Elia - 2005/2006 - Nº 6
URI permanente para esta colecciónhttps://hdl.handle.net/11441/2482
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Artículo La construcción del aprendizaje cultural: Análisis de las percepciones del profesorado de inglés(Universidad de Sevilla, 2006) Méndez García, María del Carmen; Castro Prieto, PalomaToday teaching and learning tend to be viewed in a constructivist and/or (social) constructivist perspective. Learning is regarded as a process of meaning construction in which the individual actively participates in interaction with the learning environment. From a constructivist perspective, culture learning is considered as an active process which allows the students the transformation of knowledge. The teacher’s role as mediator in this process requires the development of abilities to scaffold learning and guide learners towards autonomy and independent culture learning. In this paper we report a research project which investigated to what extent Spanish EFL teachers depart from their learners current level of familiarity with the target culture and to what extent teachers current approaches to the teaching of culture in secondary education can be characterised as constructivist. The results show that the foreign culture teaching approach adopted by these teachers can only in part be characterised as scaffolding the learning process towards learner autonomy.Artículo Los estereotipos y los prejuicios: cambios de actitud en el aula de L2(Universidad de Sevilla, 2006) Casal Madinabeitia, SoniaStudent interaction in groups enriches the learning environment in the foreign language classroom. However, the risks of working in groups, such as the creation of stereotypes and prejudices, must be also pinpointed. According to the social identity theory, human beings need to classify individuals into categories or groups in order to make their world more understandable, believing (for no reason) that the group they belong to is superior to others. The classroom reflects this natural human tendency and groups are created around academic, social and peer evaluation criteria. Positive interdependence is presented as a tool to create a social situation where students need one another to succeed, modifying students’ attitudes towards other groups and promoting the positive side of working in groups.Artículo "Para mí, aprender una lengua significa..." Representaciones de alumnos universitarios mexicanos acerca de lenguas extranjeras.(Universidad de Sevilla, 2006) Groult Bois, NoëlleBeliefs have been studied in many different contexts because they underlie and influence our actions in every aspect of our lives. In this paper, we will present the results of two studies carried out at the Foreign Language Center of the National Autonomous University of Mexico, about the beliefs of Mexican university level students of French and English as foreign languages. More precisely, we intended to find out what the beliefs of the students were as far as the process of foreign language learning was concerned (eg. what they thought about personal factors, materials, activities, the teacher’s role, and/or self-assessment). We will explain the methodology we used and the selection of our sample. The results we arrived at show that Mexican students have fairly average beliefs.Artículo Using journals to investigate the learner’s emotional experience of the language classroom(Universidad de Sevilla, 2006) Mercer, SarahThis paper will report on a study conducted as part of a PhD project investigating affective factors in language learning. A study involving 73 advanced tertiary level learners was carried out over the course of one semester (approximately 4 months) in 3 parallel classes. The learners were asked to keep a journal following guidelines on content focusing on their emotional experience of the language classroom. On the basis of an initial analysis of the journals, a questionnaire was constructed to validate the data from the journals. In addition, the questionnaire provided meta-feedback on the use of journals from the learner perspective. This paper will discuss the use of journals as a tool for investigating learner beliefs and emotions and will present the preliminary results of the study.Artículo Transculturation and affect in the L2 classroom: teaching English and ethnography in the Yucatan(Universidad de Sevilla, 2006) Logan, JoyBy offering a transdisciplinary analysis of the development of an EFL/ethnography program in Mexico, this study proposes transculturation, as opposed to acculturation (a process commonly cited by applied linguists), as a more comprehensive conceptual tool for understanding the learning dynamics of the L2 classroom. SELT, School of Experimental Language Training, in the Maya community of Pisté, Yucatán, (Mexico) was a program that sought to teach English to local Pisteleños and to train U.S. university students both in EFL methods and in the practice of cultural ethnography. This study discusses SELT and its uses of Spanish, English and Yucatec Maya in terms of the dynamics of power and authority in the EFL classroom. In comparing the EFL and ethnographic practices employed by SELT, the study explains how transculturation, a concept derived from sociology, anthropology and literary criticism, accounts for multi-directional communication and learning in the L2 classroom. It also suggests affect to be one of the principal components in the transdisciplinary evocation of transculturation.Artículo Formulaic language: fixed and varied(Universidad de Sevilla, 2006) Schmitt, NorbertFormulaic language has been shown to be an important component of language usage. This paper summarizes evidence of this importance and then goes on to focus upon two key characteristics of formulaic language: fixedness and variability. Formulaic language is usually conceptualized as being basically fixed, but examples are given to illustrate that in many cases formulaic language contains a considerable amount of variation. The degree and type of variation depends on which kind of formulaic language is being addressed: idiom, variable expression, or lexical bundle. Idioms, which are supposedly fixed, show the greatest amount of variation, while variable expressions and lexical bundles seem to contain much more stable fixed cores. It is suggested that variable expressions (and perhaps lexical bundles) may be stored in the mind as individual units, because there are relatively few instances to store. Conversely, idioms may involve so many variants that only the canonical form may be stored as a template, from which truncated and novel forms can be recognized. Teaching implications of these different forms of storage are considered.