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Journal articles on the topic 'Spanish as a Foreign Language (SFL)'
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Ainciburu, María Cecilia, Kris Buyse, Marta Gallego-García, and Eva González Melón. "Current Approaches to Heritage Spanish and the Identity Construction of Spanish Heritage Speakers: Lessons Learnt from Five European Countries." Languages 8, no. 4 (November 28, 2023): 281. http://dx.doi.org/10.3390/languages8040281.
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An individual’s social identity, often overlooked in Europe in the field of Spanish as a second or foreign language (S2L/SFL), has always been the focus of attention in the teaching of heritage Spanish in the USA, especially in programmes designed from critical pedagogy and based on a reconstructive narrative of Latino immigration. There, heritage speakers (HS) strengthen their identity as linguistic experts and contribute to positive social change that counteracts the scholastic subordination of Spanish to English in primary schools. In this research based on verified questionnaires, we investigate in the European context (Italy, Poland, Germany, Portugal, and Belgium) how primary–middle school HSs attending extracurricular S2L/SFL classes self-perceive their identity in comparison to S2L/SFL students. The results show that the incidence of the factor “country of origin” is central to identity recognition and highlight the feelings linked to different classroom conditions and dynamics for heritage and S2L/SFL students. To conclude, these results are contrasted with those obtained in the United States.
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Santos Rovira, José María. "Attitudes to Spanish language variation. A study on Portuguese students of Spanish as a Foreign Language." Language Learning in Higher Education 13, no. 2 (October 1, 2023): 535–50. http://dx.doi.org/10.1515/cercles-2023-2023.
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Abstract Drawing on data collected via a web-based survey, this study investigates the attitudes of SFL (Spanish as a Foreign Language) learners in Portugal towards four Spanish varieties. A verbal guise experiment was designed to collect students’ perceptions of language variation. The sample comprised 196 undergraduate students from the School of Arts and Humanities of the University of Lisbon (Portugal). The results show that Portuguese students of SFL have a clear preference for the Castilian variety, as it obtained the highest rates in all domains (power, personal qualities, and status). Unexpectedly, factors such as participants’ age or sex did not influence the answers given.
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Olvido, Andújar-Molina. "BRUJAS, PRINCESAS, OGROS Y DRAGONES: LA ENSEÑANZA DE LA LENGUA A TRAVÉS DEL CUENTO POPULAR. WITCHES, PRINCESSES, OGRES AND DRAGONS: TEACHING THE LANGUAGE THROUGH FOLKTALES." Culture Crossroads 15 (November 9, 2022): 54–62. http://dx.doi.org/10.55877/cc.vol15.190.
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Folktales and Fairy Tales have been useful for centuries to give voice to the dreams, aspirations and concerns of all peoples. These cultural samples are an extraordinary ally for the study of Spanish as a Foreign Language, acting as a link between the culture of origin and the target language. This article presents a project in which students from a Master’s Degree in Teaching Spanish as a Foreign Language (SFL) and students from Spanish courses from different institutions worked collaboratively in recovering oral tradition stories. Its objective was to develop intercultural competence in the SFL classroom and, later, to create teaching materials.
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Colombo, Laura M. "role of the first language in hybrid foreign language classes: A sin or a tool?" Íkala, Revista de Lenguaje y Cultura 17, no. 3 (November 13, 2012): 245–62. http://dx.doi.org/10.17533/udea.ikala.11963.
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The use of the first language (L1) in the foreign language classroom has been highly contested in the last decades. This paper discusses the use of L1 in online activities in hybrid lower-level Spanish as a foreign language (SFL) courses, with a focus on threaded discussions about cultural topics. I first discuss the use of L1 in foreign language (FL) teaching. Second, I present Vygotsky's (1978) postulates about learning, and Cole and Engeström's (2001) activity theory. Third, I conduct an activity analysis of the SFL class to further narrow it down to L1 use in the discussion boards. By looking at the discussion boards through the lens of sociocultural theories, I claim that the use of L1 is a necessary cognitive tool for fostering inter-cultural learning through online discussions in SFL classes.
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ALEXE, Raluca. "Aspects of integrating culture in the Spanish-as-a-Foreign-Language class." Bulletin of the Transilvania University of Brașov, Series IV: Philology. Cultural Studies 13 (62), no. 1 (June 30, 2020): 7–16. http://dx.doi.org/10.31926/but.pcs.2020.62.13.1.1.
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While there has been growing awareness among teachers that language learning/teaching and culture learning/teaching should occur together, the techniques and classroom activities for integrating culture in the FL classroom are still a matter of research and further testing. The present work explores some aspects of teaching culture in the Spanish-as-aForeign-Language (SFL) classroom, which may very well constitute suggestions for anyone approaching this subject matter. It is basically an account of my experience with different groups of students from Transilvania University of Brașov. I shall discuss the overall efficiency of the different techniques, specific activities, and teaching materials employed with my groups of SFL students, also pointing out some of the differences in the approach and challenging aspects of teaching culture to SFL students from different curricular areas and students with different linguistic competence of Spanish.
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León-Manzanero, Ana, and José Hernández Ortega. "DE ESTUDIANTES DE ESPAÑOL A HABLANTES INTERCULTURALES MEDIANTE EL APRENDIZAJE BASADO EN PROYECTOS. BECOMING AN INTERCULTURAL SPEAKER IN SPANISH BY MEANS OF PROJECT BASED LEARNING." Culture Crossroads 15 (November 9, 2022): 12–25. http://dx.doi.org/10.55877/cc.vol15.192.
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Taking as a starting point the dimension of Spanish as a foreign language learners as intercultural speakers [Instituto Cervantes 2006], we will insert this concept into the general framework for foreign language teaching [Byram and Zarate 1997; Byram 2009] and present project-based learning as an effective methodological approach for learners to become mediators between their own culture and the target culture. A proper implementation of PBL in SFL classes (as well as in those where subjects are taught by using SFL as a lingua franca) will generate real communicative needs that will allow students to acquire and consolidate knowledge in a motivating and significant context. In the last part of the article we will illustrate the project- based learning theory by providing recent examples of its implementation which have contributed to train SFL students to become intercultural speakers.
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De Urraza, María José, and Vigilija Žiūraitė. "Teaching Sociocultural Aspects in the SFL Class in Lithuania: Analysis of the Perception of Sociocultural Content." Sustainable Multilingualism 15, no. 1 (November 1, 2019): 195–218. http://dx.doi.org/10.2478/sm-2019-0020.
