Dissertations / Theses: 'Processes of teaching/learning spanish as a foreign language'

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Selvero, Caroline Mitidieri. "A MOTIVAÇÃO NA AULA DE LÍNGUA INSTRUMENTAL: CRENÇAS DE ALUNOS." Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/9885.

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The objective of this research was to investigate the change of teaching for specific purposes in the students´ believes on teaching/learning of languages and the reflection of these changes in the motivation for learning a new language. The objectives of this study were to map and investigate the beliefs and the motivation before and after the course; verifying if and how the teaching for specific purposes influenced in the beliefs and if the modification of the beliefs influenced in the motivation of the students towards learning Spanish as a foreign language. The Socio-interactionist theory was used as theoretical foundation, as well as teaching for specific purposes, the beliefs and the motivation. The collection of data for the research was carried out during the classes of two editions of the project Espanhol para Viagens, through a pre and post-questionnaire, interviews and observations. The data analysis showed that the beliefs and the motivation of the students influenced and suffered influence of the teaching/learning of Spanish for specific purposes, in such a way that some beliefs were redefined and others came up. In the course of the analysis, some beliefs related to the Spanish language were identified, that consider it an easy language to learn, because of its similarity to Portuguese. At the same time, the students believe that this similarity can cause confusion to the learner. Regarding interaction, the students believe that it favors communication between teacher-learner/learner-learner, which is an essential point for learning Spanish as a foreign language. We consider that the direct contact with Spanish in the classroom and the constant interaction with the teacher were determining aspects for the redefining of the students´ beliefs and for the increase of motivation during the classes of the course.
O objetivo geral desta pesquisa foi investigar a modificação do Ensino Instrumental nas crenças de alunos sobre ensino/aprendizagem de línguas e os reflexos dessa modificação na motivação para aprender um novo idioma. Os objetivos específicos do trabalho foram mapear e investigar as crenças e a motivação antes e depois do curso, verificando se e de que maneira o Ensino Instrumental influenciou as crenças e, por sua vez, se a modificação das crenças influenciou a motivação dos alunos para aprendizagem do Espanhol como Língua Estrangeira (ELE). A teoria Sociointeracionista foi utilizada como embasamento teórico, assim como o Ensino Instrumental, as crenças e a motivação. A coleta de dados para a pesquisa foi efetuada durante as aulas de duas edições do Curso de Espanhol para Viagens, através de pré e pós-questionário, entrevista e observação. A análise de dados revelou que as crenças e a motivação dos alunos influenciaram e sofreram influência do processo de ensino/aprendizagem de ELE instrumental, de modo que algumas crenças foram ressignificadas e outras acabaram surgindo. No decorrer da análise, foram identificadas crenças relacionadas com a Língua Espanhola, as quais a consideram uma língua fácil de aprender, pela semelhança com o Português. Ao mesmo tempo, os alunos acreditam que essa semelhança pode causar uma desorganização no aprendiz, ou seja, pode confundi-los ainda mais. Com relação à interação, os alunos acreditam que ela favorece o estabelecimento da comunicação entre professor-aluno e aluno-aluno, fator considerado essencial para a aprendizagem de ELE. Consideramos que o contato direto com a Língua Espanhola em sala de aula e a interação constante com o professor foram aspectos determinantes para a ressignificação das crenças dos alunos pelo aumento da motivação no desenvolvimento das aulas do curso.

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Nergiz, Bengisu. "Análisis de errores en textos escritos por estudiantes turcos del nivel B1 de español como lengua extranjera." Doctoral thesis, Universitat Pompeu Fabra, 2017. http://hdl.handle.net/10803/441752.

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Esta tesis doctoral presenta un estudio sobre el análisis de los errores lingüísticos de estudiantes turcos de español como lengua extranjera, dentro del campo de la Lingüística Aplicada. Para llevarlo a cabo nos centramos en analizar el corpus obtenido de las redacciones escritas por un grupo de 102 participantes del Instituto Cervantes de Estambul que tienen el español como lengua extranjera en los niveles B1.1 y B1.2, nivel intermedio según el Marco Cómun Europeo de Referencia (2002). El corpus se compone de cuatro tipos de texto: narrativos, descripciones-expositivos e instructivos, en total 102 redacciones escritas a mano en español. Esta investigación pretende ayudar a renovar los métodos empleados en el proceso de enseñanza-aprendizaje del E/LE, una vez conocidas y analizadas las principales dificultades que presentan a nivel morfosintáctico los estudiantes turcos en el aprendizaje de la lengua española.
This thesis presents an extensive empirical study on the analysis of linguistic errors of Turkish students of Spanish as a foreign language in the field of Applied Linguistics. To carry it out we focus on analyzing the corpus of written compositions produced by a group of 102 informants from Cervantes Institute in Istanbul. These students have Spanish as a foreign language at the B1.1 and B1.2, intermediate level according to the Common European Framework of Reference (2002). The corpus consists of four types of texts: narrative, expository-descriptions and instructive, 102 compositions in total written in Spanish by hand. This research can help renew the methods used in the teaching-learning process of Spanish as a foreign language and to identify the main difficulties presented by the Turkish students at morphosyntactic learning at the Spanish language.

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Zahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.

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Second languages which are also called foreign languages are learnt beside native spoken languages and they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As the embassy got informed that there is the Spanish department, they immidiately got interested and wanted to establish a school in Afghanistan too where Spanish will be taught as one subject in this only one school in Kabul city. Since, there are mostly non-native speaking teachers with different teaching approaches in Kabul University; the researcher therefore, conducted this study to compares English and Spanish language teachers in the university and a private school. Moreover, students’ perceptions as regards learning a second language are explored as well as their experience and motives. Data for this research is collected with the help of ready-made questionnaire which was distributed to 20 English teachers, seven Spanish teachers at the university, five teachers of Kabul international school, 50 students of Spanish department and 50 students of Kabul international school. In addition to this, five classes were observed in university and five in private school, which helped the comparison of teachers’ perceptions and factual teaching performance in the class. It was found that there are both similarities and differences among teachers of English and Spanish teachers when teaching these foreign languages. In schools these languages are taught superficially and teachers lack professional knowledge while in the university vice versa. This research also found that nearly all the staff and students in Spanish department are grown up in urban areas and none of the students while only three out of 12 Spanish teachers have visited Spain. Half of the students in school were concerned about the impact of Spanish on Afghan society while students in the university and Spanish teachers had the counter idea. Moreover, it was found that in university students were given articles, assignments and topics from magazines and newspapers apart from daily lessons for the intention that students strengthen their Spanish language while this practice was hardly visible in school classrooms. In school Spanish language was taught on lecture based where students rarely found any chance for practice of the language and most of the time was allocated for the translation of Spanish.
TEMP Afganistan

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Marti, Alexandra. ""Feedback" Correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France: processus d'enseignement, apprentissage et acquisition." Doctoral thesis, Universidad de Alicante, 2017. http://hdl.handle.net/10045/83069.

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Esta tesis, que quiere ser transdisciplinaria, combinando las ciencias del lenguaje, las ciencias de la educación y la sociolingüística, se centra en cuatro áreas principales: la política del plurilingüismo en las instituciones educativas, el aprendizaje y la adquisición de LE (el Francés Lengua Extranjera: FLE, y el Español Lengua Extranjera: ELE), el tratamiento del error y el feedback correctivo (FC) en la producción escrita, así como las pistas de optimización didáctica para promover la educación plurilingüe y el FC. Los resultados de este trabajo de investigación muestran que, a nivel nacional, el objetivo del plurilingüismo en las instituciones educativas está muy lejos de ser alcanzado en Francia y en España, como lo demuestra el análisis de las cifras y las estadísticas publicadas por los dos Ministerios de Educación en el año académico 2014-2015, dejando ver una situación poco ventajosa del francés en España y del español en Francia frente al dominio del inglés, aunque es innegable que el ELE presenta en este sentido mejores resultados que el FLE. A nivel local, es decir en el marco del aula, la investigación-acción realizada en clase de FLE y de ELE se ha centrado en el análisis de diferentes tipos de FC escrito (directo, indirecto, reformulativo, metalingüístico, electrónico y mixto) a través de un proceso en tres etapas: redacción / comparación con el FC / reescritura. Se trataba de descubrir el impacto de cada FC experimentado en ambos sistemas educativos y de realizar una síntesis de la retroalimentación correctiva más eficaz en Francia y en España, con el fin de desarrollar el estadio de interlengua de los alumnos. Los datos y los resultados de la investigación muestran que la práctica de algunos tipos de FC, según diferentes modalidades de agrupamiento de aprendices (individual o por parejas), ha tenido un impacto directo en el proceso de aprendizaje / adquisición de la LE, tales como el FC directo en los alumnos de Secundaria de FLE y de ELE, el FC metalingüístico en tándem en los aprendices hispanófonos de Bachillerato, el FC mixto en los aprendices francófonos de Instituto y los estudiantes de ambos países. En cambio, otros FC no han provocado la asimilación de nuevos conocimientos por parte de los aprendices; a saber el FC indirecto, sobre todo en los alumnos españoles de ESO, el FC metalingüístico en tándem en los aprendices francófonos de Instituto, el FC metalingüístico individual en los aprendices de habla español, el FC indirecto en los estudiantes de ambos lados de los Pirineos. Esto ha dado lugar a que numerosas reglas gramaticales permanezcan todavía inertes. De ahí, la presencia recurrente de errores no rectificados en la producción escrita de los alumnos. El estudio finaliza proponiendo algunas recomendaciones susceptibles de ser ampliadas o modificadas, con el fin de lograr el "plurilingüismo" tan proclamado por las instancias europeas y optimizar el FC en clase de FLE y de ELE.

