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Bibliografía - 2023

Riqueza léxica en la producción escrita en español de alumnos chinos: un estudio basado en la teoría de los sistemas dinámicos complejos

Jing Li (2023)

En ELUA: Estudios de Lingüística. Universidad de Alicante 40

Texto completo

En base a la teoría de los sistemas complejos y adoptando el método de microcambios, el presente trabajo tiene, como objeto de estudio, una clase de alumnos chinos del primer año de la carrera de Filología Hispánica. Se ha realizado un seguimiento de las variables de la riqueza léxica, incluidas la diversidad, densidad, complejidad y tasa de error, y sus patrones de interacción. El resultado muestra que (1) los alumnos presentan un desarrollo fluctuante y no lineal, pero aquellos con un nivel alto del idioma son los primeros en evidenciar cambios en el aprendizaje, como alcanzar el estado atractor, mientras los alumnos con menos nivel experimentan un período fluctuante más largo; (2) el alumno de nivel superior presenta una correlación de las variables léxicas, principalmente de apoyo mutuo, mientras el alumno de nivel medio tiene una correlación de competencia y el alumno de menor nivel no muestra una correlación relevante. Las diferencias grupales e individuales se deben a la asignación de recursos del ecosistema cognitivo, que abarcan cuestiones internas, como la motivación, las creencias de aprendizaje y el input léxico, y aspectos externos, como el tema.

Sintaxis del español . The Routledge Handbook of Spanish Syntax

VV. AA. (2023)

El volumen Sintaxis del español/The Routledge Handbook of Spanish Syntax proporciona una visión general de los temas fundamentales de la sintaxis del español, basada en datos extraídos de corpus textuales, sensible a los fenómenos de variación y conectada con otros componentes de la lengua.

La obra, escrita en español, reúne perspectivas teóricas diversas, elaboradas por un grupo internacional de lingüistas. Está dividida en seis partes y comprende 45 capítulos centrados en cuestiones teóricas, cláusulas, oraciones y estructuras supraoracionales, categorías verbales, frases y clases de palabras, variación y cambio sintácticos, así como acercamientos computacionales y sus diferentes aplicaciones.

Contenidos

Parte I
Perspectivas históricas y conceptos fundamentales
1 La llamada "sintaxis tradicional (española)"
Margarita Lliteras
2 La sintaxis generativa
Ángela L. Di Tullio
3 La sintaxis funcional
José A.Martínez
4 La gramática de construcciones
Mar Garachana
5 Unidades, relaciones y categorías sintácticas
Petr Cermák
6 Sintaxis y discurso
Pedro Martín Butragueño
7 Sintaxis y cognición
Paola E. Dussias
8 Sintaxis y léxico
Elena de Miguel

Parte II
La oración: estructura, clases
9 La oración y sus clases
Manuel Iglesias Bango
10 La estructura oracional
Johan Pedersen
11 Sintaxis supraoracional
Catalina Fuentes Rodríguez
12 Construcciones absolutas
Isabel Pérez-Jiménez
13 Las oraciones complejas (completivas)
Manuel Delicado Cantero
14 Las oraciones de relativo
Javier Elvira
15 Construcciones coordinadas
Tomás Jiménez Juliá
16 Construcciones condicionales y concesivas
Rocío Caravedo
17 Construcciones comparativas
Salvador Gutiérrez Ordóñez
18 Construcciones causales, consecutivas e ilativas
José Luis Girón Alconchel
19 La estructura informativa
Andreas Dufter
20 Orden de elementos
Belén López Meirama

Parte III
Fenómenos oracionales
21 Transitividad e intransitividad
José M. García-Miguel
22 Construcciones pasivas
Fernando Zúñiga
23 La impersonalidad
J. Clancy Clements y Laura M. Merino Hernández
24 Régimen verbal
Chantal Melis
25 Ser, estar y los verbos semicopulativos
Javier Rivas
26 La polaridad
Raquel González Rodríguez
27 Modo y modalidad
Manuel Pérez Saldanya
28 Tiempo y aspecto
Alexandre Veiga
29 Perífrasis verbales
Hella Olbertz

