Elia - 2015 - Nº 15

URI permanente para esta colecciónhttps://hdl.handle.net/11441/47654

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Mostrando 1 - 8 de 8

Key concepts in applied linguistics Key issues in EFL coursebooks
(Universidad de Sevilla, 2015) Tomlinson, Brian
Vocal-Medical: On-Line Language Learning and Cultural Preparation for Emergency Services
(Universidad de Sevilla, 2015) Brogan, Kristin; Adriaenssens, Jef; Kelly, Hellen
The VOCAL-Medical Project (Vocationally Oriented Culture and Language – Medical) is a two year Leonardo da Vinci Transfer of Innovation project, funded by the EU Commission, and part of the Lifelong Learning Programme. It follows on from two earlier EU projects, namely VOCAL (www. vocalproject.eu) and the award winning Problem-SOLVE. The VOCAL-Medical project partnership brings together 14 partner countries and 9 languages. The end product will be an on-line training tool for emergency staff who deal with patients who do not understand the local language. There will be also an app for mobile phones (smart phones) and tablets (with HTML5 functionalities) which can be used by the consultant in an emergency medical situation. This project is directed at professionals in the medical sector who need to communicate with patients who are non-nationals in emergency situations where good communication skills can literally mean the difference between life and death. It responds to a growing need in the medical sector to overcome the language and intercultural barriers which are occurring with ever greater frequency as a result of demographic changes and increased mobility. The project aims to bridge the gap between different healthcare systems and different cultural behaviours inherent in the doctor-patient relationship. This has benefits for healthcare systems, for the professionals who work in them and for patients.
CLIL in three Spanish Monolingual Communities: The Examples of Extremadura, Madrid and La Rioja
(Universidad de Sevilla, 2015) Manzano Vázquez, Borja
Our world is becoming more and more complex, constantly imposing new societal, cultural and professional demands on the individual, such as the increased need for plurilinguistic competences. This situation has prompted the systematic search for new teaching methods that encourage the learning of foreign languages in the school context. One of these approaches is CLIL (Content and Language Integrated Learning) instruction. In Spain, CLIL is increasingly becoming a widespread approach in order to foster foreign language learning in both primary and secondary education. The major aim of this paper is to discuss the implementation of CLIL methodology in three Spanish monolingual communities (Extremadura, Madrid, and La Rioja) so as to suggest future actions to improve its development. In doing so, it will look into the similar and distinctive traits of CLIL implementation initiatives in these communities as well as analysing the various teacher training programmes designed to prepare teachers for bilingual education and what CLIL research has concluded in the Extremadura, Madrid and La Rioja area to date.
The Effects of Using L1 Translation on Young Learners’ Foreign Language Vocabulary Learning
(Universidad de Sevilla, 2015) Codina Camó, Aïda; Pladevall Ballester, Elisabet
In the field of foreign language (FL) vocabulary acquisition, there seems to be a growing awareness of the fact that the mother tongue (L1) might have a facilitating role for language learners. Research has found evidence to support the positive effects of using the L1 as an instructional tool, particularly at the initial stages of FL learning. The present study explores the role that the L1 plays in young learners’ retention of and access to English vocabulary. An experimental group and the corresponding control group of 10-11 year-old children in an EFL Catalan school context were recruited for the study. The experimental group was exposed to both the English input and the L1 translation of the target items, whereas the control group received just the English input. Differences between the groups in terms of lexical retention and lexical access were analysed. Results of the present study suggest that providing students with the L1 equivalents of the lexical items results in learners retaining more lexical items, accessing them with greater ease and recalling them for longer periods of time.
Benchmarking Intercultural Communication Competence Assessment Tools for ESP Teaching
(Universidad de Sevilla, 2015) Candel Mora, Miguel Ángel