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Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

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Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality and quantity of written composition in the foreign language classroom.

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Steves, Karen L. "A case study of children in second and third grades learning Spanish as a foreign language." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1117102.

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The case studies offered in this ethnography describe the learning experiences of 13 second and third grade students, six girls and seven boys, living in a medium-sizemidwestern town in the United States, who are taught Spanish as a foreign language once a week in 30 minute sessions during the 1995-6 school year. None of the children had any prior exposure to Spanish nor any additional exposure to Spanish outside the class I taught.The research investigates several areas of individual variety, including motivation, learning style, approach to vocabulary learning, classroom behavior, expectations, and listening and pronunciation skills.The study also investigates the impact of age and gender, as well as associations between the individuals' basic skills and L2 learning success.In addition, the study documents the teacher's experiences, observations, and insights during these classroom sessions. The researcher functioned as a participant-observer by teaching, recording, transcribing, and analyzing.The material for this study comes from hours of classroom teaching which were video- and audio-taped and from careful notes. The tapes and notes were transcribed and analyzed for patterns of learning behavior.A large number of observations resulted from this indepth study. One of the main findings of the study was that classroom management, emotional climate, and peer group influence are very closely interconnected. Learning was strongly related to cooperativeness and supportiveness in the two groups of girls but not seem to be so with the boys. There was no conclusive evidence that any one personality trait was more important than another in the long run. Overall scores on the CTBS were positively related to success in second language learning and were not negatively affected from one year to the next from the time taken out to study Spanish. There was no one area in the CTBS battery that could successfully predict foreign language aptitude; the best predictor seemed to be overall classroom success. Learning a foreign language was not particularly easy or automatic with this group; however, they did seem to have an aptitude and a willingness for repeating unfamiliar sounds.
Department of English

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Lancho, Perea Luis Andres. "Spanish as a foreign language at university level : the role and use of language learning strategies by absolute beginners." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/61263.

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This research is logged in the field of language acquisition, focusing on Spanish as a foreign language learnt at university level. It investigates how learning strategies are used by students to develop proficiency in Spanish over a three-year period (from the first year to the third year). Adopting a cognitive lens that places special attention to how linguistic knowledge is constructed, deconstructed and reconstructed, this study focuses on the language learning process, specifically on what the students do to learn a language. Taking into account that the learning of foreign language poses particular and distinctive challenges – as opposed to the learning of a second language – and using a multiphase design that combines sequential strands encompassing quantitative and qualitative techniques, this study finds that those who successfully complete all the Spanish courses are the ones who report significantly more use of metacognitive strategies in the first year. The study concludes by proposing a framework that helps to classify the role that the use of strategies play in learning a foreign language from a student’s perspective. This framework adds a new dimension and provides valuable information to similar types of studies. Considering the above-mentioned findings, the study recommends introducing first-year students to the potential value of using metacognitive strategies in foreign language learning, and suggests that lecturers should recommend more activities for students to engage in the language outside the classroom.
Thesis (PhD)--University of Pretoria, 2017.
Modern European Languages
PhD
Unrestricted

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Noble, Priscilla Garrido. "Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05092007-164942/.

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Thesis (Ph. D.)--Georgia State University, 2007.
Title from file title page. Philo Hutcheson, committee chair; Gertrude Tinker-Sachs, Joyce E Many, Douglas Davis, committee members. Electronic text (325 p.) : digital, PDF file. Description based on contents viewed Dec. 6, 2007. Includes bibliographical references (p. 292-309).

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Cetz, Ricardo Gustavo. "Teaching Culture Using E-Portfoliosin a 4th-Semester University Spanish Classroom." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4411.

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The World-Readiness Standards for Learning Languages (ACTFL, 2014) encourage teachers to help their students use the target language to “investigate, explain, and reflect” on the relationships between cultural products, practices, and perspectives. However, while most language instructors agree that language and culture should be connected, many fail to teach culture explicitly because they are so focused on the language components of their courses. Of those who do teach culture explicitly, many either teach only about the cultural products and not the perspectives, or they teach the culture in English because of its complexity. This project explores the use of e-portfolios for explicitly teaching culture in the target language across all three communicative modes. The project was implemented in a 4th semester university Spanish course in the fall of 2013. Students were required to view and interpret culturally authentic materials such as newspapers, proverbs, documentaries, news reports, and videos about pop culture. In addition, students interacted with native speakers both within and outside the United States using technology. Students were also asked to produce business plans, commentaries, community projects, ethnographic interviews, stories, and videos in the target language. The project evaluation revealed that when culture is explicitly taught in the target language, the following changes may occur: a positive attitudinal shift towards the target culture, a desire for learning the language beyond the classroom, an increase in autonomous learning, and an improvement in linguistic skills. Pedagogical implications and principles that might be applicable in foreign language instruction include the fact that technology appears to be one promising way to provide increased access to culture. In addition, scaffolding is found to be important to both students' experiences with culture and their interaction with technology. Also students may find the exploration of current social issues and problems very motivating and engaging. This has the potential to give students increased opportunities to think critically.

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Blaurock, Colleen A. "Skype™: A Portal Into the 21^st Century in a Secondary Spanish Classroom." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302178019.

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Enkin, Elizabeth Bella. "The Maze Task: Using a Computerized Psycholinguistic Experimental Technique in Examining Methodologies for Second Language Learning." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/238674.

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The maze task is a psycholinguistic tool that is used in experimentally measuring online sentence processing time (Forster et al., 2009). It asks subjects to "weave" their way through sentences, choosing the correct grammatical alternative from two choices. This task can also offer insight into the processing strategies of L2 learners. Thus, whether or not this task can be used as an effective training program for beginning L2 learners is the topic of this current investigation. The maze task is therefore transformed into the "story maze", which contextualizes sentences for learners. Because the task provides immediate feedback regarding the precise location of an error, learners can efficiently tune their L2 processing strategies, which echoes VanPatten (2004) and his objective with processing instruction. In effect, connections made in the classroom through explicit instruction can be reinforced and strengthened through implicit maze task training. Using L2 Spanish learners, the efficacy of training types is tested in order to investigate whether the maze task can assist learners in altering their processing strategies of complex, L2 structures that are not found in the L1. Furthermore, the task's generalizing capability with respect to building the implicit and explicit knowledge bases is examined. Lastly, because the task speaks to students' identity as learners in a technologically advanced world, the likability of this task is evaluated through qualitative data, and pedagogical implications are discussed.

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O'Maley, Patricia J. "Second language learners in a language and culture immersion program : longitudinal case studies in an ethnographic framework." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862287.

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Research in the field of second language acquisition in the past five to ten years has focused on individual variation in language learning, and has examined such learner variables as learning styles, personality characteristics, learning strategies, and learner beliefs about the nature of language learning. Recently, research on individual learners has broadened to include a greater focus on the contexts of language learning and to explore the interactions between individual learners and the socio-cultural environment in investigations of these learner variables.This study has two purposes. The first is to investigate the language learning of novice level second language learners in a language and culture immersion program. The six college-age learners of Spanish who participated in an eight-week language and culture immersion program in Mexico are the focus of the case studies. The research focuses on five areas of learner variation: learner beliefs and philosophies about the nature of language learning, approaches to vocabulary learning, classroom behaviors, speaking for communication, and cultural adjustment.The second purpose of the study is to explore the use of multiple approaches to research on individual variation. The research framework for the study is ethnographic and the study employs a multi-methodological approach to data collection over an extended period of time in several language learning contexts. The research procedures used in the studyinclude participant observation, interviews, language learning journals, questionnaires, retrospective analysis of videotaped clips, and standardized instruments such as the Modern Language Aptitude Test, the Strategy Inventory for Language Learning, the Myers-Briggs Type Indicator, and the ACTFL Oral Proficiency Interview.
Department of English

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Carbutt, Ren S. "The Experiences of Hispanic International Students as Interviewees in a Cross-Cultural Interview Project." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3403.

