Elia - 2004 - Nº 5

URI permanente para esta colecciónhttps://hdl.handle.net/11441/2481

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Age-related changes in people over 60: implications for second language learning and teaching
(Universidad de Sevilla, 2004) Pace, Cinzia; Topini, Alessandra
Longer life expectancy and easier ways of traveling have modified the over- 60’s way of life in rich countries. The concept of life-long learning, the desire for self-fulfillment, and the interest in cultures different from one’s own are the main reasons why people over 60 take up language courses abroad or in their own country. Our paper examines the over-60s in relation to their increasing demand for foreign language courses. The age-related physical and psychological changes of this group that could have an influence on the language learning process should be considered by the teacher, e.g. when deciding the language teaching techniques to be employed. Furthermore, knowledge of the over-60’s specific needs, abilities and potential could be applied to the design of a targeted foreign language syllabus. The aging process is different in each individual and some suggestions for language teaching might not be necessary for those who are not subject to the age-related changes mentioned; they can however make the teaching and learning process easier in language classes made up entirely of people over 60.
Aproximaciones cognitivo-interaccionistas al aprendizaje de segundas lenguas mediante tareas
(Universidad de Sevilla, 2004) Ortega Parra, Lourdes
Task-based language learning constitutes one of the most popular proposals for second language pedagogy in the last fifteen years, and it is also a burgeoning research area within instructed second language acquisition. Yet, several distinct traditions have evolved whose differences are too often ignored in specialized discussions. In the present article, I offer an overview of four cognitive-interactionist approaches to the investigation of task-based language learning. I map their historical roots and the main theoretical arguments each makes for competence-expanding benefits. I also evaluate the research methodologies underlying each of these four traditions, identifying major challenges that await each program if the full pontential of task-based language pedagogies for improving instructed second language acquisition is to be better understood.
La búsqueda de efectos humorísticos, irónicos y paródicos a través de los anglicismos
(Universidad de Sevilla, 2004) Rodríguez Medina, María Jesús
Many studies have dealt with anglicisms in Spanish since it became a noticeable linguistic phenomenon at the end of the 1960s. In the beginning, most books and articles focused on analysing anglicisms used to designate new objects and concepts, or criticising those regarded as ‘useless intruders’ by linguists with a purist approach. Forty years later this purist tradition no longer exists and new aspects of anglicisms such as their presence in syntax or their expressive uses have attracted the attention of scholars. In this paper, we analyse a corpus of anglicisms and pseudoanglicisms found in television and radio humorous programmes in Spain where they are exploited in expressive comic messages to catch the public’s eye.
Child L2 learning of English in a bilingual setting
(Universidad de Sevilla, 2004) Fleta Guillén, María Teresa
Learning a second language (L2) in a bilingual school can be compared to first language acquisition (L1) in that both processes develop in a natural and unconscious manner. In this paper I investigate the nature of early grammars in second language acquisition. One of the main concerns is whether child learners show a developmental process in L2 acquisition and, if they do, whether there is transference from the children’s L1, and whether the L2 acquisition process resembles the L1 acquisition process. The goal of this paper is to examine the acquisition of yes-no questions, the use of explicit subjects and the omission of inflectional verbal morphology in child L2 grammars. Data come from language production corpora of children who acquire English in their early years at a bilingual school; I compare L2 learners’ data with native children’s data. Also, to find out if there are common patterns in L2 acquisition, I refer to some crosslinguistic studies carried out with child L2 learners from a variety of language backgrounds (French, Korean, Russian and Bantu languages). In order to learn more about how children approach a second language in a bilingual school, I consider input data through an art activity.
Second language writing development in childhood: a case study
(Universidad de Sevilla, 2004) Serrano, Raquel; Howard, Elizabeth R..
Whereas most research on child second language acquisition has focused on the oral production of children, studies are needed to show their initial writing development in a second language. This paper aims to shed some light on this process, focusing on the English writing development of a native Spanish speaker enrolled in a two-way immersion program in the United States. Data for this presentation come from a longitudinal, national study which involves 484 students in 11 programs across the country. In this paper, we will present a case study of one of the students in the project, from the beginning of third grade until the end of fifth grade. The student’s writing samples will be discussed using an analytic rubric developed for the project. This rubric addresses three major aspects of writing –composition, grammar and mechanics– and provides a clear framework for investigating changes in writing ability over time.
Situational anxiety in L2 instruction: a case study on learner virtual behaviour
(Universidad de Sevilla, 2004) Franca Plastina, Anna
Besides motivation and attitude, anxiety proves to strongly affect L2 learning. Synchronous text-based environments offer an opportunity to investigate situational anxiety in a learning environment which differs from the traditional classroom. In catering differently to factors such as personality trait, acceptance, orientation, communication, performance and evaluation, virtual learning spaces may alter users’ behaviour and situational anxiety.This paper reports on a small-scale case study carried out with EFL tertiary learners at the Language Centre, University of Calabria, Italy and in-service teachers training at the local chapter of TESOL-Italy. Under different circumstances and for different purposes, both groups were sharing the common ground of approaching virtual learning environments as novices. Findings reflect on comparative L2 situational anxiety in relation to virtual behaviour.
Teaching English as a foreign language through action techniques
(Universidad de Sevilla, 2004) Anner, Catherine M.
We read, study, write, go to conferences and all in all develop our knowledge, but when we find ourselves in certain situations, new situations, our know-how will only be part of what we need. Our skills will be the instrument that our senses will guide to proper use. Experience forms us and with a certain touch of inspiration we can advance in our field with an attitude that will bring us into the reciprocal cycle of teaching. Let us have a closer look at how inspiration helped an English-as-a-second-language teacher develop her own personal style. We will see how English can be taught in English to young learners through actions and activities such as songs, stories, routines, gestures, funny voices and lots of surprises.

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