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Summary This article aims to study the field of sociocultural aspects teaching in the Spanish as foreign language classes in Lithuania and development of intercultural competencies of the students. In the curriculum of the language teaching, is very important the topic of sociocultural behaviours in the different Hispanic communities. The conducted research aimed to analyse how this topic can be studied during the Spanish classes in Lithuania and what is the receptivity of sociocultural elements among the local students. This paper also talks about the intercultural competences of the students, and the process of assimilation of cultural behaviours, which are different from the native culture. In order to achieve the aim, the data collection was carried on among students through observations and interviews in depth, using a qualitative method. The opinions and interpretations of Spanish and Hispanic traditions, celebrations and customs given by the students, were used for the qualitative analysis. The results of the research showed that students’ perception of the Spanish-speaking world contains prejudiced ideas and this is why it is important to include the sociocultural content in the classes of Spanish as a foreign language.
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Rodriguez Bonces, Jeisson Alonso. "Comprendiendo las influencias culturales y situacionales de los estudiantes frente al aprendizaje del Español como Lengua Extranjera (ELE) / Understanding the cultural and situational influences of students versus learning Spanish as a Foreign Language (SFL)." Revista Internacional de Educación y Aprendizaje 6, no. 4 (January 28, 2019): 229–34. http://dx.doi.org/10.37467/gka-revedu.v6.1814.
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ABSTRACTUnderstanding the beliefs that students have regarding learning a foreign language is essential to understand the strategies that the teacher should use to plan an adequate language teaching. This reflective article talks about the perceptions and vision that a group of high school students and other actors have about the learning of Spanish as a Foreign Language (SFL), and this multicultural world where knowing languages is essential. These perceptions and vision will be analysed by the context where they are learning Spanish and by the cultural differences between students themselves and their Spanish teacher. Finally, the conclusions suggest considering the typology of classes taught in SFL for a more inclusive education.RESUMENComprender las creencias que tienen los estudiantes con respecto al aprendizaje de un idioma extranjero es esencial para comprender las estrategias que el profesor debe usar para planificar una enseñanza del idioma adecuada. En este artículo de tipo reflexivo se hablará sobre las percepciones y visión que tienen un grupo de estudiantes de secundaria y otros actores de su entorno, sobre el aprendizaje del Español como Lengua Extranjera (ELE) y este mundo multicultural donde saber idiomas se hace imprescindible. Estas percepciones y visión se analizarán por el contexto donde ellos están aprendiendo español y por las diferencias culturales que hay entre los mismos estudiantes y su profesor de español. Finalmente, las conclusiones sugieren considerar la tipología de clases impartidas de ELE para una educación más inclusiva.
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Ramos-González, Noelia M., and Ana M. Rico-Martín. "The Teaching of Politeness in the Spanish-as-a-foreign-language (SFL) Classroom." Procedia - Social and Behavioral Sciences 178 (April 2015): 196–200. http://dx.doi.org/10.1016/j.sbspro.2015.03.180.
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Yao, Gang. "Vocabulary learning through data-driven learning in the context of Spanish as a foreign language." Research in Corpus Linguistics 7 (2019): 18–46. http://dx.doi.org/10.32714/ricl.07.02.
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An increasing number of studies have shown the potential associations between corpus work and second language acquisition and teaching. Some research, for example, explores the effect of data-driven learning (DDL, Johns 1991) in the context of foreign language learning. Up till now, however, empirical quantitative studies on the topic have been limited, especially with respect to foreign languages other than English. In order to bridge this gap, a quasi-experimental longitudinal design was used in the present study to examine whether there is a statistically significant difference between the DDL approach to vocabulary learning and more traditional learning methods (e.g., dictionary approach) in the context of Spanish as a foreign language (SFL) by Chinese students. The study further gauged students’ attitude towards DDL activities. The results of two post-tests revealed that the DDL group of students significantly outperformed the group of students following a traditional learning method. Furthermore, a questionnaire assessment collected from the experimental group showed that the respondents generally favored DDL and adopted a positive attitude towards its future application to Spanish learning.
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Gurney, Laura, and Adriana Díaz. "Coloniality, neoliberalism and the language textbook." Language, Culture and Society 2, no. 2 (December 4, 2020): 149–73. http://dx.doi.org/10.1075/lcs.20003.gur.
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Abstract In this article, we question the presumed presence of the textbook as sine qua non in languages education. Contextualising our discussion within Spanish as a foreign language (SFL) in higher education, we illuminate the overlapping ideological, historical and economic forces that frame and shape language practice through textbooks. In a field in which decolonial and poststructuralist approaches to language and languages education are gaining traction, the textbook thwarts theoretical and practical complexification of language beyond monolingual depictions of languages as ahistorical and context-free systems which unproblematically transport meaning across time and space. Furthermore, the status of the textbook as a producible and consumable item cannot be overlooked. On the basis of our critique, we conclude that the use of textbooks generates serious tensions in practice for those wishing to pursue emergent, emancipatory linguistic frameworks in languages education.
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Sheldon, Elena. "Construing FL writers’ meaning-making choices in a historical recount genre in Spanish." Language, Context and Text 4, no. 1 (April 6, 2022): 84–113. http://dx.doi.org/10.1075/langct.21005.she.
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Abstract This study reports on a four-semester teaching programme for foreign language (FL) intermediate writing abilities in Spanish to be implemented in educational practice. The study conducts qualitative analysis, drawing on systemic functional linguistics (SFL), of developmental changes in twenty undergraduate, Spanish Level 4 students, based on their performance of, and comments on, pre- and post-instructional written tasks, focusing on meaning-making choices in the construction of a historical recount genre over one semester of instruction at an Australian university. Responding to the need for research on academic writing in FL, the paper shows that SFL facilitates students’ understanding of writing development in an FL as they explore textual, ideational and interpersonal meanings in conjunction with required lexicogrammatical choices to fulfil the rhetorical demands of this genre.
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Rodríguez, Vicente J. Marcet. "RECURSOS DIDÁCTICOS PARA EL USO DE TEXTOS HISTÓRICOS EN LA ENSEÑANZA DE ELE. EDUCATIONAL RESOURCES FOR THE USE OF ANCIENT TEXTS IN SFL CLASSROOM." Culture Crossroads 15 (November 9, 2022): 145–62. http://dx.doi.org/10.55877/cc.vol15.187.
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The aim of this paper is to offer a series of resources to approach the history of the Spanish language to foreign students in a different and enjoyable way. Firstly, we describe the main existing studies and manuals to teach the history of Spanish to foreign students. Secondly, we present the main sources and web pages to obtain facsimile reproductions of ancient texts and we propose a series of activities to carry out a session on the history of Spanish in the classroom.