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In the field of world language education, it has long been affirmed that language and culture are inseparable. It has also often been asked how teaching language and culture in an inseparable way is to be accomplished. One solution that has been proposed is ethnographic interviews. Other studies have demonstrated that interviewing native cultural informants is beneficial for language students. This study examined whether such interviews are also beneficial to the native informants. The participants in this project, sixteen native speakers of Spanish, were each interviewed three times by a pair of Spanish students who employed ethnographic techniques as a part of the interview process. The native speakers answered two brief questionnaires, one before and one after the interviews, and many of them participated in one-on-one interviews with me, the primary researcher, to follow-up on their answers to those questionnaires and their experiences with the interviews. I found that the participants perceived the project as beneficial in multiple areas including, but not limited to, the chance it gave them to talk about their culture, the interest they perceived in their culture and their viewpoints, and the opportunity it gave them to confirm, modify, or strengthen conclusions they had made from previous cultural experience. A small percentage of the native speakers either did not understand or appreciate the ethnographic techniques that were employed. However, after initial interviews, I gave the students of Spanish feedback on how to better make use of those techniques in order to improve the students' and native speakers' experiences with the interviews and a large majority of the native speakers observed how the subsequent interviews improved. Therefore, similar projects might benefit from making use of this information. Specifically, it might be useful to explain ethnographic techniques not just to interviewers, but also to interviewees, so that both groups might better understand and appreciate the purpose of those techniques. It might also be useful to give feedback to those who use ethnographic techniques to interview native culture informants.

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Reynolds, Adrian K. "Intersections of Contexts and Concepts in Learning to Teach: A Qualitative Case Study of the Appropriation of the Communicative Language Teaching Approach by Pre-service Teachers of Spanish in the United States." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338306655.

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Callegari, Marília Oliveira Vasques. "Motivação, ensino e aprendizagem de espanhol: caminhos possíveis. Análise e intervenção num centro de estudos de línguas de São Paulo." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-18032009-154414/.

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Neste trabalho estudamos a motivação de alunos brasileiros em aulas de espanhol como língua estrangeira, em contextos formais de aprendizagem. Partimos do pressuposto de que a motivação dos alunos é um construto complexo, que envolve fatores de diversos contextos (pessoal, familiar, escolar, social etc.) e que pode ser influenciada por uma série de escolhas que faz o professor durante o curso. Através da revisão bibliográfica realizada, pautada, sobretudo, nos modelos teóricos de Zoltán Dörnyei (1990, 1994, 2001a, 2001b) e do estudo empírico que levamos a cabo, objetivamos: i) aprofundar o nosso conhecimento sobre o conceito de motivação e sobre determinados fatores relacionados a ele; ii) estabelecer um conjunto de estratégias didáticas que tivesse como foco a motivação dos alunos em aulas de línguas estrangeiras; iii) conhecer o grau de motivação de alunos e professores de nove turmas de espanhol de um dos Centros de Estudos de Línguas da cidade de São Paulo, assim como as suas principais causas; iv) verificar em que medida os professores utilizam em suas aulas determinadas estratégias motivacionais; v) propor e avaliar a aplicação de um processo de intervenção numa das turmas envolvidas; vi) reavaliar e complementar o conjunto de estratégias apresentado. O estudo teórico realizado remeteu-nos à importância de uma visão integral da aprendizagem, na qual cognição e emoção caminham juntas. Além disso, refletimos sobre conceitos diretamente relacionados à motivação (ansiedade, auto-estima, autoconceito, autoconfiança, autonomia, interesse, curiosidade, entre outros) e delineamos o conjunto de estratégias didáticas que utilizamos no estudo empírico. A pesquisa empírica realizada apresentou metodologia mista: a primeira das quatro etapas de que se constituiu configurou-se de cunho quantitativo e as demais se basearam na coleta e análise qualitativa de dados (enquadrando-se, mais precisamente, no estudo de caso e na pesquisa-ação). Os resultados obtidos com a pesquisa mostraram que: i) tanto os alunos como os professores de espanhol envolvidos no estudo encontram-se motivados, embora alguns aspectos possam ser melhorados, o que redundaria em aumento do grau motivacional dos alunos; ii) há discrepância entre as estratégias que a professora com a qual realizamos nossa intervenção afirma utilizar e as que de fato foram observadas em sala de aula; iii) há divergências também no que se refere à opinião de alunos e professores sobre o grau de motivação que suscitam determinadas atividades; iv) a implementação de mudanças pedagógicas pode levar a um incremento na motivação dos alunos. Concluímos nosso estudo com a revisão e complementação do conjunto de estratégias motivacionais previamente estabelecido.
In this work we have studied the motivation of Brazilian students in classes of Spanish as a foreign language, in formal learning contexts. We assume that student motivation is a complex construct which involves factors of various contexts (personal, family, scholastic, social etc.), and which can be influenced by a series of choices which the teacher makes during the course. Through the bibliographic revision executed, and used as a foundation, especially in the theoretical models of Zoltán Dörnyei (1990, 1994, 2001a, 2001b) and the empirical study which we have carried out, we aim to: i) deepen our knowledge about the concept of motivation and specific factors related to it; ii) establish a set of teaching strategies focusing on the motivation of students in foreign language classes; iii) assess the degree of motivation of students and teachers of nine Spanish groups in one of the Language Study Centers in São Paulo City, as well as its underlying causes; iv) check to what extent the teachers use determined motivating strategies in the classroom; v) propose and evaluate the application of a process of intervention in one of the groups involved; vi) re-evaluate and complement the set of strategies presented. The theoretical study performed has showed us the importance of an integral vision of learning in which cognition and emotion are closely linked. Besides this, we have reflected on concepts directly related to motivation (anxiety, self-esteem, self-concept, self-confidence, independence, interest, curiosity, etc.) and we described a set of teaching strategies which we have used in the empirical study. The empirical research performed had a mixed methodology: the first of the four stages composing it had a quantitative character and the others were based on the collection and qualitative analysis of data (or, more precisely, on case study and action research). The empirical results showed that: i) both the students and teachers of Spanish involved in the study were motivated, but there is room for improvements that would result in higher degree of motivation among the students; ii) there is a difference between the strategies which the teacher with whom we performed our study claims to use and those which were actually observed in the classroom; iii) there are also differences among the opinion of students and teachers about the degree of motivation caused by specific activities; iv) the implementation of pedagogical changes can lead to increased student motivation. We have concluded our study with the revision and complementation of the set of motivation strategies previously established.

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Rinaldi, Simone. "Um retrato da formação de professores de espanhol como língua estrangeira para crianças: um olhar sobre o passado, uma análise do presente e caminhos para o futuro." Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21062007-110155/.

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Este trabalho trata da formação de professores de espanhol para crianças. A pergunta inicial que nos motivou foi: o ensino de espanhol para crianças é necessário e desejável? Textos legais, teóricos, pesquisadores e pais nos mostraram que sim, tanto desejável quanto necessário. A partir disso, buscamos saber como se dá a formação dos docentes que trabalham com a faixa etária dos 7 aos 10 anos. Explicitamos alguns pontos da história do ensino de línguas estrangeiras no Brasil, das abordagens e métodos de ensino de idiomas, da criação da Universidade de São Paulo e, com ela, a Faculdade de Filosofia, Letras e Ciências Humanas e a Faculdade de Educação - ambas responsáveis pela formação de professores de espanhol - e da inserção da língua espanhola nas escolas brasileiras de Ensino Fundamental e Médio. A partir da análise de questionários respondidos por treze informantes de São Paulo - SP, Suzano - SP, Foz do Iguaçu - PR e Porto Alegre - RS, todos professores de espanhol que já atuam com crianças no nível escolar que nos diz respeito, traçamos o perfil da formação desses docentes, da sua atuação, bem como das dificuldades vividas por eles em sala de aula. Averiguamos que tanto os professores que cursaram Magistério quando os que não optaram por essa formação secundária se valem de práticas semelhantes: usam as mesmas estratégias e as mesmas atividades. Constatamos, também, que, embora as práticas utilizadas se assemelhem, as dificuldades que esses profissionais encontram em sua atuação diferem em quantidade, mas não em tipologia, ou seja, falta de atenção, problemas de concentração e de (in)disciplina dos estudantes. As dificuldades apontadas pelos docentes, associadas às lacunas em sua formação acadêmica, nos induzem a concluir que realmente falta um programa específico para professores de espanhol para crianças e, assim, sugerimos algumas opções de inserção desse tema nos vários níveis de formação: no Magistério (secundário e/ou superior), no curso de Graduação e na Pós-graduação. Está claro que não seria suficiente oferecer somente uma formação inicial. É importante a possibilidade de formação continuada, na qual os profissionais possam compartilhar experiências, além de aprofundarem seus estudos. Imprescindível seria, também, que se ampliasse a lei que habilita professores a trabalharem com as primeiras séries do Ensino Fundamental, para que profissionais com Licenciatura e Pós-graduação pudessem exercer plenamente essa função.
This paper discusses the training of teachers of Spanish as a foreign language to young learners. The initial question for the investigation was: is the teaching of Spanish as a foreign language to young learners necessary and desirable? Legal and theoretical texts, researchers and parents have shown us that yes, it is both necessary and desirable. Starting from this premise, the work consisted of finding out information about the training of teachers who work with students in the 7 to 10 age bracket. Points covered in the study include the history of foreign language teaching in Brazil, approaches and methods for the teaching of foreign languages, the inauguration of the University of São Paulo, and its college of Philosophy, Languages and Human Science and the college of Education - both responsible for the training of teachers of Spanish - and the introduction of Spanish as a discipline in the curriculum of primary and secondary education (Ensino Fundamental e Médio). Based on the analysis of questionnaires completed by thirteen informants from the state of São Paulo (the capital and Suzano), and from the state of Paraná (Foz do Iguaçu) and Rio Grande do Sul (Porto Alegre), all teachers of Spanish for children in the target age bracket, we built a profile of the training of these teachers, of their teaching and of the difficulties experienced by them in their classroom practice. It was noticed that both the teachers who had attended teacher training college (Magistério) and those who had not, had similar performance: they used the same strategies and activities. It was also noticed that although the activities used were similar, the difficulties encountered by these professionals in their teaching differed in quantity, but not in the type of problem like lack of attention, concentration and discipline problems. The difficulties encountered, associated to gaps in their academic background, lead us to think that there is a real need for a program for the training of teachers of Spanish as a foreign language to young learners. We suggest, therefore, some options for the insertion of this aspect in the curriculum at the various levels of teacher training programs from high school to post-graduation. It is clear that it would not be enough to offer initial training but also continuous development, through which professionals can share experiences, besides getting further training. It is also essential to broaden the scope of the law regulating the qualification requirements for teachers of the first grades primary education, so that professionals with graduation and post-graduation in languages can fulfill these positions satisfactorily

