Elia - 2017 - Nº 17

URI permanente para esta colecciónhttps://hdl.handle.net/11441/68258

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Key concepts in Applied Linguistics: Second Language Acquisition and Study Abroad Learning Environments
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Isabelli-García, Christina
Academic literacy, genres and competences: a didactic model for teaching English to translation students
(Grupo de investigación La lengua inglesa en el ámbito universitario PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Liendo, Paula; Palmira Massi, María
Academic literacy has been the subject of many publications in the last decade. Yet, the practices to develop it still need to be carefully contextualised, in accordance with the field of studies, the academic context, and even the language in which they are to be implemented. The aim of this work is to develop a didactic model that caters for the needs of (mainly advanced) students of a Certified Translation course. Achieving an acceptable standard of academic literacy involves linguistic and extra-linguistic –discursive, sociocultural, metacognitive–competences, together with translation competence. Additionally, the study of English from a contrastive perspective –regarded as a problemsolving task and applied at the lexical, syntactic, textual and sociocultural levels– is deemed unavoidable. This didactic model has an ESP (English for Specific purposes) and textual approach. The approach suggested for the implementation of this model includes metacognitive and metalinguistic reflection, cognitive and linguistic recognition and production, text analysis, design and assessment, discussion, negotiation, and social interaction.
Tool usage and effectiveness among L2 Spanish computer writers
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Tight, Daniel G.
This study describes the tools employed by intermediate learners of Spanish (N = 12) writing short, low-stakes compositions via computer. Echo360 screencasting software was used to create video recordings of five compositions per participant over a three-month period, as well as to capture a think-aloud protocol on the final task. Results reveal that sixth-semester learners make frequent use of online bilingual dictionaries and translators, regularly depend on the word processor’s spelling and grammar checkers, and use a variety of techniques to make diacritics and special characters in their writing. Despite high levels of overall success with both internet and word processing resources, errors were common in the texts generated, with grammatical errors occurring more than vocabulary and spelling mistakes combined, at a rate of just over 6 per 100 words. Taken together with previous research, these findings paint a more complete picture of L2 computer writing in Spanish as a demanding task requiring pedagogical intervention to maximize the effectiveness of available resources, even for college majors and minors.
Mixed system 1: a language strategy for bilingual families
(Universidad de Sevilla, 2017) Ruiz Martín, Arancha
According to the literature on family bilingualism, parents raising their children in two languages by choice are recommended to choose from one of these two main language strategies: either One person/parent, one language (OPOL) or Minority Language at Home (ml@h). However, the results of a survey carried out by the author on a group of 110 English-Spanish bilingual families in Madrid showed that the second most popular language strategy after OPOL is another strategy named here as Mixed System 1(MS1). Therefore, this strategy proves to be interesting to explore in detail, looking at the reasons for its choice as well as the implications and consequences involved, both from a practical and an emotional perspective, for parents as well as for children. Research on the topic and a case study on the group of families that use this method in Madrid are the main points of this article. A questionnaire was designed in order to collect information about this language strategy and the answers confirmed the effectiveness of Mixed System 1 as an alternative strategy in this particular context.
Comparing native speaker ratings and quantitative measures of oral proficiency in IELTS interviews
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) O’Donnell, Katherine
Research on second language acquisition has used various quantitative and qualitative measures to assess oral proficiency, yet there is little empirical research comparing these measures. Comparisons between quantitative measures and native speaker ratings are especially rare. Four of the most common quantitative measurements applied in L2 research include the type-token ratio as a measure of lexical diversity; the T-unit as a measure of syntactic complexity; the error-free t-unit as a measure of grammatical accuracy; and average speech rate as a measure of fluency. The present study compares these four quantitative measures of oral proficiency and one qualitative measure of oral proficiency, i.e., native speaker ratings, based on the speech of three non-native English speakers during the International English Language Testing System (IELTS) oral interview. The results indicate that measures of syntactic complexity and speed fluency correlate with native speaker ratings; however, the measure of lexical diversity does not correlate with the native speaker ratings. Interestingly, the measure of grammatical accuracy displays an inverse relationship to the native speaker ratings. These results are discussed in light of an accuracy-fluency continuum. This finding demonstrates the importance of careful consideration in determining which measure of oral proficiency is appropriate for a given research context.
Speech fluency in phrases: teaching English oral fluency in distance learning
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Senra Silva, Inmaculada; HUM174: Diacronia y Dialectologia del Ingles
The aim of the present article is to highlight the role of fluency for communication and defend the attention that it should be given within the foreign language classroom. The article presents a study on material designed as part of a project from the European Union Lifelong Learning Programme (Conversational Fluency in Phrases: Fluency for Conversational Interaction (FluenCi) 505023-LLP-1-2009-1-IEKA2-KA2MP) led by a team of researchers from the Dublin Institute of Technology (DIT), and the UNED (Universidad Nacional de Educación a Distancia). The main objective of the project was to address English language learners’ problems with perceiving and producing high-frequency phrases of spoken language which increase fluency.
La detección y corrección de errores en la deixis temporal del verbo en redacciones escritas en inglés como lengua extranjera
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Hernández García, Fulgencio
