Elia - 2016 - Nº 16
URI permanente para esta colecciónhttps://hdl.handle.net/11441/51648
Examinar
Envíos recientes
Artículo Teaching Apology Formulas at the Discourse Level: Are Instructional Effects Maintained Over Time?(Universidad de Sevilla, 2016) Martínez-Flor, AliciaThis study explores the effects of teaching apologies at a discourse level on a group of Spanish learners of English as a foreign language both in the short and in the long-term. It adopts a one-group pre-, postand delayed post-test design to particularly examine the effectiveness of a pedagogical model on learners’ appropriate use of apology formulas not only after immediately receiving instruction, but also five months later. An interactive discourse completion test was used to analyse learners’ performance when apologising in different contrasting scenarios. Results show that the types of apology formulas produced by learners in the pretest differ significantly from those produced in the post-test, as well as in the delayed post-test. After receiving instruction, learners produced more elaborated apologetic responses attending to the sociopragmatic aspects involved in the different situations, a performance that was maintained over time. These results seem to demonstrate the positive benefits of instruction to foster learners’ pragmatic knowledge in terms of both frequency and variety of apology formulas not only in the short-term but also in the long-term.Artículo Oral Corrective Feedback Strategies in EFL. A Pilot Study in Chilean Classrooms(Universidad de Sevilla, 2016) Aranguiz, María Fernanda; Quintanilla Espinoza, AngieOral corrective feedback has been of great importance in foreign language acquisition since it helps improving oral production in students. Many studies have been conducted on this topic. However, the results may vary in every context. For this reason, this investigation aimed to comprehend Chilean teachers’ use of corrective feedback strategies and their efficacy in students’ performance. In this descriptive study, five teachers audio-recorded two lessons of 90 minutes each, where students from 5th to 8th grade received feedback from their teachers. The results include the frequency and effectiveness of corrective feedback strategies, as well as the type of errors that teachers correct in the classroom. The findings show that Chilean teachers use corrective feedback strategies to correct pronunciation, vocabulary, grammatical and content errors. Also, there is a tendency of Chilean teachers to use explicit correction as the most frequent strategy. In terms of effectiveness, most of the corrective feedback provided followed repair from the learner. Among the most effective corrective feedback strategies, we could find repetition, elicitation, clarification request and metalinguistic feedback.Artículo Identificación de errores pragmáticos en un test adaptativo de inglés como lengua extranjera(2016) Carrió Pastor, María Luisa; Martín Marchante, BeatrizEste trabajo analiza las razones por las cuales un grupo de estudiantes falla las preguntas específicas que evalúan su competencia pragmalingüística en la prueba de dominio Oxford Online Placement Test (OOPT). El objetivo de este estudio es descubrir qué tipo de deficiencias en la competencia lingüística de estos estudiantes pueden estar implicadas en la producción de errores en estas preguntas, según su propia percepción y desde una perspectiva cognitiva y metalingüística. Para ello, se diseñó un cuestionario de valoración restrospectivo que fue realizado por cuarenta y cuatro estudiantes de primer curso en la Facultat de Magisteri, Universitat de València (España) que debían acreditar tener un nivel B1 de lengua inglesa al acabar el curso. Los resultados indicaron que el motivo de error más frecuente en la parte de comprensión pragmática del OOPT era el desconocimiento de parte del vocabulario contenido en los diálogos que conformaban las preguntas correspondientes a esta parte de la prueba.Artículo Comparing the Effects of Two Types of Output-Pushing Feedback on Adult EFL Students' Oral Accuracy(Universidad de Sevilla, 2016) Roothooft, HanneDespite growing evidence that providing immediate oral corrective feedback can help second language students speak more accurately, the way in which feedback should be given remains controversial. While a great number of studies support the use of recasts, authors such as Lyster and Saito (2010) claim that output-pushing feedback could be more beneficial for classroom learners. However, few studies have attempted to tease apart the effects of separate output-pushing feedback-types or prompts, which is why the present small-scale study compares two kinds of prompts; metalinguistic feedback and elicitation. Two groups of intermediate university students (n=31) received either elicitation or metalinguistic feedback while carrying out communicative speaking activities. A statistical analysis of students’ gain scores from pre- to post test shows that metalinguistic feedback had greater effects on students’ accuracy, although these were not significant. Metalinguistic feedback was also much more successful at helping students correct their errors during the classroom intervention.Artículo Key Conceptos in Applied Linguistics(Universidad de Sevilla, 2016) González-Lloret, Marta