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Sousa, Greice de Nobrega e. "Entre línguas de negócios e de cultura. Sentidos que permeiam a relação do brasileiro com a língua inglesa e a espanhola." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/8/8145/tde-17122007-115605/.

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Neste trabalho analisamos, a partir do lugar teórico da Análise do Discurso de linha francesa, a relação do aprendiz brasileiro com duas línguas estrangeiras: a Língua Inglesa (LI) e a Língua Espanhola (LE). Para tanto, exploramos as imagens detectadas nos comentários dos aprendizes sobre essas línguas estrangeiras, que recuperamos por meio de questionários aplicados a vários grupos. A imagem que marca a relação aprendiz/LI é a de que ela é uma língua de negócios; no caso da LE, aparece, primeiro, a imagem de 2a língua de negócios, e depois, ganhando força ao longo do processo de aprendizagem, a imagem de língua de cultura. Interpretamos essas imagens na sua relação com certas interpelações a que está exposto o sujeito contemporâneo e o funcionamento de certos pré-construídos pelos quais é capturado, no que se refere ao domínio de língua(s). Também, estudamos a constituição da LI e seu processo de expansão como língua internacional, e como ela funciona na escola brasileira, onde desde 1961 até o momento foi praticamente a língua estrangeira dessa instituição. O processo de aprendizado de LE, que interpretamos como de identificação/subjetivação mostra, ao menos no plano do imaginário do sujeito um deslocamento na relação aprendiz/LE que não acontece na que ele estabelece com a LI. Desta forma, acreditamos estar detectando diferenças nas relações entre os aprendizes e as duas línguas estrangeiras, no processo de aprendizagem, que dizem respeito a esse aprendiz como um sujeito entre (as) línguas num momento importante na história da LE como língua estrangeira no Brasil
Based on the theoretical framework of the French perspective to Discourse Analysis, we analyzed, in this research, the relation of the Brazilian learner with two foreign languages: the English Language (EL) and the Spanish Language (SL). In order to do this, we investigated the images detected on the learners\' comments about those foreign languages, which were the result of questionnaire applied to many groups. The image that marks the relation EL/learner is that EL is a business language; in the case of the SL, the image of the 2nd business language comes first, and the image of language of culture comes after, becoming stronger through the learning process. In what language proficency is concerned, we interpreted these images in its relation with some appealing situations (\"interpellations\") which the contemporary subjec is exposed to and in relation to the functioning of some preconstructed meanings he is captured by. We also studied the constitution of the SL and its expansion process as international language, and how it functions in the Brazilian school, where it has been the foreign language of this Institution since 1961. The learning process of the SL, which we interpreted as the identification/subjection shows, at least in the subject\'s imaginary, a deslocation in the relation SL/learning which does not happen in the one he establishes with the EL. Therefore, we believe to be detecting differences in the relations between the learners and the two foreign languages, in the learning process, which is concerned with this learner as a subject between (the) languages in an important moment in the history of the SL as foreign language in Brazil

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Wang, Jianfen. "An Ecology of Literacy: A Context-based Inter-disciplinary Curriculum for Chinese as a Foreign Language." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461251633.

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Kallin, Marianne. "¡Yo solamente quiero saber hablar español! : Las opiniones de los alumnos en la secundaria acerca de cómo aprenden a hablar español." Thesis, Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-50818.

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The purpose of this paper is to investigate what pupils who study Spanish as a foreignlanguage in the senior level of the nine year compulsory school, think about how theylearn to talk Spanish. What is their opinion about what it takes to be able to speak andcommunicate in Spanish? And what type of exercises do they prefer? This paper alsoaims at investigating if the pupils understand the importance of reading, writing andlistening to as much Spanish as possible if they want to be good at talking Spanish. Inour investigation are we using the Common European Framework of Reference forlanguages: Learning, Teaching, Assessment (CEFR) and other theories that supporttheir conclusions. A quantitative method is applied, a questionnaire is given to 108students in the seventh, eighth and ninth grade in a school in the southern part ofSweden.The results of the questionnaire have shown that when it comes to learn to talkSpanish the pupils believe most in practicing talking in Spanish. 72% of the pupils haveanswered that they agree completely with this assertion. They also understand theimportance of the teacher speaking Spanish during class, 58% completely agree that thisis important. Talking Spanish is classed as output, and listening to the teacher talkingSpanish goes under the term input. The type of activity that they prefer when they talkSpanish is to talk in small groups with friends/classmates, 38% of the pupils think thatthis is the best method. The activity that they prefer the least is to make presentations infront of the class (11%). We have also calculated by using Fisher´s exact test if there isa connection between how they have answered the questions and their age and gender.In only one case was there a connection with statistical certainty. The test showed thatwhen it comes to speaking when everyone is listening, the girls are those whoexperience it hardest to do.

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Marder, Liliya. "Motivación y competencia literaria : Estudio de caso de dos estudiantes de español como lengua extranjera en una escuela secundaria en Suecia." Thesis, Stockholms universitet, Institutionen för spanska, portugisiska och latinamerikastudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-78401.

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El presente trabajo se enfoca en el papel que juega la motivación para el desarrollo de la CL en español como lengua extranjera. El objetivo principal del presente trabajo es explorar cómo los diferentes componentes de un curso de lectura literaria afectan la motivación para desarrollar la CL. Para ello, se hizo un estudio de caso de dos estudiantes suecos de español como lengua extranjera en una escuela secundaria situada en Sollentuna, Suecia. La investigación se basó en los portafolios de los estudiantes, así como cuestionarios y entrevistas semi-estructuradas realizadas con los mismos participantes. En los análisis de los datos se aplicó una combinación del método cualitativo, interpretativo y el cuantitativo para tratar de entender mejor y explicar los conceptos en cuestión desde el punto de vista de la totalidad del contexto de aprendizaje. Los resultados del estudio sugieren que el desarrollo de la CL está en correlación con la motivación resultativa e intrínseca, mientras que la predominante orientación motivacional del alumno no tenía un papel significativo para los resultados de aprendizaje en nuestros participantes. Por otra parte, tales elementos del curso como la posibilidad de elegir la tarea o el material, el uso de textos multimodales, la integración de las destrezas y una continua retroalimentación tuvieron un efecto positivo en la motivación para desarrollar la CL. Los resultados del presente estudio pueden contribuir a una mejor comprensión de lo que crea la motivación, y como tal, servir como base para sugerencias para la enseñanza de literatura en L2. En las conclusiones se marcan posibles líneas de investigación futuras.
The present research paper focuses on the role of motivation of the L2 learners for the development of literary competence (LC). The overall aim of this investigation is to explore how different components of a literary reading course can influence the students´ motivation to develop the LC. The present paper is a case study of two Swedish students of Spanish as a foreign language in a secondary school situated in Sollentuna, Sweden. The investigation uses a combination of qualitative, interpretive and quantitative methods and attempts to understand the concepts under analysis within the learning context in its entirety. The materials to be analysed are the student reader’s portfolios, as well as questionnaires and semi-structured interviews carried out with the same participants. The results of the study suggest that the development of the LC is in correlation with the resultative and the intrinsic types of motivation, whereas the predominant motivational orientation of the learner was not found to play a significant role for the learning results of the participants. On the other hand, the motivation to develop the LC was positively affected by such course elements as a possibility to select a task or material, the use of multi-modal texts, integration of language skills and a regular individual feedback. The findings of this study add to the understanding of what creates the learner’s motivation, and also may serve as a base for suggestions for a competence-based literature teaching in a foreign language classroom. In the conclusions of this dissertation, possible directions for future research are outlined.