Parte IV
Sintagmas y clases de palabras
30 El sintagma nominal
María José Rodríguez Espiñeira
31 Los pronombres personales
Diana L. Ranson
32 Demostrativos y posesivos
Naomi Shin y Rosa Vallejos
33 El sintagma adjetival
Ana Serradilla Castaño
34 El sintagma adverbial
Mabel Giammatteo
35 El sintagma preposicional
María Victoria Pavón Lucero
36 Las conjunciones
Pedro Gras
37 Los marcadores discursivos
Asela Reig Alamillo

Parte V
Variación y cambio en sintaxis
38 El cambio sintáctico en español
Christopher J. Pountain
39 La variación sintáctica en español
Carmen Silva Corvalán
40 Sintaxis del español hablado
Mercedes Sedano
41 Sintaxis del español en contacto con otras lenguas
Ricardo Otheguy y Luis B. Quesada Nieto
42 La enseñanza de la gramática en ELE
Javier de Santiago Guervós y Jesús Fernández González
43 La adquisición de la sintaxis
Juana M. Liceras

Parte VI
Sintaxis y computación
44 Corpus para el estudio de la sintaxis del español
Carlos Sánchez Lancis
45 Análisis morfosintáctico y sintáctico automático
M. Antònia Martí y Mariona Taulé

Social justice in the language classroom: a roadmap for lower-division Spanish curricula

Alyssia M. Miller De Rutté, William Justin Morgan (2023)

En Journal of Spanish Language Teaching 10.1

This study investigates 70 university participants’ selection of topic and acceptability relating to the explicit inclusion of social justice topics in intermediate language courses in universities in the United States. This study draws from the Critical Pedagogy and Task-Based Language Teaching as frameworks in the second language (L2) classroom. Participants enrolled in intermediate-level Spanish courses completed a series of projects in which tasks centered on social justice topics of their choosing. Qualitative data analysis revealed that language learners perceived the projects as opportunities to use real world, authentic language with the purpose of communicating in the target language. Learners reported that the incorporation of social justice in the L2 classroom provided new, meaningful learning while they developed greater awareness of issues affecting the world and acquired vocabulary and speaking skills. As a result of this study, findings support inclusion of social justice topics, even in lower-division courses.

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Este estudio investiga la elección de tema y la aceptabilidad de 70 participantes universitarios con respecto a la inclusión explícita de temas relacionados con la justicia social en cursos de español como segunda lengua (L2) en universidades estadounidenses. El estudio se basa en la Pedagogía Crítica y el Enfoque por Tareas como marcos teóricos en la clase de español L2. Los participantes completaron proyectos en los que se abordaban temas de justicia social. Los datos cualitativos revelan que los aprendices percibieron los proyectos como oportunidades para emplear su L2 de manera auténtica. Los aprendices reportaron que la introducción de la justicia social en la clase de L2 proporcionaba un aprendizaje nuevo y significativo mientras desarrollaban su conocimiento de temas que afectan al conjunto de la sociedad a la vez que adquirían el vocabulario específico y reforzaban su competencia oral. Los datos de este estudio demuestran el impacto positivo de incluir temas de justicia social en cursos de nivel inicial.

Spanish Built Factual Freectianary (Spanish-BFF): the first AI-generated free dictionary

Miguel Ortega-Martín, Óscar García-Sierra, Alfonso Ardoiz, Juan Carlos Armenteros, Jorge Álvarez, Adrián Alonso (2023)

En arXiv

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Dictionaries are one of the oldest and most used linguistic resources. Building them is a complex task that, to the best of our knowledge, has yet to be explored with generative Large Language Models (LLMs). We introduce the "Spanish Built Factual Freectianary" (Spanish-BFF) as the first Spanish AI-generated dictionary. This first-of-its-kind free dictionary uses GPT-3. We also define future steps we aim to follow to improve this initial commitment to the field, such as more additional languages.