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Cardinali, Renata Fabiana, and Maria Celina Barbeito. "Developing intonation skills in English: A systemic functional linguistics perspective." Global Journal of Foreign Language Teaching 8, no. 1 (March 12, 2018): 11–20. http://dx.doi.org/10.18844/gjflt.v8i1.3222.
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This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers
Keywords: EFL, intonation, systemic functional linguistics, teacher training.
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Granfeldt, Jonas, Susan Sayehli, and Malin Ågren. "The context of second foreign languages in Swedish secondary schools." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 27–48. http://dx.doi.org/10.17011/apples/urn.201903011688.
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This article reports the results of a survey focusing on the educational context of second foreign languages (SFL) to which 147 Swedish secondary school leaders responded. The study aims to provide a picture of how SFLs like German, French and Spanish are organised in a representative selection of Swedish schools across the country. The results of the survey show that there are major differences between languages when it comes to the language offer and the number of pupils and teachers in the respective languages. Moreover, there are also important differences between schools, some of which can be related to educational, socio-economic and regional aspects of the responding schools. A general conclusion of the survey is that conditions for SFLs currently vary across languages and across the country. One of the main challenges for the future seems to be to maintain a varying offer of languages in a majority of schools.
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Lenkaitis, Chesla Ann. "Recorded video meetings in virtual exchange: a new frontier for pre-service teacher reflection." Journal of Virtual Exchange 3 (August 24, 2020): 39–58. http://dx.doi.org/10.21827/jve.3.35750.
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This study examined a virtual exchange in which English as a Foreign Language (EFL) teacher candidates from Colombia were partnered with Spanish as a Foreign Language (SFL) teacher candidates from the United States. The eight (n = 8) participants interacted via videoconference for six weeks. Additionally, they watched recordings of their video meetings in order to reflect on their experiences and what they noticed about their interactions (Schmidt, 1990). Results from qualitative data showed participants’ awareness of their professional identity and professional development. Additionally, incorporating a reflective component, based on watching recorded synchronous sessions, into virtual exchange is shown to be a valuable tool for making connections between theory and practice.
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Toledo Vega, Gloria, and Katterine Silva Espíndola. "Aceptación del voseo verbal y pronominal entre chilenos y aprendientes de Español como Lengua Extranjera." Philologia hispalensis 1, no. 37 (2023): 161–90. http://dx.doi.org/10.12795/ph.2023.v37.i01.08.
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This study highlights the importance of understanding the forms of voseo in Chile in learners of Spanish as a foreign language (SFL) through reflection on the pragmatic use of the language. This understanding is not easy because of the evolutional nature of voseo, and the diversity of functions of this phenomenon. The study aims to compare the pragmatic judgments on the Chilean voseo between natives and learners of SFL, which was carried out based on the didactic potential that implies understanding the voseo uses. A questionnaire allowed us to observe choices related to the acceptance of the voseo in different situations, considering pragmatic variables among Chileans and SFL learners. After comparing the responses of both groups of participants, a disparity was observed in the acceptance levels of native and non-native speakers, though also a tendency to be cautious with voseo among learners who had spent more time in Chile. At the same time, there was a correlation in judgments regarding voseo as a phenomenon that can show both closeness (verbal) and contempt (pronominal)
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Sánchez Rufat, Anna. "Profesores de español como lengua extranjera: de la formación al desempeño profesional / Spanish as a foreign language teachers: from training to professional development." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 25 (December 23, 2016): 59–84. http://dx.doi.org/10.17398/1988-8430.25.59.
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ResumenEstas líneas pretenden suplir una importante carencia que se detecta en el área de formación de profesores de ELE. El objetivo es proporcionar orientaciones básicas que ayuden a los profesores a iniciar su carrera profesional, sintetizando las principales posibilidades que existen para ello. Se parte de la situación de la enseñanza del español en el contexto internacional y se reflexiona después sobre las competencias del profesor y la relevancia de la etapa de formación. Se repasan, a continuación, las principales vías profesionales y se aportan diversos datos recabados de diferentes instituciones y profesionales de las distintas áreas del ámbito de ELE. Por último, se señalan varias páginas web que recogen regularmente ofertas para profesores de español. Se trata, en definitiva, de ofrecer un panorama básico acerca de las posibilidades en este campo, mediante un compendio de informaciones ampliable y actualizable, que debería desembocar en acciones sistemáticas en esta dirección. AbstractThese lines intend to fill an important gap that is detected in the field of SFL teacher training. The aim is to provide basic guidelines to help teachers to start their career, so the main possibilities for it are summarized. Firstly, this article focuses on the situation of Spanish language teaching in an international context, and then follows a discussion on the teacher skills and on the relevance of training. Secondly, the main career paths for a Spanish teacher are reviewed, and various data obtained through different institutions and professionals from different areas of the field of Spanish as a foreign language are provided. Finally, the addresses of several websites that regularly collect job offers for Spanish teachers are supplied. In short, a basic overview about the possibilities in this field is provided through a compendium of expandable and upgradeable information, which should lead to systematic action in this direction. Palabras clave: español lengua extranjera; profesores de ELE; salidas profesionales en ELE; formación en enseñanza de ELE; competencias del profesor de ELE / Keywords: Spanish as a foreign language; teachers of Spanish as a foreign language; career opportunities in Spanish as a Foreign Language; Spanish as a foreign/ second language teacher training; competences of the Spanish language teacher.
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Šifrar Kalan, Marjana. "The Lexical Availability of “Daily Activities” in Learners of Spanish (SFL)." Journal for Foreign Languages 13, no. 1 (December 27, 2021): 537–51. http://dx.doi.org/10.4312/vestnik.13.537-551.
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The objective of the present work, which focuses on the teaching and learning of Spanish vocabulary, is to present the lexical availability of Slovene students of Spanish as a foreign language (SFL) in the semantic category “daily activities”. The quantitative and qualitative differences and similarities of lexical availability output in this semantic category, as obtained by two groups of informants of different levels of SFL, are compared: 100 high school students (approximate level B1) and 100 university students (approximate level B2 +). The results obtained from this sample are compared with those of a study carried out by Sánchez-Saus Laserna (2011), which presents a sample of 322 SFL informants of different mother tongues in the same semantic category. This category, which is not one of those traditionally used in the studies of lexical availability, has been chosen since the lack of other grammatical categories than nouns is one of the main problems that has been attributed to the studies of lexical availability, which makes it impossible to closely reflect the vocabulary that SFL students know. Likewise, it is intended to check if the associations correspond to the grammatical category of the stimulus (in this case the verbs), since other semantic categories are indicated by the nouns. We intend to check the validity of the following hypotheses: 1) The production of lexical availability of high school students with less knowledge (B1) of Spanish is lower than that of university students (B2 +). 2) There is a qualitative similarity between the results of the two groups of Slovene SFL students. 3) For the most part, the associations correspond to the same grammatical category indicated by the cue words of the semantic category; in this case the verbs. 4) There is quantitative and qualitative similarity between the results of the present study and those of Sánchez-Saus Laserna (2011).