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Braga, Lucimar Araujo. "CRENÇAS E ATITUDES DE UMA PROFESSORA DE ESPANHOL DE UMA ESCOLA PÚBLICA DO INTERIOR DO PARANÁ E AS POLÍTICAS LINGUÍSTICAS." UNIVERSIDADE ESTADUAL DE PONTA GROSSA, 2013. http://tede2.uepg.br/jspui/handle/prefix/452.

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Reflecting the possibility of talking about beliefs involving teacher´s behavior in class instigated us to try to understand how these attitudes appear in language classrooms. Barcelos (2004, 2006, 2010, 2011), considers that beliefs have great power upon our behavior and actions, existing an inter-relation among beliefs, attitudes and identity construction. Understanding teacher´s identity as an ongoing process (TADEU DA SILVA,2004) that shapes itself to the reality inside the classroom and knowing that beliefs and attitudes can be modified, as well as language policies are inter-related in this process all the time this research, with a qualitative nature, aims at observing,identifying and analyzing beliefs and attitudes of a teacher from a public school located in Paraná. Our studies comprehended Spanish teaching/learning process, as a case study. Based on Picanço (2003), we gathered historical facts related to language teaching/learning process analyzed through the language policy in Brazil, specifically in Paraná. In the theoretical revision, we present some positions about studies related to beliefs and attitudes according to Le Bon (2002); Barcelos (2004, 2006, 2010, 2011);Vieira-Abrahão (2004, 2010, 2011) e Silva (2010, 2011) among others. Some questions guided this work: “ which beliefs the teacher shows in her practice?” “Are there any difference between teacher´s beliefs and acts and the language policy concerned to language teaching?” “What relations do these beliefs establish with the teacher´s actions?”. In general terms, the beliefs presented in Spanish language classes are similar to some beliefs that have already appeared in other research works, once the participant showed beliefs with these thematic: a) beliefs about the learning process of FL by FL;b) Beliefs about how to deal with an error; c) Beliefs about the lack of interest in learning FL; d) Beliefs about the importance of learning S/FL; e) Beliefs about student´s autonomy in learning language; f) Beliefs about the role of the vocabulary in S/FL classes; g) Beliefs about the ludic role in the S/FL classes; h) Beliefs about the necessity of persuade students to learn; i) Beliefs about the “facility” in learning S/FL; and j) Beliefs about the group work activities role in class.
A possibilidade de propor reflexões que envolvam crenças e atitudes de professores em atuação nos instigou a querer compreender como estas aparecem nas salas de aula de línguas. Barcelos (2004, 2006, 2010, 2011) considera que as crenças exercem impacto em nosso comportamento e em nossas ações, e que existe uma inter-relação entre crenças, atitudes e construção de identidade. Compreendendo a identidade do professor como um processo contínuo (TADEU DA SILVA, 2004) que a cada dia se molda à realidade existente nas salas de aula e partindo do pressuposto de que as crenças e atitudes podem ser modificadas, bem como as políticas linguísticas estão interrelacionadas nesse processo o tempo todo esta pesquisa, de natureza qualitativa, teve como objetivo observar, identificar e analisar crenças e atitudes de uma professora de de línguas de uma escola pública no estado do Paraná. Amparados em Picanço (2003), realizamos um apanhado de fatos históricos relacionados ao percurso do ensino e da aprendizagem de línguas, pelo viés da política linguística no Estado brasileiro e mais especificamente no Paraná. Na revisão teórica, apresentamos posicionamentos sobre os estudos a respeito de crenças e atitudes segundo Le Bon (2002); Barcelos (2004, 2006,2010, 2011); Vieira-Abrahão (2004, 2010, 2011) e Silva (2010, 2011), entre outros. As questões que nortearam esta dissertação foram as seguintes: “Que crenças a professora manifesta em sua prática? Que relação essas crenças estabelecem com as ações da professora? Há convergência entre as crenças e ações da professora e as políticas linguísticas voltadas à educação de línguas?”. Em termos gerais, as crenças apresentadas nas aulas de língua espanhola se assemelham a algumas crenças levantadas e apresentadas em outras pesquisas da mesma natureza, uma vez que a participante manifestou crenças relativas às seguintes temáticas: a) Crenças sobre o aprendizado da LE pela LE; b) Crenças sobre o tratamento do erro; c) Crenças sobre a falta de interesse em aprender LE; d) Crenças sobre a importância de aprender E/LE; e) Crenças sobre a autonomia do aluno para aprender; f) Crenças sobre o papel do vocabulário nas aulas de E/LE; g) Crenças sobre o papel do lúdico nas aulas de E/LE; h) Crenças sobre a necessidade de convencer os alunos a aprender; i) Crenças sobre a “facilidade” em aprender E/LE; e j) Crenças sobre o papel da realização de trabalhos em grupo.

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Lenhult, Anna. "El aprendizaje de vocabulario en la clase escolar sueca y las aplicaciones para teléfonos inteligentes : Un acercamiento a su posible uso como estrategia didáctica." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31039.

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El presente estudio trata sobre el aprendizaje de vocabulario de español como lengua extranjera (ELE) en la escuela sueca e investiga si el uso de las aplicaciones didácticas, para los teléfonos inteligentes, que sirven para aprender vocabulario podría ser un apoyo al aprendizaje de nuevas palabras para alumnos en el paso 1, tanto en la educación secundaria como en el bachillerato. También investiga en qué medida los profesores de ELE utilizan las aplicaciones didácticas de vocabulario para que los alumnos puedan aprender nuevas palabras. Para hacer el estudio se ha realizado dos pruebas de vocabulario en cuatros clases del paso 1 en escuelas suecas en las cuales la mitad aprendió con apoyo de una aplicación didáctica mientras que la otra mitad aprendió con la estrategia tradicional, o sea, con listas de vocabulario. Además, se ha entrevistado a tres profesoras suecas de ELE sobre su uso de aplicaciones didácticas en su enseñanza. Los resultados muestran que los alumnos que utilizaron la aplicación didáctica para aprender vocabulario recordaban mejor las palabras que los alumnos que las aprendieron con la estrategia tradicional. Sin embargo, las tres profesoras informantes en la investigación nunca usan aplicaciones didácticas en su enseñanza ya que les falta experiencia del entorno digital. El análisis indica que, aunque el aprendizaje con apoyo de aplicaciones didácticas es efectivo para aprender vocabulario y hay investigadores que lo avalan y recomiendan a los profesores que utilicen aplicaciones para teléfonos inteligentes, los profesores no las utilizan debido a que tienen poco conocimiento sobre recursos técnicos. Así, la conclusión es que aprender vocabulario con aplicaciones didácticas se muestra más efectivo que aprender con la estrategia tradicional, y que los profesores suecos necesitan formación en el entorno digital para que puedan utilizar aplicaciones móviles en su enseñanza.
The present study deals with vocabulary learning of Spanish as a foreign language and investigates if the use of didactic smartphone applications focused on vocabulary learning could help the learning of new words in Spanish for students at level 1, both in secondary schools and in upper secondary schools. The study also investigates to what extent the teachers of Spanish as a foreign language use didactic vocabulary applications in order for the students to learn new words. To conduct the study two vocabulary tests have been made in four classes at level 1 in Swedish schools. Half the students learnt the vocabulary with the use of a didactic application, while the other half learnt it by using the traditional strategy with lists of words. Conversations were also held with three Swedish teachers in Spanish as a foreign language about their use of didactic applications in their teaching. The results show that the students that used the didactic application to learn the vocabulary remembered the words better than the students that learnt the vocabulary by using the traditional strategy. Nevertheless, the three teachers in the investigation never use didactic applications in their teaching since they lack experience of technical tools. The analysis indicates that even though learning with the use of didactic applications is good for vocabulary learning and that investigators recommend teachers to use mobile applications in their teaching, the teachers do not do it because of their little knowledge about technical resources. Hence, the conclusion is that learning vocabulary with didactic applications is more successful than learning vocabulary by using the traditional strategy, but also that Swedish teachers in Spanish as a foreign language need practice in the technical environment so that they can use mobile applications in their teaching.

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Dressler, Lutz. "Wie lässt sich das Interesse am Erlernen von Deutsch als Fremdsprache (wieder) steigern? : Warum lernt man als schwedischer Schüler neben der eigenen Muttersprache gerade Deutsch als zweite Fremdsprache? Was sind Anreize dafür?" Thesis, Högskolan Dalarna, Tyska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21787.

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By the means of a questionnaire the present work examines the attitudes among pupils between the 5th and 9th grade towards choosing French, Spanish or German as their third language. The main question to be answered is "What needs to be improved to raise the interest in choosing specifically German as their preferred third language?". The other questions posed are for example "Do they want to study a language at all?", "Which language do they want to study and why?" or "What motivates them to keep studying generally?". The results show a high motivation and that the most pupils have already decided for a specific language at the middle of the 5th grade. Family and friends play a crucial role in choosing their language in combination with other factors such as the experiences of visiting countries or settings where the target language is used. To raise the popularity of German as the chosen language is not a short time project. More variation in teaching and real contact with German people, for instance language trips, needs to be done or improved. Nearly all of the pupils want to use modern techniques like chat or video conversations instead of just reading a text book.