Spanish for nursing: A needs analysis for a Spanish for nursing course

Lindsay Helms, Hannah Pitner, Rebecca Adams (2023)

En Revista de Lenguas para Fines Específicos 29(2)

Texto completo

Research has shown that language barriers can impede access to healthcare and impact healthcare outcomes. Traditional Spanish courses have been criticized for not effectively addressing learners’ specific needs, while Language for Specific Purposes (LSP) courses on healthcare frequently lack a credible methodological foundation. The current study uses a Task Based Language Teaching (TBLT) framework to conduct a needs analysis exploring the most vital Spanish language needs of nurses while also evaluating the effectiveness of previous language teaching in satisfying those needs. Surveys and interviews among 45 nurses and advanced nursing students show that the majority of participants recognized a need for healthcare-based Spanish instruction. The analysis uncovered specific linguistic features and real-world tasks designated as essential needs for nurses.

Spanish teachers’ beliefs on the usefulness of pronunciation knowledge, skills, and activities and their confidence in implementing them

Charles Nagle, Rebecca Sachs, Germán Zárate-Sández (2023)

En Language Teaching Research 27 - 3

Despite substantial advances in the field of instructed second language acquisition (SLA) with regard to our understanding of second language (L2) pronunciation development and pedagogy, many language instructors continue to report a lack of confidence in incorporating pronunciation instruction (PI) into their classes. This survey study examined 100 Spanish instructors’ perceptions of the usefulness of various types of knowledge, skills, and approaches to PI, as well as their confidence in those domains, and the extent to which their previous training in teaching methods was related to their ratings of usefulness and confidence. After running principal components analyses to identify factors in the survey data, we fit mixed-effects models to each factor, then delved more deeply into some descriptive trends to offer recommendations for professional development opportunities. The latter results suggested that Spanish teachers might have greater appreciation for, as well as confidence in, focusing on segmentals over suprasegmentals, practice activities over assessment, perception assessment over production assessment, and implicit over explicit feedback. Consistent with previous research, some of the highest confidence levels were expressed regarding controlled techniques, alongside relatively low confidence in familiarity with research. Concerning metalinguistic tools, respondents seemed to value diagrams and descriptions over terminology and transcription, but they viewed these tools as less useful than perception, production, and communication practice. While greater training was often associated with higher perceptions of usefulness and confidence, there were cases where respondents with the least training showed the highest confidence. These results suggest some key priorities for teacher training.

Spatializing Language Studies. Pedagogical Approaches in the Linguistic Landscape

VV. AA. (2023)

Texto completo

As the assemblage of visible, audible, and otherwise textualized languages of public space, the linguistic landscape forms a rich context for understanding how material and environmental affordances affect language learning, and how language teachers can bring their L2 curricula to life. Whether it is within the four walls of a school, in a nearby neighborhood, or in virtual telecollaborative environments, the chapters of this volume illustrate how such diverse confgurations of space lend themselves to language and literacy learning, while also contributing to learners’ critical cultural and historical awareness. Before inviting the reader to the volume’s nine chapters, this introduction outlines the history and signifcance of “space” in language teaching and learning research, a topic of signifcant interest and innovation in L2 education today. It then offers a framework for the spatialization of language teaching, that is, a pedagogy that is linguistically and culturally complex, geographically situated, historically informed, dialogically realized, and socially engaged. Whether one endeavors to teach in a traditional classroom, or immersed in the sights and sounds of outdoor spaces, or even from one's desktop at home, language teaching with the linguistic landscape is evaluated for its potential to extend the human, symbolic, and critical dimensions of L2 learning.

Contenidos

Introduction: Spatializing Language Studies in the Linguistic Landscape
David Malinowski, Hiram H. Maxim, Sébastien Dubreil

Part I
Building the Politeness Repertoire Through the Linguistic Landscape
Elyse Ritchey

Exploring Language and Culture in the Novice Chinese Classroom Through the Linguistic Landscape
Fei Yu, Aleidine J. Moeller, Jia Lu

Multilingual Landscapes in Telecollaboration: A Spanish-American Exchange
Margarita Vinagre, Reyes Llopis-García

Part II
Agency and Policy: Who Controls the Linguistic Landscape of a School?
Robert A. Troyer

Uncovering Spanish Harlem: Ethnographic Linguistic Landscape Projects in an Advanced Content-Based Spanish Course
Juan Pablo Jiménez-Caicedo

A Collaborative Asset Mapping Approach to the Linguistic Landscape: Learning from the community’s Linguistic Capital in an L2 College-Writing Course
Christian Ruvalcaba, Michelle Aguilera