In an international professional environment, knowledge of the language alone is not a guarantee of success, as a result, recent language research emphasizes the intercultural component of foreign language education, and the development of tools to assess intercultural communication competence (ICC) towards the design of courses and training material. ICC research has produced a wide range of frameworks of analysis and assessment models to measure interculturally successful behaviors, such as adaptation, appropriateness, and effectiveness of intercultural interactions. However, tools and instruments to assess intercultural communication competence vary depending on whether their focus is on language learning or on cultural aspects and international or intercultural differences, but with regard to foreign language for specific purposes teaching, these tools do not seem to take into consideration the specificity of the context of learners. Therefore, the objective of this paper is to propose a framework of analysis specifically targeted for ESP learners based on existing ICC assessment tools and instruments, with a twofold purpose: to assess learners’ awareness and to apply it towards ESP syllabus design, and thus align ICC assessment with teaching objectives.
A Conversation Analysis of EFL Teachers’ Gesture in Language Elicitation Stage
(Universidad de Sevilla, 2015) Wanphet, Phalangchok
Using a Conversation Analytic (CA) method, this study explores English as a Foreign Language (EFL) teachers’ nonverbal gestures during the elicitation stage: when they elicit new words and language structures from students. In total, three hours of interactions between six EFL teachers and students during the elicitation stage in six classes are recorded and then analyzed. The teachers’ gestures are categorized according to their functions, while the classroom speech exchange, in which the EFL teachers’ gestures are identified, is examined. An analysis reveals that 1) EFL teachers’ gestures serve many pedagogical and interactional functions: managing student behavior, regulating interaction, involving students, explaining language features, evaluating students’ responses, and showing EFL teachers’ expectations for students’ language production; 2) functions of EFL teachers’ gestures sequentially correspond to the students’ responses placed on the immediate preceding turns; and 3) students not only listen to what the EFL teacher says but also interpret and later react, both verbally and nonverbally, to the teachers’ gestures.
Intercultural Spaces in Teaching English as a Foreign Language to Elementary School in Brazil
(Universidad de Sevilla, 2015) São Pedro, Joana de
This work is part of my doctoral research in Brazil. I have been investigating the presence of Intercultural Spaces in the English lessons in an Elementary School from the perspective of the teacher. Thus, it is a Case Study in which lesson observations will be compared to the teacher’s discourse about her own practice (Cohen, Manion & Morrison, 2011). It is a study of a single teacher practice and the students are not participants. The definition of Intercultural Spaces is based on Bhaba’s concept (1994), Kostogriz’s definition (2005) applied to Second Language Acquisition, Kramsch’s idea (2009) in the context of Foreign Language Learning and Widin and Yasukawa’s study (2013) when it comes to teacher’s role of creating such types of Intercultural Spaces in the classroom. Hence, as background to this research, it is believed that students in Early Elementary School, who are between seven and ten years old, should be educated as critical and ethical citizens (Morin, 2005; Menezes de Sousa, 2011; Rocha 2012). Thus, I expect to contribute to Teacher Education with this research in the light of New Learning (Cope & Kalantzis, 2012).
Cultural Aspects of Immediacy in an Asian Classroom Context
(Universidad de Sevilla, 2015) López-Ozieblo, Renia
Among the various factors affecting students’ learning, immediacy is probably the one that has been most studied over the last four decades. Immediacy, a term coined by Mehrabian (1967), refers to verbal and nonverbal behaviours used by interlocutors to decrease physical and physiological distance between them, thus creating affinity, liking and affect. However, a number of questions arise as to the suitability of the various immediacy scales and their cultural significance in a non U.S. context, such as Hong Kong. Furthermore we were interested in possible differences in teachers’ perception based on students’ motivation. This paper presents the first part of an immediacy study, based on students of the Department of English of the Hong Kong Polytechnic University (looking into mapping patterns of behaviours that increase immediacy). The results indicate that Hong Kong students prefer the holistic approach of the Chinese traditional teacher, a teacher who goes beyond just teaching in class, and that nonverbal actions are not high in their list of preferred behaviours in teachers, such as gestures, walking around the classroom or standing close to students (unlike what has been observed among U.S. students).

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