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Blanco-Cordón, Tatiana. "La bande dessinée dans l’enseignement de l’espagnol comme langue étrangère : un regard iconoverbal sur le franquisme." Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20022/document.

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Dans quelle mesure la bande dessinée peut-elle être un outil approprié dans le processus d’enseignement-apprentissage de l’espagnol comme langue étrangère ? À partir d’un panorama sur la réalité de la bande dessinée dans le cadre de l’enseignement et l’apprentissage des langues, j’ai développé les théories et les concepts nécessaires pour aller plus loin dans l’étude du fonctionnement de la bande dessinée et dans la réflexion sur la langue et sa didactique. J’ai mené une étude approfondie de cinq ouvrages représentatifs autour de la thématique « La bande dessinée et la mémoire iconoverbale du franquisme ». L’application d’une grille d’analyse didactique à partir d’un triple critère, médiagénique, linguistique et culturel a démontré l’intérêt d’une étude globale de la bande dessinée tenant compte de sa spécificité dans le cadre d’un programme de langue et de culture. La richesse éducative de ce médium ouvre la possibilité de rendre complémentaires l’enseignement linguistique et, transversalement, l’éducation artistique, littéraire, historique et culturelle ce qui enrichit indiscutablement le processus d’enseignement-apprentissage de l’espagnol langue étrangère
To what extent can the comic be an appropriate tool in the learning and teaching process as a result of a holistic study that takes into account the specificity of the medium? Starting from an overview of the reality of the comic in the framework of the teaching and learning of Spanish as a foreign language, the study discusses the necessary theories and notions to deepen into the idea of the comic as an autonomous means of cultural expression and into the reflection on language and language teaching. The study analyses five representative works around a common theme: «The comic and the iconoverbal memory of Francoism». Through the elaboration and application of a data collection protocol which includes the triple dimension – mediagenic, linguistic and cultural the study concludes that, provided its specificity is taken into account and a holistic approach is adopted, this medium constitutes an appropriate resource in the teaching and learning of language and culture. The characteristics of the comic allows to teach and learn linguistic content and simultaneously cover interdisciplinary context related to art, literature, history and culture, which undoubtedly enriches the process of the learning and teaching of Spanish as a foreign language

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Stefani, Viviane Cristina Garcia de. "O cinema na aula de língua estrangeira: uma proposta didático-pedagógica para o ensino-aprendizagem de espanhol." Universidade Federal de São Carlos, 2010. https://repositorio.ufscar.br/handle/ufscar/5693.

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The new configuration of the post-modern society has been demanding changes in the teaching extent. We are living in an era in which the school is not the main place where learning happens, and the knowledge is acquired through the interaction in the networks and communities of practice (FAIRCLOUGH, 2001) what makes us think about new ways of teaching and learning. It is necessary that the atmosphere of the classroom translates the transformations of the society, so that it can be considered as a community of practice, place where the knowledge is built. The role that the school should assume, together with the teacher, is to promote opportunities for the construction of new knowledge and for the approach of new cultures. Concerning teaching and learning of foreign language, the proximity among cultures is still more relevant. In new times the progress of the technology has been propitiating a narrowing in the contact among the people, and it is necessary to know not only the language, but also the culture of the other. Learning a foreign language means to familiarize with other manners of acting, thinking and communicating. We understand this practice can be favored by a communicative approach of teaching, whose focus is the united construction of the knowledge through the interaction and negotiation of meaning, so that the learning is relevant to the learner. When we think about procedures that make possible the implementation of a communicative teaching in agreement with the new demands of the modern society, so that it promotes opportunities for the construction of the knowledge through the interaction and negotiation meaning, and, at the same time, it can contemplate the approach of multiple linguistic and cultural varieties of the Spanish language, it seems opportune the use of the movie as a didactic resource. Although the films can be considered as an efficient didactic resource for the implementation of the communicative teaching of languages, for its entertainment nature and for its capacity of promoting the students' larger involvement in the accomplishment of significant activities, we noticed that its use is still quite limited in the teaching process. Considering that gap, the objective of this qualitative research of ethnographic base is investigate the use of the film The Motorcycle Diaries as didactic content in the context of Spanish teaching as foreign language, according to the theory of the significant learning (GEE, 2004; RICHARDS, 2005; SAVIGNON, 2001). The data were obtained by questionnaires, focal group and teacher notes, and they show that the film represents an effective way to present the linguistic input in a contextualized way, besides involving the students in interaction activities and negotiation of meaning, stimulating the critical thought and the world knowledge, and contributing significantly for the development of the student's autonomy as a language learner.
A nova configuração da sociedade pós-moderna tem exigido mudanças no âmbito de ensino. Vivemos em uma era em que a escola já não é considerada o principal local onde ocorre a aprendizagem, e o conhecimento é adquirido por meio da interação e do pertencimento às diversas redes sociais (FAIRCLOUGH, 2001) fato que nos leva a refletir sobre novas maneiras de construir e lidar com o conhecimento. É preciso que o ambiente da sala de aula traduza as transformações da sociedade, de forma que possa configurar-se, efetivamente, como comunidade de prática, lugar de construção do saber. O papel que a escola deve assumir, juntamente com o professor, é o de promover oportunidades para a construção de novos saberes e para o conhecimento e aproximação de outras culturas. Em se tratando de ensino e aprendizagem de língua estrangeira (LE) a proximidade entre culturas torna-se ainda mais relevante. Nos novos tempos o avanço da tecnologia tem propiciado um estreitamento cada vez maior do contato entre os povos, e é preciso conhecer não somente a língua, mas também a cultura do outro. Aprender uma língua-alvo significa familiarizar-se com outros modos de agir, pensar e comunicar-se. Entendemos que essa prática pode ser favorecida por uma abordagem comunicativa de ensino, cujo foco é a busca pela construção conjunta do conhecimento por meio da interação e da negociação de sentidos, de forma que a aprendizagem seja significativa ao aprendente. Ao refletirmos sobre procedimentos que viabilizem a implementação de um ensino comunicativo de acordo com as novas exigências da sociedade moderna, de forma que promova oportunidades para a construção do conhecimento por meio da interação e da negociação de sentidos, e que, ao mesmo tempo, possa contemplar a abordagem de múltiplas variedades linguísticas e culturais do idioma espanhol, parece-nos oportuna a inserção do cinema como recurso didático para esse fim. Embora o cinema possa configurar-se como um recurso didático eficiente para a implementação do ensino comunicativo de línguas, por seu caráter lúdico e por sua capacidade de promover maior envolvimento dos alunos na realização de atividades significativas, percebemos que seu uso ainda é bastante limitado no âmbito de ensino de língua estrangeira. Considerando essa lacuna, o objetivo desta pesquisa qualitativa, de base etnográfica, foi investigar o uso do filme Diários de Motocicleta como conteúdo didático no contexto de ensino de espanhol como língua estrangeira, tomando por base os pressupostos teóricos da aprendizagem significativa (GEE, 2004; RICHARDS, 2005; SAVIGNON, 2001). A análise dos dados, obtidos por meio de questionários, grupo focal e notas de campo, revela que o filme representa uma maneira eficaz de apresentar o insumo linguístico contextualizado, de envolver os alunos em atividades de interação e negociação de sentidos, de estimular o pensamento crítico e o conhecimento de mundo, além de contribuir significativamente para o desenvolvimento da autonomia do aluno como aprendente de línguas.

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Mayberry, María del Socorro. "Listening comprehension in the foreign language classroom: the cognitive receptive processes in the development of Spanish phonological perception." Thesis, 2006. http://hdl.handle.net/2152/2571.

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LeMond, Malia Michele. "Synchronous computer-mediated team-based learning in the Spanish foreign language classroom." Thesis, 2004. http://hdl.handle.net/2152/1353.

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Gibby, A. Scott 1966. "Student perceptions of interaction in an online foreign language learning environment." Thesis, 2007. http://hdl.handle.net/2152/3219.