Part III
An Educational Perspective on Community Languages in Linguistic Landscapes: Russian and Arabic
Olga Bever, Mahmoud Azaz

Multilingual Linguistic Landscapes of New York City as a Pedagogical Tool in a Psychology Classroom
Irina A. Sekerina, Patricia J. Brooks

Indigenous Conceptual Cartographies and Landscape Pedagogy: Vibrant Modalities Across Semiotic Domains
Michael Zimmerman Jr, Margaret O’Donnell Noodin, Patricia Mayes, Bernard C. Perley

Synchronous VCMC with TalkAbroad: Exploring noticing, transcription, and learner perceptions in Spanish foreign-language pedagogy

Matt Kessler, Shawn Loewen, Daniel Trego (2023)

En Language Teaching Research 27 - 3

This mixed-methods study investigates the use of synchronous video computer-mediated communication (SVCMC) in a U.S. university’s Spanish-as-a-foreign-language curriculum. Using the SVCMC platform TalkAbroad, the university’s Spanish program required second-year students to participate in five, 30-minute, SVCMC conversations with Spanish first language (L1) speakers. Students then reflected on their SVCMC conversations by replaying the recorded audio from those sessions and transcribing passages of their conversations. Using an interactionist perspective, this research explores the utility of: (1) the SVCMC conversations, and (2) the subsequent listening/transcription activity by examining students’ reported noticing of linguistic items (e.g. L1 speaker vocabulary, grammar, etc.). Additionally, we report students’ general perceptions of engaging in SVCMC with TalkAbroad. Students’ noticing and perceptions were investigated using a combination of two questionnaires (N = 35) that were administered following (1) the SVCMC, and (2) the listening/transcription activity, along with semi-structured interviews (n = 10). Findings suggest both the SVCMC and listening/transcription activities are effective in promoting the noticing of vocabulary and content, but not grammar. Finally, students generally reported positive perceptions of engaging in SVCMC for the purposes of L2 learning. Related implications for pedagogy and curriculum design are discussed.

Teachers’ voices on multimodal input for second or foreign language learning

Mónica Stella Cárdenas-Claros, Tetyana Sydorenko, Elizabeth Huntley, Maribel Montero Pérez (2023)

En Language Teaching Research

Texto completo

Multimodal input – which combines written, auditory, and/or visual modalities – is pervasive in everyday life and could serve as a source of rich input in language teaching. In recent years, research has determined that vocabulary learning is one of the clear benefits of being exposed to such input. Regrettably, only a handful of studies have investigated whether and how second language (L2) teachers approach multimodal input in teaching. To further contribute to the research–practice dialogue, we examined factors that influence L2 teachers’ use of multimodal input in L2 teaching. This qualitative case study presents an in-depth analysis of interview data derived from 21 practitioners in various L2 teaching contexts globally. Following three rounds of data analysis, 24 factors were identified and are presented in four themes. The results indicate that teachers: (1) paid close attention to their students’ needs and goals; (2) drew on their own learning and teaching experiences and training supported by research-based practices; (3) relied on sound pedagogical principles; and (4) faced a number of contextual challenges relevant to their curricula and teaching contexts.

Teaching and Learning Languages in the United States (TELL-US) podcast series

VV. AA. (2023)

The NFLRC is pleased to announce our new Teaching and Learning Languages in the United States (TELL-US) podcast series. This professional learning series aims to examine language teaching and learning in the U.S. from the perspective of “non-insiders” (i.e., teachers who have had to adapt to the culture of teaching and learning languages in the U.S., having come from a different cultural context). Focusing on two broad categories – language pedagogy and school culture, the goal for this program is to create a professional learning resource for novice LCTL teachers who find themselves teaching in a similar situation. Although the podcasts will focus primarily on the LCTL teacher population, they can also be a valuable resource for any other teachers whose educational formation has taken place outside the U.S. Similarly, the episodes may also provide insights for ELL teachers whose students or students’ parents identify with the cultures of the teachers invited to the show or be helpful to preservice teachers learning the essential tenets of modern world language education in the U.S.

Episode 1: Understanding the American system of education and language education, part 1

Episode 2: Understanding the American system of education and language education, part 2

Episode 3: What is proficiency (proficiency vs. performance)?