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Escobar Álvarez, María Ángeles, and Anne Vermeulen. "Multimodal Texts and Translation Tasks in Spanish Foreign Language (SFL): The acquisition of reflexive clitic “se” by Dutch-speaking adults." Estudios Humanísticos. Filología, no. 44 (December 26, 2022): 45–65. http://dx.doi.org/10.18002/ehf.i44.7363.
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This article presents the results of an experimental study on the acquisition of the clitic se by Dutch-speaking students of Spanish as a foreign language in the third year of the Department of Translation, Interpretation and Communication at the University of Ghent. Based on a sequence taken from the anglophone film The Help (Taylor, 2011), one group of 35 Belgian participants carried out two tasks: an intersemiotic translation (they created an audio description script) and an interlingual translation (they translated the English dialogues into Spanish).
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Méndez-Santos, María del Carmen. "LA DESMOTIVACIÓN DE LOS ESTUDIANTES ADULTOS DE ELE: UN ACERCAMIENTO DESDE LOS SISTEMAS DINÁMICOS COMPLEJOS. THE DEMOTIVATION OF ADULT STUDENTS OF SFL: AN APPROACH FROM THE COMPLEX DYNAMIC SYSTEMS THEORY." Culture Crossroads 15 (November 9, 2022): 74–91. http://dx.doi.org/10.55877/cc.vol15.183.
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Demotivation while learning a foreign language is a widely analysed pheno menon for English, but the same cannot be said for Spanish. For this reason, in this paper, first, we perform a brief theoretical review of the existing research about demotivation and also, we introduce the terminology in Spanish. Then, a preliminary and exploratory qualitative study is presented, whose sample is based on open questionnaires. The analysis of the responses was carried out through the classification of clusters and under the theoretical conception of Complex Dynamic Systems. Finally, these first results are evaluated to improve the questionnaire to carry out massive data collection work in the future, and recommendations based on these first indications are offered both at the structural level of the educational system and at the classroom level for improvement of the teaching of Spanish as a foreign language.
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Benavides Segura, Bianchinetta, and Gisselle Herrera Morera. "Reflexiones onomasiológicas en torno al papel de la administración en los programas de Español como lengua extranjera." LETRAS, no. 47 (February 20, 2010): 83–96. http://dx.doi.org/10.15359/rl.1-47.4.
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Es un planteo de base teórica sobre la incorporación efectiva de la conciencia intercultural en los programas de Español como lengua extranjera (ELE) y de la influencia de las personas encargadas de administrar y facilitar su adecuada inclusión. La competencia en una lengua extranjera supone tanto capacidades lingüísticas, como el conocimiento y apropiación del conjunto de valores, creencias y normas culturales que conforman la identidad individual y colectiva de una comunidad académica.This is a theoreticalIy-based proposal conceming the effective incorporation of intercultural awareness in Spanish as a Foreign Language (SFL) programs and the influence of administering facilitating its adequate inclusion. Proficiency in a foreign language involves not only linguistic skills but also a knowledge and appropriation of the cultural values, beliefs and norms integrated in the individual and collective identity of an academic community.
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Casañ Núñez, Juan Carlos. "Testing audiovisual comprehension tasks with questions embedded in videos as subtitles: a pilot multimethod study." EuroCALL Review 25, no. 1 (June 12, 2017): 36. http://dx.doi.org/10.4995/eurocall.2017.7062.
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<p>Listening, watching, reading and writing simultaneously in a foreign language is very complex. This paper is part of wider research which explores the use of audiovisual comprehension questions imprinted in the video image in the form of subtitles and synchronized with the relevant fragments for the purpose of language learning and testing. Compared to viewings where the comprehension activity is available only on paper, this innovative methodology may provide some benefits. Among them, it could reduce the conflict in visual attention between watching the video and completing the task, by spatially and temporally approximating the questions and the relevant fragments. The technique is seen as especially beneficial for students with a low proficiency language level.</p><p>The main objectives of this study were to investigate if embedded questions had an impact on SFL students’ audiovisual comprehension test performance and to find out what examinees thought about them. A multimethod design (Morse, 2003) involving the sequential collection of three quantitative datasets was employed. A total of 41 learners of Spanish as a foreign language (SFL) participated in the study (22 in the control group and 19 in the experimental one). Informants were selected by non-probabilistic sampling. The results showed that imprinted questions did not have any effect on test performance. Test-takers’ attitudes towards this methodology were positive. Globally, students in the experimental group agreed that the embedded questions helped them to complete the tasks. Furthermore, most of them were in favour of having the questions imprinted in the video in the audiovisual comprehension test of the final exam. These opinions are in line with those obtained in previous studies that looked into experts’, SFL students’ and SFL teachers’ views about this methodology (Casañ Núñez, 2015a, 2016a, in press-b). On the whole, these studies suggest that this technique has potential benefits for FL learning and testing. Finally, the limitations of the study are discussed and some directions for future research are proposed.</p>
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Ibarretxe-Antuñano, Iraide, and Fátima Cheikh-Khamis. "“How to become a woman without turninginto a Barbie”: Change-of-state verbconstructions and their role in Spanish as a Foreign Language." International Review of Applied Linguistics in Language Teaching 57, no. 1 (February 25, 2019): 97–120. http://dx.doi.org/10.1515/iral-2018-2008.
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AbstractPseudo-copulative change-of-state (PCOS) verbs are predicates that involve a change in the composition of an entity undergoing a particular event. Due to their complex linguistic nature, these verbs are not easy to be accounted for and consequently, they represent a real challenge to language teachers and learners. First, this paper critically examines the specialized L1 and L2 literature on PCOS verbs in Spanish. Then, it is shown that previous studies are unable to provide a unanimous theory, but rather offer heterogeneous explanations that are full of exceptions and overlook semantic nuances. The second part of this work presents a corpus-based constructional study of the PCOS verbal structure [Vcl+NP] in two PCOS verbs,hacerse‘make.cl’andvolverse‘turn.cl’. It is argued that a multi-level family of PCOS constructions captures both the specificity of fully-saturated constructions (María se hizo mujer‘María became a woman’), as well as the more general abstract patterns ([Subject PCOS-verb Object]). This constructional approach offers a unified and motivated explanation for these PCOS verbs that can be very useful for Spanish as a Foreign Language (SFL).