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A qualitative study of how first year foreign language students perceive different interactions in an online environment. In depth interviews were conducting with ten students after the completion of an online second semester Spanish course. Individual case studies recorded the unique experiences of each study participant and those experiences were then compared and analyzed for common themes. Emerging themes included the value of explanatory feedback programmed into the course, the use of message boards for making interpersonal connections, the difficulty of conducting online chats, the role and value of announcements and the importance of immediacy behaviors for creating social presence. The themes were then applied to the following research questions: 1) What is the effectiveness of the available interactions in a web-based Spanish course as perceived by community college foreign language learners? 2) How do these interactions work together to facilitate learning based upon their purpose? 3) How do these interactions work together to facilitate learning in an online foreign language learning environment based upon with whom or what the student is interacting? The results of this study included three attributes of effective interaction. The participants indicated a need to make a connection between their personal learning goals and the available interactions. Timeliness was also identified as a key component of effective interactions. Automatic feedback, archives for previous information and a quick turnaround on email correspondence were listed as important aspects that created a feeling of timeliness. The third attribute was identified as a low level of frustration when compared to the potential benefit of an interaction. The study participants indicated a willingness to endure some frustration if they thought it would be worth it in the end. Final recommendations suggested that designers of online foreign language courses should include non-linear instructional activities, carefully designed chat opportunities, quality automatic feedback and reading and listening passages that are level appropriate. Instructors should engage in behaviors that enhance the effectiveness of interactions by making regular announcements, helping learners draw connections between the interactions and their learning goals, maintaining and organizing archives and keeping response times as close to 24 hours as possible.
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Rose, Glenda Lynn 1969. "Language acculturation anxiety in Spanish speaking adult immingrants learning English in the United States." Thesis, 2008. http://hdl.handle.net/2152/3938.

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The principle question of this study pertained to the nature of the relationships between foreign language anxiety, acculturation, and acculturative stress as it is experienced by adult Spanish speaking immigrants living in the United States. In addition to the nature of the relationships between the constructs, the ways in which they are experienced by adult English learners were also investigated. Three inventories were adapted for delivery via a multimedia website. The English Language Anxiety Scale (Pappamihiel, 1999) adapted from the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) was adapted for measuring anxiety. The Stephenson Multigroup Acculturation Scale (1999) was selected for measuring the degree of acculturation, and the Multidimensional Acculturative Stress Inventory (Rodriguez, Myers, Bingham Mira, Flores, & Garcia-Hernandez, 2002) was selected for measuring acculturative stress. From the ninety-five original surveys that were begun on the website, fifty-five cases were selected for analysis. Results showed no significant correlations between the major constructs; however, interesting correlations among various individual items in the scales existed. Additionally, combined with the analysis of six semi-structured interviews, results indicate that the concept of foreign language classroom anxiety should be moved beyond the perimeter of the classroom for the case of adult immigrants learning English in an English-speaking country. Results further indicate that language acquisition in the adopted country when accompanied by the regular processes of acculturation may produce higher levels of language anxiety, not only in the degree of anxiety but also in the proportion of students dealing with anxiety when speaking English. The construct of language acculturation anxiety is proposed to identify the combined effect of language anxiety, acculturation, and acculturative stress. Implications for the instruction of adult English students are made, as well as recommendations for future studies, including considerations when using a computer mediated delivery with this population.
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Hornby, Uribe Amy Jean. "Using the Dictogloss in the high school foreign language classroom : noticing and learning new grammar." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-05-1337.

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The purpose of this classroom-based study was to create a variation of the Dictogloss that is successful in teaching target grammar within a meaningful context in beginning level secondary foreign language classrooms. Specifically, the study aimed to find out if there were differences in the amount of target grammar (demonstrative adjectives and the imperfect tense) noticed, learned and used by students in the three treatment groups: Treatment Group 1 completed a traditional Dictogloss with the last phase being a self-reflection activity, Group 2 was the same as Group 1, except the learners saw a written version of the text during the first reading in addition to hearing the text. Both the written text and a whole class discussion during the last stage of the Dictogloss were added to the lessons completed by Group 3. Differing from traditional DG studies that tend to examine Language Related Episodes, quantitative data was collected via pre, immediate post and delayed post-tests which consisted of multiple-choice and fill-in-the-blank questions. Although there were significant within-group differences for all three groups, indicating that the participants in all groups noticed and began learning the target grammar, there were no significant between-groups differences, suggesting that the addition of the written text and class discussion did not increase the amount of target grammar learned by the students. While the test scores showed that the participants’ knowledge of the TG did improve, the fact that many participants never scored above chance level shows that the Dictogloss is not an effective stand-alone activity for teaching TG. Qualitative data was also collected via student surveys and the written metatalk produced during self-reflection activities. The participants were asked what they liked, did not like and what they learned during the Dictogloss lesson. The data was analyzed using Content Analysis which revealed three themes: organization and administration of the Dictogloss based on the theoretical framework of the Dictogloss, issues regarding the texts and the Dictogloss and learning. The collaborating classroom teacher was interviewed two times in order to further analyze the effectiveness of using the variations of the Dictogloss with beginning Spanish FL learners.
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Martins, Maria de Lurdes Henriques. "A utilização das TIC em contexto de ensino - aprendizagem: potencialidades da Internet na promoção da expressão escrita." Master's thesis, 2015. http://hdl.handle.net/1822/38198.

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Relatório de estágio de mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário
Este relatório, realizado no âmbito do Estágio Profissional do Mestrado em Ensino de Português no 3º Ciclo do Ensino Básico e no Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário, tem como objetivo apresentar o processo de implementação do projeto denominado “A utilização das TIC em contexto de ensino/aprendizagem: potencialidades da Internet na promoção da expressão escrita” que decorreu no contexto específico de uma turma do 11º ano de escolaridade de uma escola de Braga. Nem sempre uma folha de papel em branco e uma caneta são capazes de motivar os alunos, reconhecidamente nativos digitais, para a prática da escrita. Portanto, consideramos importante fomentar a prática da expressão escrita, explorando as potencialidades exponenciais que as tecnologias de informação e comunicação e, concretamente, a Internet nos podem proporcionar nesta tarefa tão complexa como estimulante. Neste percurso, destacamos o desenvolvimento da competência comunicativa pelo envolvimento dos alunos em contextos reais de comunicação, capazes de os aproximar da língua espanhola e da cultura que esta veicula. Um exemplo que demonstra a eficácia desta abordagem relaciona-se com a criação online do grupo Intercâmbio Virtual que propiciou a aproximação dos alunos da turma com falantes de Espanhol, sobretudo mexicanos do Instituto Tecnológico de Monterrey e espanhóis associados ao programa Erasmus da Universidade do Minho. No final da intervenção pedagógica, tendo em conta a investigação desenvolvida e a análise dos resultados efetuada, tornou-se evidente que a utilização das TIC em contexto de ensino/aprendizagem pode ser muito profícua e que a exploração das potencialidades da Internet pode ser decisiva na promoção da expressão escrita e surtir efeitos muito positivos nos níveis de proficiência dos alunos.
The purpose of this report, carried out in the context of the scope of the Master’s degree in Portuguese Teaching in the 3rd Cycle of Basic and Secondary Education and Spanish Teaching in Basic and Secondary Education, is to present the implementation process of the project entitled “The use of ICT in the context of the teaching and learning process: the potentialities of Internet in the promotion of writing”, developed in an 11th grade class in a school of Braga. Sometimes a single sheet of paper and a pen are not enough to motivate students, who were born in the digital era, to develop their writing skills. Thus, we consider important to promote writing, by exploring the exponential potentialities that information and communication technologies and, in particular, the Internet can offer to this complex as well as stimulating task. In this process, we give special emphasis to the development of the communicative competence through the students’ participation in real contexts of communication, which brought them close to the Spanish language and the culture it conveys. An example that demonstrates the efficiency of this approach is the online creation of the Virtual Exchange group which enabled the proximity of the class to Spanish-speaking students, specially Mexican students from the Instituto Tecnológico de Monterrey and Spanish students related to the Erasmus program of the University of Minho. At the end of the pedagogical intervention, bearing in mind the performed investigation and the analysis of the results accomplished, it has become clear that the use of ICT in the context of the teaching and learning process can be truly useful and that the search for the potentialities of the Internet can be crucial in the promotion of writing and originate strongly positive effects on students’ proficiency levels.

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Heinsch, Dieter Paul. "Sequential Second Language Acquisition For Speech Production: Implicit Learning Processes And Knowledge Bases And Instructional Exemplifications For German." Diss., 1999. http://hdl.handle.net/1959.13/24814.

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This thesis is placed in the context of the ongoing debate on the issue whether second language acquisition occurs on the basis of innate language-specific learning mechanisms or general learning mechanisms. The author shares the view of scholars who propose that an innate knowledge base underlying first language acquisition does not extend to second language acquisition due to the lack of uniform success in the acquisition of native speaker competence, the possibility of fossilisation and the facilitative potential of form-focused instruction. It is, thus, assumed that the sequential second language acquisition process can be accounted for by general learning mechanisms. The key to these learning mechanisms is, firstly, the investigation of the nature of the knowledge underlying the grammatical encoding procedures for speech production in the context of M. Pienemann’s (1998a) Processability Theory and, secondly, the investigation of the nature of its acquisition process. Pienemann’s Processability Theory explains and predicts the sequential acquisition process of a second language as the result of the hierarchically ordered development of the processing procedures of the grammatical processor to grammatically encode conceptual information. It shares with Levelt’s (1989) theory of speech production the assumptions concerning the nature of the knowledge underlying the grammatical encoding procedures, which require further investigations for verification. Since the Processability Theory does not specify how the assumed knowledge underlying grammatical encoding is acquired, an investigation of the nature of its acquisition process is necessary. This investigation highlights the interdependence between the nature of the knowledge to be acquired and the nature of its acquisition process by demonstrating that the knowledge underlying grammatical encoding is predominantly implicit and, consequently, determines the implicit nature of its acquisition process. Such implicit knowledge is dissociated from explicit knowledge, which determines the explicit nature of its acquisition process. This investigation also demonstrates that explicit grammar teaching and practice in the context of the manipulation of the learners’ attentional orientation mediated by alertness may contribute to the implicit learning process under certain conditions. In conjunction with the provision of guidance by the Processability Theory in regard to the achievement of instructional focus and the independent finding that comprehensible input is needed in order for second language acquisition to occur, these results constitute the basis for the formulation of detailed instructional measures for the effective organisation of the sequential second language acquisition process. These measures are exemplified by their implementation for the initial stages of the acquisition of German as a second language.
PhD Doctorate

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Marques, Maria Manuela Correia. "O Ensino-Aprendizagem do Léxico em Língua Estrangeira - Espanhol." Master's thesis, 2017. http://hdl.handle.net/10316/85573.