El presente artículo recoge la investigación que se ha llevado a cabo sobre la habilidad de alumnos españoles de inglés como lengua extranjera, entre 17 y 18 años de edad, en la etapa de educación secundaria, para detectar y corregir de forma autónoma, errores en la deixis temporal del verbo en sus redacciones escritas. Un profesor usó diferentes colores para destacar los tiempos verbales que los estudiantes habían usado en 63 redacciones, pero sin indicar si el tiempo verbal usado era correcto o incorrecto. Posteriormente, se devolvió la redacción a los estudiantes. De un total de 216 errores, los alumnos corrigieron 103 errores (47,6 %). También corrigieron otros errores relacionados con las formas verbales destacadas (por ejemplo, la omisión del sujeto). El artículo concluye con una reflexión sobre implicaciones pedagógicas de este estudio.
Los docentes en los programas de educación bilingüe en Cantabria
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Lozano-Martínez, Laura
La implementación de programas AICLE en España va en aumento. Este estudio analiza los datos obtenidos a través de ocho entrevistas semiestructuradas así como de cuestionarios completados por ochenta docentes, tanto bilingües como no bilingües, que trabajan en Colegios Públicos de Educación Infantil y Primaria con programas de educación bilingüe en Cantabria (España). Los resultados muestran que no hay consenso entre los docentes sobre algunos de los retos que se deben afrontar en un programa bilingüe como la formación y la mayor coordinación que requiere la impartición de DNL en inglés. No obstante, puede concluirse que los docentes pueden realizar contribuciones muy reveladoras que pueden mejorar el diseño y la regulación de los programas bilingües.
Comparing the benefits of a metacognitive reading strategy instruction programme between CLIL and EFL primary school students
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Gutiérrez Martínez, Alba; Ruiz de Zarobe, Yolanda
Strategy instruction is a fundamental part of the language learning curriculum. Several studies (Wenden & Rubin, 1987; O’Malley & Chamot, 1990; Chamot & O’Malley, 1994; Cohen & Macaro, 2007; Chamot, 2008; Cohen, 2011, among others) have shown that the use of learning strategies produces a positive effect on learners’ achievement, although the field has not been without controversy (Rees-Miller, 1993; Dörnyei y Skehan, 2003; Dörnyei, 2005; Manchón, 2008; Macaro, 2006, 2007, 2010). Thus, the aim of this study is to investigate the effects of a metacognitive reading strategy training in two educational contexts, CLIL and EFL, and reflect on how learners can benefit from this learning approach. Participants (N = 145) came from six intact classes from two different schools in Santander, Cantabria, a community in the north of Spain. One of the schools followed a CLIL methodology and the other did not. The experimental groups in both schools underwent a seven-week metacognitive reading training programme developed by the research team, following the model proposed by Macaro (2001) that focuses on metacognitive awareness. Control groups continued with regular classes. Pre-tests and post-tests were carried out for both control and experimental groups. As hypothesized, results indicate that those students (CLIL and EFL) that followed the strategic training obtained better scores on the metacognitive reading task than their control groups, but with no significant differences between both educational approaches (CLIL and EFL) even though the experimental CLIL group outperform the experimental EFL group. This leads us to the conclusion that this type of training is effective in both educational contexts and highlights the importance of the metacognitive teaching approach to improve reading comprehension in second language classes.
Gender effects on strategic competence: A survey study on compensatory strategies in a CLIL context
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Basterrechea, María; Martínez-Adrián, María; Gallardo-del-Puerto, Francisco
Second language research has shown that females usually outperform their male counterparts (Pavlenko & Piller, 2008). They also have more positive attitudes and greater motivation (Spolsky, 1989). Nevertheless, these tendencies have been found to be blurred in meaningoriented approaches such as Content and Language Integrated Learning (CLIL) (Fernández Fontecha & Canga Alonso, 2014). As regards strategic competence, very little research has been conducted on the effect of gender on the use of language learning strategies (Ehrman & Oxford, 1989) and much less on compensatory strategies (Kocoglu, 1997). Besides, there is a lack of research investigating the effect of gender on the use of compensatory strategies by CLIL learners. This study examines the existence of gender differences in the 5th and 6th grades of Primary Education as regards amount and type of strategies preferred in a self-reported questionnaire on compensatory strategy use (i.e. guessing, miming, morphological creativity, dictionary, predicting, paraphrasing, borrowing, calque, foreignising, avoidance and appeal for assistance). In terms of overall amount, no statistically significant differences emerged, which seem to be in line with those CLIL studies that credit a vanishing effect on gender-related differences. As for types, females tend to avoid answering if they are not sure whereas males prefer to guess and feel more at ease in ambiguity. Females also rely more on borrowing, which makes them feel secure that the content of their message is unambiguously conveyed. In contrast, males prefer to predict, are braver, and take more risks when communicating (see Oxford & Ehrman, 1988).
Improving reading strategy knowledge in young children: what self-report questionnaires can reveal
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Ruiz de Zarobe, Yolanda
In the last 25 years, the topic of learning strategies has attracted a great deal of interest, quite often to analyse the use first (L1) and second language (L2) learners make of these strategies and how they can be helped to improve strategy knowledge. Although it is true that there has been considerable research on strategies, a smaller number of studies have attempted to explore the strategies that learners use in content and language integrated learning (CLIL) contexts, and even fewer when learning a third language (L3). This article seeks to fill that gap by reporting the findings of an intervention study into reading comprehension among young learners of English as an L3 in a multilingual (Spanish-Basque-English) context in the Basque Country. The study involves a pre-test post-test design, using two intact groups of participants who were in their 5th year of primary education (10- 11 years old). One group (n=50) served as the experimental group and the other one as the control group. The experimental group (n=50) received strategic training in reading skills for a period of seven weeks, while the control group did not. Both groups were asked to complete a survey for reading strategies and this was elicited pre- and post-intervention. Findings indicated that those students who were trained strategically in reading reported using an increased number of strategies after the training programme, although those gains were not maintained over time.
Prólogo. Elia. Nº 17
(Grupo de investigación La lengua inglesa en el ámbito universitario (PAI: HUM 0397), en coedición con la Facultad de Filología de la UNED: Universidad Nacional de Educación a Distancia, 2017) Chacón Beltrán, Manuel Rubén

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