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Blanca Cristòfol Garcia and Christine Appel. "Student Engagement in an EFL/SFL Speaking LMOOC during the COVID-19 Pandemic: Influence of Learners’ Social, Affective and Cognitive Dimensions." English as a Foreign Language International Journal 1, no. 2 (August 22, 2021): 96–118. http://dx.doi.org/10.56498/72122021.
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It is empirically demonstrated that Language Massive Open Online Courses (LMOOCs) contribute to the development of learners’ foreign language (FL) competences. Thus, it is not surprising that these courses have experienced exponential growth over the last decade, being English as a foreign language (EFL) one of the most demanded subjects by LMOOC learners. However, LMOOCs face low learner engagement rates, which might be influenced by learners’ proximal and distal variables. The present study contributes to the understanding of learner engagement in an English as a FL (EFL) and Spanish as a FL (SFL) speaking LMOOC during the COVID-19 pandemic. First, it aims to understand to what extent learner engagement in the course varied during the pandemic emergency period. Second, it aims to identify the aspects of the course that promoted learner engagement, related to learners’ cognitive, affective and social dimensions. The research context is TandemMOOC, an EFL/SFL speaking LMOOC offered annually by the Universitat Oberta de Catalunya (Spain). Participants of the study were 2,585 enrolled learners in the TandemMOOC edition of 2019 or 2020. The study followed a mixed-method approach. First, data on learner participation was retrieved from the course system. Second, a post-course questionnaire with closed and open-ended items was administered to learners of the latter edition. Descriptive statistics on quantitative data and content analysis on qualitative data were carried out. Subsequent integration of findings showed that learner engagement in TandemMOOC increased during the COVID-19 pandemic, and revealed that aspects of the course linked to learners’ social dimension were the most engaging ones.
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Villa Jiménez, Natalia. "La gamificación en ELE: un análisis de la motivación según la TAD." Foro de profesores de E/LE, no. 18 (December 30, 2022): 247. http://dx.doi.org/10.7203/foroele.18.24361.
Full textAbstract:
Resumen: El presente artículo analiza la gamificación como técnica metodológica que fomenta la motivación en el aula de español como lengua extranjera (ELE). En primer lugar, partiremos de los preceptos propuestos en la teoría de la autodeterminación (TAD) desarrollada por Ryan y Deci (1985). En segunda instancia, abordaremos las dinámicas, las mecánicas y los componentes que pueden constituir una práctica gamificada. Finalmente, tomando como referencia los postulados desarrollados en la TAD, centraremos nuestra atención en la manera en la que el diseño de un sistema gamificado puede incentivar un comportamiento regulado extrínseca o intrínsecamente.
Palabras clave: gamificación, TAD, motivación, ELE.
Gamification in SFL: an analysis of motivation according to SDT
Abstract: The objective of this study is to analyse gamification as a methodological technique which fosters motivation in the Spanish foreign language classroom (SFL). Firstly, we will take into consideration the main tenets proposed by Ryan and Deci’s Self-determination theory (SDT) (1985). Secondly, we will deal with the dynamics, mechanics and components which may be used in a gamified practice. Finally, considering the basic principles proposed in SDT, we will focus on the way in which a gamified system might boost learners’ intrinsically or extrinsically regulated behaviour.
Key words: gamification, SDT, motivation, SFL.
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Izquierdo-Alegría, Dámaso. "LA MODALIDAD EPISTÉMICA EN ELE: RETOS EN LA DESCRIPCIÓN DE LA SEMÁNTICA DE VARIAS UNIDADES EN MATERIALES DIDÁCTICOS. EPISTEMIC MODALITY IN SFL: CHALLENGES IN THE DESCRIPTION OF THE SEMANTICS OF SOME UNITS IN A CORPUS OF DIDACTIC MATERIALS." Culture Crossroads 15 (November 9, 2022): 132–44. http://dx.doi.org/10.55877/cc.vol15.186.
Full textAbstract:
Spanish possesses a vast array of items that codify the speaker’s degree of certainty or doubt (i.e., epistemic modality), such as quizá, igual, seguramente or sin duda. Little attention has been devoted to them in the field of Spanish as a Foreign Language, especially regarding their semantics. The aim of this article is to show that some of the semantic descriptions of such items reveal inconsistencies in a variety of didactic sources, and this might hinder students from mastering them. We focus on three case studies involving (a) where certain items are allocated in the epistemic scale, (b) how a group of similar expressions is treated, and (c) how the semantics of an adverb is described vis-à-vis its cognates in other languages.
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Nuñez Sabarís, Xaquín, Ana Cea Álvarez, and Ana Silva Dias. "Task-based approach and gamification applied to Literature: crime fiction and cultural mapping." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 30 (March 28, 2019): 261–88. http://dx.doi.org/10.17398/1988-8430.30.261.
Full textAbstract:
This paper explores the possibilities of the literary text as an effective instrument to increase communicative and cultural competence through a proposal of a didactic unit which was built on two didactic perspectives: a task-based approach and gamification proceedings. The target group would be composed of Spanish as a Foreign Language (SFL) students, who belong to the B2 level according to the Common European Framework of Reference for Languages (2001).
This didactic unit is based on the crime fiction entitled La playa de los ahogados (2009), which was written by Domingo Villar originally in Galician language (A praia dos afogados). Later on, in 2015 it was adapted to the cinema. This fact allows us to introduce the transmedia dimension (text and audiovisual) into the project narrative. Along this paper geographical aspects of literature will be unveiled, all of which would result in an effective instrument to deepen into the diversity of the Hispanic culture.
The suspense elements (reached out through different resources such as the creation of real scenarios -Vigo and its surroundings-, a crime, a detective and some suspects), encourage reading through exploratory tasks, whose final aim is to stimulate student´s imagination and creative writing abilities.
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Rammou, Eirini. "ERRORES GRAMATICALES EN LA EXPRESIÓN ESCRITA DE LOS GRIEGOS APRENDICES DE ELE: ANÁLISIS EN EL NIVEL B1." Epos : Revista de filología, no. 34 (November 28, 2019): 239. http://dx.doi.org/10.5944/epos.34.2018.22782.