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Relatório de Estágio do Mestrado em Ensino de Português e de Língua Estrangeira no 3º ciclo do Ensino Básico e no Ensino Secundário, nas áreas de especialização de Alemão ou de Espanhol ou de Francês ou de Inglês apresentado à Faculdade de Letras
Este relatório de estágio apresenta-se para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Ensino de Português e de Espanhol no 3.º Ciclo do Ensino Básico e no Ensino Secundário. Foi realizado sob a orientação da Professora Patricia Rossi, tem como tema o Ensino do Léxico em Língua Estrangeira - Espanhol, e centra-se nas atividades de ensino-aprendizagem do léxico em Língua Estrangeira.Após a prática pedagógica supervisionada, seguiu-se a sistematização de um trabalho de pesquisa e de reflexão que agora se apresenta e que, acima de tudo, reflete no papel do professor. Papel que exige encorajar os alunos e fornecer meios efetivos para a aprendizagem. Centrando-se o relatório no ensino do léxico em Língua Estrangeira, procurou-se desenvolver atividades que permitam conhecer uma palavra, saber identificá-la, quer na sua forma escrita ou falada, conhecer o seu significado e associá-la a campos lexicais e semânticos, reconhecer a sua categoria gramatical, conhecer possíveis colocações dessa palavra e, acima de tudo, saber utilizá-la em situações reais de comunicação.O relatório divide-se em três capítulos. O primeiro capítulo consiste na caracterização do meio envolvente da instituição de ensino onde decorreu a prática pedagógica supervisionada. No segundo capítulo, em primeiro lugar, apresentam-se algumas considerações pessoais sobre as experiências académica e profissional que me conduziram à Licenciatura em Línguas Modernas na variante de Inglês e Espanhol. Segue-se uma reflexão sobre expectativas e desafios relativamente à Prática Pedagógica Supervisionada, após a qual se apresenta a visão reflexiva e crítica sobre o trabalho desenvolvido ao longo do ano letivo. A última parte fica reservada à descrição das atividades, curriculares e extracurriculares, levadas a cabo na instituição de ensino atribuída. Finalmente, o último capítulo centra-se na fundamentação da importância do léxico no E-A de uma LE, e na apresentação de propostas de definição de alguns conceitos que consideramos relevantes. Assim, a abordagem de termos como “vocabulário”, “léxico”, “unidade lexical”, “léxico mental” e “competência lexical” afigura-se importante não só pelo facto de os considerarmos norteadores do tema em questão, como também pela necessidade de se dissiparem quaisquer ambiguidades terminológicas. Seguidamente, faz-se uma breve reflexão sobre a evolução histórica das metodologias de ensino de uma LE, em especial no que diz respeito ao léxico, até ao momento em que ganha consistência o método da Abordagem Comunicativa. Posteriormente, após uma introdução ao texto enquanto instrumento de lecionação do léxico, abordamos algumas estratégias e atividades propostas por vários autores para o ensino do léxico em LE, e, por último, apresentamos estratégias e atividades utilizadas durante a prática pedagógica supervisionada.
This report is presented to accomplish the requirements in order to obtain the Master's Degree in Portuguese and Spanish Teaching in the 3rd Cycle of Basic Education and Secondary Education. It had the supervision of Professora Patricia Rossi, the theme is the Teaching of the Lexicon in Foreign Language - Spanish, and focuses on the teaching-learning activities of the lexicon in Foreign Language.After the supervised pedagogical practice, the systematization of the research and some consideration are now presented and which, above all, reflects on the role of the teacher. Role that requires encouraging students and providing effective means for learning. Focusing the report on the teaching of the lexicon in Foreign Language, we tried to develop activities that allow students to know a word, to know how to identify it, whether in its written or spoken form, to know its meaning and to associate it with lexical and semantic fields , to recognize its grammatical category, to know possible positions of that word and, above all, to know how to use it in real communication situations.The report is divided into three chapters. The first chapter consists of the characterization of the educational institution where the supervised pedagogical practice took place. In the second chapter, firstly, some personal considerations about the academic and professional experiences that lead me to the Degree in Modern Languages in the variant of English and Spanish are presented. Following is a consideration on expectations and challenges regarding Supervised Pedagogical Practice, after which the thoughtful and critical vision about the work developed throughout the school year is presented. The last part is reserved for the description of the activities, curricular and extracurricular, carried out in the institution. Finally, the last chapter focuses on the importance of the lexicon in the E-A of an LE, and on the presentation of proposals to define some concepts that we consider relevant. Thus, the approach to terms such as "vocabulary", "lexical", "lexical unit", "mental lexicon" and "lexical competence" is important not only because we consider them totally crucial to the subject in question. Next, a brief reflection is made on the historical evolution of the teaching methodologies of an LE, especially with regard to the lexicon, until the method of the Communicative Approach becomes more consistent. Later, after an introduction to the text as a learning tool, we present some strategies and activities proposed by several authors for the lexicon teaching in LE, and, finally, we present strategies and activities used during supervised pedagogical practice.

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Morales, López Ana Isabel. "Leitura e sentido - estratégias para a compreensão de leitura em português (Língua materna) e em espanhol (Língua estrangeira)." Master's thesis, 2014. http://hdl.handle.net/10362/14397.

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Ler é um processo complexo que surge da necessidade de integrar os conhecimentos prévios do leitor com a informação presente num texto, e em estreita relação com os seus condicionantes pessoais, culturais e sociais. Trata-se, portanto de um processo interativo e dinâmico que se traduz na apropriação dos textos pelo leitor a partir da compreensão do significado e da (re)construção dos sentidos. Embora para um leitor eficiente possa constituir uma atividade que se desenvolve de forma automática e quase inconsciente, a leitura e a compreensão de leitura são processos que carecem de uma aprendizagem. Assim, consideramos que um dos aspetos mais relevantes no processo de ensino/aprendizagem é a consciencialização dos alunos relativamente à sua evolução pessoal e o desenvolvimento por parte do professor de estratégias diversificadas e flexíveis que visem a consecução dos objetivos propostos para a compreensão durante a leitura. Neste relatório, apresentamos o trabalho realizado no ano letivo 2013-2014 no Agrupamento de Escolas Gil Paes de Torres Novas no âmbito da Prática de Ensino Supervisionada. O principal objetivo da nossa intervenção pedagógica foi o de trabalhar didaticamente a leitura em língua materna (Português) e em língua estrangeira (Espanhol) em contexto escolar, destacando não só a importância das estratégias de leitura, mas também o ensino explícito das mesmas para uma melhor compreensão da leitura de acordo com os níveis de proficiência propostos.

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Schroeder, Stephanie G. "Aplicaciones de la teoría de la actividad a la enseñanza de Español mediante proyectos." Thesis, 2014. http://hdl.handle.net/1805/6107.

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Indiana University-Purdue University Indianapolis (IUPUI)
Es obvio que nuestro mundo ha cambiado mucho en las últimas tres décadas. Los métodos antiguos de enseñanza servían su función en las aulas y en el sistema educativo de aquella época los alumnos iban a la escuela, se sentaban delante del maestro y lo escuchaban para aprender el contenido; con estos cambios algunos maestros todavía esperan que sus estudiantes aprendan de la misma manera que en años anteriores. Todavía existe la mentalidad de que los estudiantes entran en un aula, se sientan y escuchan a su maestro. Este trabajo propone una forma de desarrollar proyectos desde la perspectiva de la teoría de actividad. Para entender mejor la teoría de actividad y su uso en el aprendizaje basado en los proyectos, empezaremos con una revisión de la historia de la teoría, una explicación de sus principios y luego presentaremos un ejemplo en un aula donde un maestro inculca confianza en los estudiantes y les da la oportunidad de hacer actividades para mostrar sus habilidades, todo guiado por la teoría de actividad.

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Dissertations / Theses on the topic 'Processes of teaching/learning spanish as a foreign language'

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