proved to be the most popular reason for choosing an EFL teaching career. This study also showed three constructs for detrimental factors on EFL teacher motivation: Obstacles to Communicative Language Teaching, Inadequate Administrative Support, and Lack of Social Recognition. It was shown that obstacles to communicative language teaching contributed to the greatest demotivation.
{"title":"Initial Career Motives and Demotivation in Teaching English as a Foreign Language: Cases of Korean EFL Teachers","authors":"Tae-Young Kim, Yoon-Kyoung Kim","doi":"10.30827/DIGIBUG.53801","DOIUrl":"https://doi.org/10.30827/DIGIBUG.53801","url":null,"abstract":"In order to broaden understanding of English as a foreign language (EFL) tea- cher motivation, this study examines Korean EFL teachers’ initial job motives and demotiva- ting factors. Four psychological constructs emerged regarding initial career motives: Global Orientation, Job Security, Altruism, and Ought-to Self. Among the constructs, global orien- tation proved to be the most popular reason for choosing an EFL teaching career. This study also showed three constructs for detrimental factors on EFL teacher motivation: Obstacles to Communicative Language Teaching, Inadequate Administrative Support, and Lack of Social Recognition. It was shown that obstacles to communicative language teaching contributed to the greatest demotivation.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2015-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolEl presente trabajo se concentra en el estudio de los verbos copulativos SER/ ESTAR desde la perspectiva de la lengua aprendida por los estudiantes taiwaneses cuya lengua materna es chino. Llegamos a las siguientes conclusiones: (1) La incorrecta omision decrece durante el proceso de desarrollo. (2) El uso de SER de los estudiantes de niveles mas avanzados es mas correcto que los iniciales. (3) SER se aprende mas temprano y mejor que ESTAR. (4) El uso correcto de ESTAR en la estructura ESTAR+Adjetivo es relativamente dificil. Los taiwaneses se asemejan a los nativos ingleses como se propuso en los estudios anteriores. EnglishThis study investigated the acquisition order of the Spanish copular verbs, SER/ESTAR, by students in Taiwan, whose first language is Mandarin Chinese. The findings suggested (1) the incorrect use of copular omission gradually decreased as learners’ proficiency levels increased; (2) The usage of SER by more advanced learners is more accurate than that of beginning-level learners; (3) SER is acquired before ESTAR; (4) the structure of ESTAR with adjective is more difficult to be acquired than other uses of copulas. The findings corroborate with previous studies on the acquisition order of the Spanish SER/ESTAR. Keywords: learners’ corpus, copular verb, omission, adjective
本文主要从母语为汉语的台湾学生学习语言的角度来研究连接动词SER/ ESTAR。我们得出以下结论:(1)错误遗漏在开发过程中减少。(2)高级学生使用SER比首字母更正确。(3)“存在”比“存在”学习得更早、更好。(4) be +形容词结构中be的正确用法比较困难。台湾人与之前的研究中提出的英国本地人相似。本研究调查了以普通话为母语的台湾学生的西班牙语交配动词SER/ star的习得顺序。(1)随着学习者熟练程度的提高，不正确使用省略交配行为逐渐减少;(2)更多的高级学习者使用SER比初级学习者更准确;(3)存在之前是获得的;(4)带有形容词的存在结构比copulas的其他用法更难以获得。这一发现证实了以前对西班牙人的收购顺序的研究。关键词:学习者语料库，交配动词，省略，形容词
{"title":"Estudio de verbos copulativos a partir de corpus de aprendices","authors":"H. Lu, A. Cheng","doi":"10.30827/digibug.53767","DOIUrl":"https://doi.org/10.30827/digibug.53767","url":null,"abstract":"espanolEl presente trabajo se concentra en el estudio de los verbos copulativos SER/ ESTAR desde la perspectiva de la lengua aprendida por los estudiantes taiwaneses cuya lengua materna es chino. Llegamos a las siguientes conclusiones: (1) La incorrecta omision decrece durante el proceso de desarrollo. (2) El uso de SER de los estudiantes de niveles mas avanzados es mas correcto que los iniciales. (3) SER se aprende mas temprano y mejor que ESTAR. (4) El uso correcto de ESTAR en la estructura ESTAR+Adjetivo es relativamente dificil. Los taiwaneses se asemejan a los nativos ingleses como se propuso en los estudios anteriores. EnglishThis study investigated the acquisition order of the Spanish copular verbs, SER/ESTAR, by students in Taiwan, whose first language is Mandarin Chinese. The findings suggested (1) the incorrect use of copular omission gradually decreased as learners’ proficiency levels increased; (2) The usage of SER by more advanced learners is more accurate than that of beginning-level learners; (3) SER is acquired before ESTAR; (4) the structure of ESTAR with adjective is more difficult to be acquired than other uses of copulas. The findings corroborate with previous studies on the acquisition order of the Spanish SER/ESTAR. Keywords: learners’ corpus, copular verb, omission, adjective","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69626751","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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