Full textAbstract:
En este estudio hemos seguido el modelo de Análisis de Errores que constituye una fuente de información importante en el ámbito de la enseñanza-aprendizaje de lenguas extranjeras. El objetivo de este estudio ha sido investigar los errores gramaticales que cometen con más frecuencia los aprendices griegos de español como lengua extranjera en la expresión escrita del nivel B1. Durante el proceso de aprendizaje los alumnos formulan hipótesis mediante la utilización de estrategias y mecanismos psicolingüísticos y por ello nuestro estudio ha profundizado además en la descripción de estas estrategias con el fin de detectar las causas que originan los errores. La clasificación de los errores se ha basado en el criterio lingüístico, descriptivo y etiológico. Los datos obtenidos provienen de producciones escritas reales de los aprendices griegos. Para el análisis hemos aplicado una investigación cuantitativa. En los resultados se proporcionan porcentajes de los errores frecuentes que hemos localizado. Tanto los resultados obtenidos de nuestro análisis e investigación como las conclusiones a las que hemos llegado resultan relevantes para la prevención de errores gramaticales y la optimización de la enseñanza del español a griegos.ABSTRACTIn this study we have followed the model of Error Analysis that constitutes an important source of information in the field of teaching-learning foreign languages. The aim of this study has been to investigate the grammatical errors most frequently made by Greek learners of Spanish as a foreign language (SFL) in the written expression of the B1 level of the Common European Framework of Reference for Languages (CEFR). During the learning process, students formulate hypotheses through the use of strategies and psycholinguistic mechanisms, which is why our study also goes deeper into the description of these strategies in order to detect the causes that originate the errors. The classification of errors is based on linguistic, descriptive and etiological criteria. The data obtained come from real written productions of the Greek students. For the analysis we have applied a quantitative research. Percentages of the frequent errors we have located are given in the results. The results obtained from our analysis and research and also the conclusions we have reached are relevant for the prevention of grammatical errors and the optimization of teaching Spanish language to Greek learners.
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Sanz Gil, Mercedes. "LMOOC para la integración de personas desplazadas." Anales de Filología Francesa, no. 29 (November 24, 2021): 463–77. http://dx.doi.org/10.6018/analesff.483181.
Full textAbstract:
Uno de los principales retos a los que se enfrentan las personas desplazadas es hacer frente a las barreras lingüísticas y culturales que supone el desconocimiento, en la mayoría de los casos, de la lengua y de la cultura del país de destino. Actualmente, y gracias a las Tecnologías de la Información y la Comunicación, existen numerosos recursos y aplicaciones que pueden ayudar a paliar dichas carencias, antes o durante el periodo en el que se desarrolla la movilidad. En este artículo presentamos algunos de ellos. En concreto nos centramos en el formato MOOC (Cursos masivos abiertos en línea, por sus siglas en inglés) para el aprendizaje de lenguas extranjeras (LMOOC). Analizaremos dos LMOOC de aprendizaje del Español como Lengua Extranjera (ELE) destinado principalmente al colectivo de personas inmigrantes y refugiadas y tres de aprendizaje del Francés como Lengua Extranjera (FLE) destinado principalmente a personas desplazadas por motivos laborales o educativos. One of the main challenges faced by displaced people is dealing with the linguistic and cultural barriers that arise from the lack of knowledge, in most cases, of the language and culture of the destination country. At present, thanks to Information and Communication Technologies (ICTs), there are numerous resources and applications that can help to alleviate these deficiencies, before, or during the period in which mobility develops. In this article we present some of them. More specifically, this article focuses on the MOOC (Massive Open Online Courses) format for foreign language learning (LMOOC). We will analyze two LMOOCs for learning Spanish as a Foreign Language (SFL) aimed mainly at migrants and refugees; and three for learning French as a Foreign Language (FFL) aimed mainly at people displaced for work or educational reasons. L'un des principaux défis auxquels les personnes déplacées sont confrontées est celui de faire face aux barrières linguistiques et culturelles qui découlent du manque de connaissance, dans la plupart des cas, de la langue et de la culture du pays de destination. De nos jours, et grâce aux Technologies de l'Information et de la Communication (TIC), il existe de nombreuses ressources et applications qui peuvent contribuer à pallier ces lacunes, avant, ou pendant la période de mobilité. Dans cet article, nous en présentons quelques-unes. Nous nous concentrons en particulier sur le format MOOC (Massive Open Online Courses) pour l'apprentissage des langues étrangères (LMOOC). Nous analyserons deux LMOOC pour l'apprentissage de l'Espagnol comme Langue Étrangère (ELE) destinés principalement à des personnes migrantes et réfugiées et trois pour l'apprentissage du Français comme Langue Étrangère (FLE) destinés principalement aux personnes en déplacement pour des raisons professionnelles ou éducatives.
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Palmer, Ítaca, and Mar Campos F.-Fígares. "Adivinanzas en el aula de ele: literatura oral, patrimonio e innovación educativa / Riddles in the SFL class: oral literature, heritage and educational innovation." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 30 (March 28, 2019): 289–316. http://dx.doi.org/10.17398/1988-8430.30.316.
Full textAbstract:
The purpose of this paper is to address the Teaching of Spanish as a
Foreign Language (TSFL) through the use of short traditional or popular
texts. These are closer in character to spoken language, thus providing
an opportunity to implement a competence-based approach to learning -namely through communicative competence, which is at the centre of
standard syllabi today. These popular texts are presented here as a tool
for teaching cultural heritage as well as being an optimal base for
creative writing workshops. All of which is carried out through the use
of new classroom technologies and other, similar texts with which to
create an educational audiovisual catalogue for the classroom and/or the
school.