Episode 4: Language targets, Can Do statements

Episode 5: Content- and culture-rich target language input that meets and is responsive to the needs of learners

Episode 6: Synthesis, part 1

Episode 7: Synthesis, part 2

Teaching and Learning Third Languages

Francesca D'Angelo (2023)

This book contributes to emerging research on third language acquisition (TLA) and pinpoints the main factors characterising TLA as a different process and area of study from second language acquisition. Moving beyond the dichotomous conception of monolingualism and bilingualism, it proposes a holistic and interdisciplinary approach to studying acquisition of a third or additional language. It presents readers with a practical guide to understanding how these languages are processed, learned and taught and addresses the cognitive, linguistic and affective factors which make multilingual learning and teaching a complex and unique phenomenon. It also emphasises the important role of teachers as knowledge generators. Through various examples of multilingual education practices, it highlights how fundamental teachers are as bridges between education and research on multilingualism. This book will appeal to postgraduate students, teacher trainers and researchers in the fields of multilingual education and cognitive linguistics.

Contenidos
Introduction

Chapter 1. Second vs Third Language Acquisition

Chapter 2. The Role of Prior Formal Language Learning and Mediating Factors in Third or Additional Language Acquisition

Chapter 3. Metalinguistic Awareness and Third or Additional Language Acquisition

Chapter 4. Multilingual Education and Translanguaging: A 'Practical Theory of Languages'

Chapter 5. From Bilingual to Multilingual Education: Teaching, Assessing and Testing Trends

Conclusion

Team teaching in languages: a scoping review of approaches and practices in higher education

Inma Álvarez, Mara Fuertes Gutiérrez, Matilde Gallardo Barbarroja (2023)

En Innovation in Language Learning and Teaching

Texto completo

This paper aims at understanding the extent to which languages are taught collaboratively in higher education (HE), which team teaching (TT) models have been implemented, and what lessons were learnt from the experiences. Following the Arksey and O’Malley framework [2005. “Scoping Studies: Towards a Methodological Framework.” International Journal of Social Research Methodology 8 (1): 19–32. https://doi.org/10.1080/1364557032000119616], a scoping review was conducted to map TT practices in HE language classrooms around the world. The review uses narrative analysis to describe those practices and provides an overview of the settings in which the studies were undertaken, the characteristics and models of TT applied, the outcomes and recommendations as well as the implications for practice in relation to language teaching and learning in HE. The results reveal that TT in this context is currently fluid, experimental, innovative and non-traditional, and therefore it is rather an ad-hoc strategy which is mostly practised to enrich teachers’ professional development or to enhance students’ language learning experience and cultural understanding. This study offers a comprehensive global picture of a collaborative experimental teaching practice in HE using a scoping review approach rare in the field of language teaching and learning but critical for identifying innovative practices.

Teoría sociocultural y español LE/L2

VV. AA. (2023)

Teoría sociocultural y español LE/L2 es una introducción académica a conceptos clave de la teoría sociocultural aplicada a la enseñanza y el aprendizaje de español como segunda lengua y lengua extranjera. Los capítulos han sido escritos por expertos de todo el mundo, tanto por investigadores y profesores de larga trayectoria como por nuevos investigadores. La obra ofrece una revisión detallada del impacto de las ideas socioculturales en la enseñanza y aprendizaje de español.

Es el primer libro que se publica en español con este enfoque. En sus páginas se documenta la transformación que el enfoque sociocultural está produciendo en la enseñanza-aprendizaje de segundas lenguas, en su investigación y evaluación, y en la formación docente. La obra concibe el aprendizaje y el desarrollo como actividades socioculturales e interpersonales, y destaca el objetivo de la evaluación y de la investigación como herramientas de intervención dinámica para el aprendizaje y crecimiento y, finalmente, cómo un enfoque sociocultural ilumina la importancia de la mediación en los procesos de aprendizaje y desarrollo de la persona.

El volumen tiene las siguientes características:

Incluye una entrevista con James P. Lantolf, uno de los investigadores más prominentes de la teoría sociocultural aplicada a las segundas lenguas.
Un uso consistente de la terminología de la teoría sociocultural en español a lo largo de toda la obra.
Cada capítulo tiene una estructura homogénea, lo cual facilita su consulta.
No reproduce la literatura existente en inglés, sino que desarrolla propuestas teóricas y de investigación propias y novedosas.
Incluye un glosario, disponible en línea, de términos relevantes en la teoría sociocultural con breves definiciones.