G
M
T
Detectar idioma
Afrikáans
Albanés
Alemán
Amhárico
Árabe
Armenio
Azerí
Bengalí
Bielorruso
Birmano
Bosnio
Búlgaro
Camboyano
Canarés
Catalán
Cebuano
Checo
Chichewa
Chino simp
Chino trad
Cincalés
Coreano
Corso
Criollo haitiano
Croata
Danés
Eslovaco
Esloveno
Español
Esperanto
Estonio
Euskera
Finlandés
Francés
Frisio
Gaélico escocés
Galés
Gallego
Georgiano
Griego
Gujarati
Hausa
Hawaiano
Hebreo
Hindi
Hmong
Holandés
Húngaro
Igbo
Indonesio
Inglés
Irlandés
Islandés
Italiano
Japonés
Javanés
Kazajo
Kirguís
Kurdo
Lao
Latín
Letón
Lituano
Luxemburgués
Macedonio
Malayalam
Malayo
Malgache
Maltés
Maorí
Maratí
Mongol
Nepalí
Noruego
Panyabí
Pastún
Persa
Polaco
Portugués
Rumano
Ruso
Samoano
Serbio
Sesoto
Shona
Sindhi
Somalí
Suajili
Sueco
Sundanés
Tagalo
Tailandés
Tamil
Tayiko
Telugu
Turco
Ucraniano
Urdu
Uzbeco
Vietnamita
Xhosa
Yidis
Yoruba
Zulú
Afrikáans
Albanés
Alemán
Amhárico
Árabe
Armenio
Azerí
Bengalí
Bielorruso
Birmano
Bosnio
Búlgaro
Camboyano
Canarés
Catalán
Cebuano
Checo
Chichewa
Chino simp
Chino trad
Cincalés
Coreano
Corso
Criollo haitiano
Croata
Danés
Eslovaco
Esloveno
Español
Esperanto
Estonio
Euskera
Finlandés
Francés
Frisio
Gaélico escocés
Galés
Gallego
Georgiano
Griego
Gujarati
Hausa
Hawaiano
Hebreo
Hindi
Hmong
Holandés
Húngaro
Igbo
Indonesio
Inglés
Irlandés
Islandés
Italiano
Japonés
Javanés
Kazajo
Kirguís
Kurdo
Lao
Latín
Letón
Lituano
Luxemburgués
Macedonio
Malayalam
Malayo
Malgache
Maltés
Maorí
Maratí
Mongol
Nepalí
Noruego
Panyabí
Pastún
Persa
Polaco
Portugués
Rumano
Ruso
Samoano
Serbio
Sesoto
Shona
Sindhi
Somalí
Suajili
Sueco
Sundanés
Tagalo
Tailandés
Tamil
Tayiko
Telugu
Turco
Ucraniano
Urdu
Uzbeco
Vietnamita
Xhosa
Yidis
Yoruba
Zulú
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Avdienko, Irina, Kateryna Zhukova, Anna Kotova, Nataliya Rudaya, and Elena Kholodniak. "SPECIAL ASPECTS OF THE SECOND FOREIGN LANGUAGE TEACHING AT THE BASIC COURSE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 25, 2018): 479–89. http://dx.doi.org/10.17770/sie2018vol1.3197.
Full textAbstract:
The aim of this work is to define special aspects of the second foreign language (SFL) grammar teaching at the basic course, because at Ukrainian universities the number of course hours for studying of the SFL is less than for the first one. This leads to more superficial learning of grammar material. In addition, it was believed that the grammar of the SFL can be taught in the context of the general course. The integration of vocabulary and grammar teaching hampered the thorough understanding of grammatical constructions by the students, as the study of the SFL came against the background of the first foreign language enhanced studying. For the scientific analysis of this issue, the methods of causality analysis and generalization were applied, which helped identify the priority of the communicative approach in the SFL grammar teaching, as this approach develops the oral and written skills of students. Nevertheless, there are some factors that impede the fluency of grammar material at the basic course of education. The article reveals problems and ways to solve them during the training. The authors consider that the communicative approach in the SFL grammar teaching will help master the language more quickly and efficiently, which meets the needs of modern society.
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Moyano, Estela Inés. "Theme in English and Spanish." English Text Construction 9, no. 1 (June 20, 2016): 190–220. http://dx.doi.org/10.1075/etc.9.1.10moy.
Full textAbstract:
This article offers a comparative view of a Systemic Functional (SF) account of Theme in English and Spanish declarative clauses. It considers the lexicogrammatical realization of Theme in both languages and shows how Themes across the clauses construe the method of development of a phase of discourse in the respective languages, unmarked Themes scaffolding textual continuity and marked Themes scaffolding transitions between discourse phases. The paper reviews the concept of Theme in Systemic Functional Linguistics (SFL) and analyzes texts in both languages, taking into account a trinocular perspective (Matthiessen & Halliday 2009): from above, considering textual discourse functions related to the lexicogrammatical function of Theme; from roundabout, considering other textual functions in the clause as New; and from below, paying attention to the role that different ranks may play in the realization of the function under focus. In addition, the paper argues for a re-interpretation of previous SFL accounts of Spanish Theme, on the assumptions of SFL language typology. Based on the analysis of fragments of Research Articles, the paper shows how English and Spanish texts perform similar strategies to maintain the method of development of a text, through the interaction between lexical strings and reference chains with the function of Theme (Fries 1981; Martin 1992). It is shown, however, that the lexicogrammatical realization of unmarked Theme differs between these languages.
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Quiroz, Beatriz. "Negotiating interpersonal meanings." Interpersonal Meaning 25, no. 1 (August 10, 2018): 135–63. http://dx.doi.org/10.1075/fol.17013.qui.
Full textAbstract:
Abstract The aim of this paper is to explore reasoning in SFL lexicogrammatical descriptions by focusing on interpersonal clause types organised in the system of mood. To begin, system-structure relations embodied by the theoretical dimension of axis are introduced in relation to the description of imperative, declarative and interrogative clauses in English. The paper then moves to a three-fold perspective on mood distinctions, captured in SFL by the ‘trinocular principle’: interpersonal clause types are first looked at in terms of their contribution to the dialogic negotiation ‘from above’; they are then approached in terms of the paradigmatic environment they define ‘from around’ in close relation to the structural patterns motivating paradigmatic choices ‘from below’. English mood is reconsidered along these lines, and then a different language is used as an illustrative example for the reasoning explored: Spanish. Finally, the paper addresses the implications of the exploration proposed for the description of interpersonal lexicogrammar in Spanish and, more generally, for SFL descriptive work across languages.
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Darong, Hieronimus Canggung. "SEEING BEYOND WORDS: METAFUNCTIONS ANALYSIS OF EFL TEXTBOOKS." LiNGUA: Jurnal Ilmu Bahasa dan Sastra 18, no. 2 (December 28, 2023): 131–40. http://dx.doi.org/10.18860/ling.v18i2.23402.