Índice

Entrevista con James P. Lantolf (a modo de prólogo)

Claves de la teoría sociocultural aplicada al español LE/L2

Eduardo Negueruela-Azarola, Próspero García y Arturo Escandón

PARTE 1. Mediación y desarrollo sociocultural

1. Mediación y consciencia sociocultural
Eduardo Negueruela-Azarola e Yvonne Gavela Ramos

2. Enseñanza-aprendizaje y desarrollo sociocultural
Próspero N. García y Kara Moranski

3. Actividad comunicativa y desarrollo del aprendiente
Arturo Escandón y Montserrat Sanz Yagüe

4. Feedback interactivo y autonomía
Sonia Bailini y Javier Muñoz-Basols

PARTE 2. PROPUESTAS PEDAGÓGICAS SOCIOCULTURALES

5. Agentividad y comunicación interpersonal
Albert Vílchez Veleda y Natalia Morollón Martí

6. Enseñanza conceptual y gramática pedagógica
Antoni Fernández Parera y Elizabeth M. Kissling

7. Zona de desarrollo próximo y evaluación dinámica
Susana Madinabeitia Manso y Alberto Andujar

8. Literacidad y desarrollo conceptual en la enseñanza de la escritura
Marília Mendes Ferreira y Mônica Ferreira Mayrink

PARTE 3. INVESTIGACIÓN Y PRAXIS PEDAGÓGICA

9. El método genético en la investigación sociocultural
Francisca Aguiló Mora y Magnolia Negrete Cetina

10. Generalización prototípica, validez ecológica y estudios de caso
Alberto Bruzos, Alba Medialdea e Iranzu Peña

11. Investigación-acción participativa
Olga Esteve y Elena Verdía

12. Identidad y perezhivanie en la formación profesional
Àngels Ferrer Rovira y Malba Barahona Durán

The imagination effect when using textual or diagrammatic material to learn a second language

Olga Ignatova, Slava Kalyuga, John Sweller (2023)

En Language Teaching Research 27 - 4

The imagination effect occurs when students learn better from imagining concepts and procedures rather than from studying them. Cognitive load theory explains the effect by better use of available working memory resources and increased productive, intrinsic cognitive load. The effect has been found in numerous empirical studies. However, in the majority of studies demonstrating the effect, visual/spatial information has been used: the type of information that is believed to be easy for imagining. The reported two experiments investigated if an imagination effect could be obtained using verbal information in the area of learning a second language. The results indicated that while textual material was expectedly more difficult for learning than diagrammatic material, asking learners to imagine textual material did improve performance. Cognitive load theory has been used as a theoretical framework to interpret the results.

The interplay between corrective feedback timing and foreign language anxiety in L2 development

Ehsan Rassaei (2023)

En Language Teaching Research

Recent research indicated the effectiveness of immediate and delayed corrective feedback (CF) on second language (L2) learning. What is little known is the moderating effects of learner individual factors such as foreign language anxiety (FLA) on the efficacy of immediate and delayed CF. The primary aim of the present study is thus to investigate if learners’ FLA can moderate the effectiveness of immediate and delayed feedback. To this end, 82 learners of English as a foreign language (EFL) were randomly assigned to two treatment conditions as well as a control group. During three treatment sessions, the participants performed storytelling tasks in groups of four and received either immediate or delayed metalinguistic feedback for the errors they made. Regarding the immediate feedback condition, each participant received metalinguistic feedback immediately following an error while doing the storytelling task. For the delayed feedback condition, metalinguistic feedback was offered for each error at the end of each storytelling task. Two testing instruments, a writing task and an error correction test were used as pretest, posttest and delayed posttest to measure learners’ development as a result of the treatment sessions. Without considering learners’ FLA, the findings revealed that immediate and delayed CF are equally effective to promote L2 development. However, when taking into consideration learners’ FLA through regression analysis, the results revealed that immediate CF was more beneficial for learners with low FLA compared to high anxiety learners, but no significant associations were found between FLA and delayed CF efficacy.