Full textAbstract:
This study carefully applies Systemic Functional Linguistics (SFL) to identify common linguistic patterns to examine English as a Foreign Language (EFL) textbooks. This descriptive qualitative study addresses the ideational, interpersonal, and textual metafunctions of English as a Foreign Language (EFL) textbooks as the research focus. The frequent use of material process, particular nominal group types such as Thing (T) and Numerative Thing (NT), the nuanced modality conveyed by "should," "would," and "will," and the use of narrative perspectives with third-person singular pronouns ("he" and "she") are noteworthy among these patterns. The identified linguistic features furnish invaluable pedagogical insights for the stakeholders of English learners, including the teachers, and provide guidance for targeted language instruction. Furthermore, these results are also invaluable for material development since the study highlights the importance of integrating SFL principles within the classroom discourse. The study also emphasizes the significance of SFL-based textbooks as learning facilitates. The study discovers that SFL-based textbook analysis provides well-informed instruction, allowing teachers to modify their teaching methods to meet students' communicative needs better. Despite limitations, the analysis remains a valuable tool in the classroom discourse as it better portrays the foreign language classroom discourse.
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Bimpong, William. "Supporting the speaking development of students in a Swahili-as-a-foreign-language (SFL) classroom." Ghana Journal of Linguistics 9, no. 1 (June 30, 2020): 1–17. http://dx.doi.org/10.4314/gjl.v9i1.1.
Full textAbstract:
Till date, the development of students’ language skills in a Swahili-as-a-foreign-language (SFL) context has not been thoroughly investigated. Rather, a majority of work has focused on grammar. This paper examines the activities that are used in an elementary SFL classroom at an American University to support the speaking development of students. Observation and in-depth interviews reveal that there are four main speaking activities used to support students’ speaking development. The findings highlight the importance of purposefully selecting speaking activities to support the speaking development of students in a SFL classroom.
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Alonso, Carlos J. "Spanish: The Foreign National Language." Profession 2007, no. 1 (December 2007): 218–28. http://dx.doi.org/10.1632/prof.2007.2007.1.218.
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van Cleve, John. "Is Spanish a Foreign Language?" PMLA 110, no. 2 (March 1995): 266. http://dx.doi.org/10.2307/462918.
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Syarifah, Eva Fitriani, and Wawan Gunawan. "Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach." English Review: Journal of English Education 4, no. 1 (August 19, 2016): 39. http://dx.doi.org/10.25134/erjee.v4i1.306.
Full textAbstract:
Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova & Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.
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Montemayor-Borsinger, Ann. "Text organization of formal or oral and written discourse: an analysis based on the work of Borges." Cadernos de Linguagem e Sociedade 14, no. 2 (June 28, 2013): 207–22. http://dx.doi.org/10.26512/les.v14i2.9223.
Full textAbstract:
This study examines the text organization of formal oral and written discourse using Systemic Functional Linguistics (SFL), where Theme is considered the point of departure of the message (Halliday 1994, Halliday y Matthiessen 2004). In SFL the succession of Themes as a text unfolds constitutes its ‘method of development’ (Fries 1983/1995), which is the ‘scaffolding’ (Stainton 1993) needed for introducing rhematic contributions. Recent work in SFL has suggested that oral English tends towards more ‘contentlight’ and written English towards more ‘contentful’ methods of development (Berry forthcoming a & b). A detailed comparative analysis of the different choices in Theme and grammatical metaphor in thematic position is developed for Spanish, based on conferences by Borges and research articles on his work. Results support the hypothesis that oral discourse, even if it is formal, uses contentlight Themes with interpersonal metaphors whose function is to manifest authorial presence. In contrast written discourse uses contentful Themes with experiential metaphors whose function is to construct highly nominalized methods of development that reduce authorial presence by focusing on abstract entities.
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Zhang, Xiaodong. "Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study." SAGE Open 8, no. 4 (October 2018): 215824401882038. http://dx.doi.org/10.1177/2158244018820386.
Full textAbstract:
This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers’ development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students’ written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing.
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Luque Nadal, Lucía. "El coloquialismo marrón y las estructuras verbo + marrón: análisis semántico-pragmático y aplicación al aula de ELE." Philologica Canariensia, no. 29 (2023) (May 31, 2023): 213–35. http://dx.doi.org/10.20420/phil.can.2023.597.
Full textAbstract:
Due to the fact that teaching colloquial expressions has become a real need in SFL classrooms, in this paper a semantic and pragmatic analysis is carried out about the colloquial expression marrón based in its coappearances in the corpus CORPES XXI. This corpus has been chosen since the aim is to study real and present-day examples of that colloquial expression in Mainland Spain. To that end, a quantitative methodology is used by means of a corpus of 155 co-appearances of the Spanish term marrón used as a colloquial expression and its derived expressions that present the structure (verb + marrón) in order to know the most frequent co-appearances of such word so that these examples can be taught in the SFL classroom. Once the quantitative study has been established, the semantic and pragmatic analysis are carried out of the colloquial expression marrón.
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Donoso, Alejandra. "Camino, Base y Manera en español y sueco." Revue Romane / Langue et littérature. International Journal of Romance Languages and Literatures 48, no. 1 (June 21, 2013): 1–31. http://dx.doi.org/10.1075/rro.48.1.01don.
Full textAbstract:
This study surveys how Spanish and Swedish speakers convey information about Motion. The point of departure is the typological description about satellite-framed languages (SFL) and verb-framed languages (VFL) which claims that these language groups differ in how they codify Path and Manner. The data consist of 16 oral narratives in Swedish (SFL) and 16 in Spanish (VFL). Based on the assumption that the lexicalization patterns for motion encoding module how speakers of different languages convey information in discourse (Talmy, 2000; Slobin, 1996a), we hypothesize that the Swedes will offer a wider range of descriptions concerning Manner and Path than the Spanish speakers, whereas the latter group will exhibit high-grained descriptions about the Ground or settings where the action takes place. The first hypothesis is confirmed, the second is partially rejected: both groups offer detailed Ground descriptions, though the Swedes express to a greater extent the final destination of motion events. Even more, our findings suggest that the encoding of end states of motion is highly tied to the use of various satellites, which can be combined both with verbs that express a direction and with verbs which do not involve such information. The characteristic syntactic patterns found in satellite-framed languages for information encoding plus the existence of schematic constructions in Swedish might be an explanation for these results.
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Gonzalez, Cristina. "Spanish Is Not a Foreign Language." PMLA/Publications of the Modern Language Association of America 111, no. 3 (May 1996): 475–76. http://dx.doi.org/10.2307/463175.
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Bardel, Camilla, Gudrun Erickson, and Rakel Österberg. "Learning, teaching and assessment of second foreign languages in Swedish lower secondary school." Apples - Journal of Applied Language Studies 13, no. 1 (February 19, 2019): 7–26. http://dx.doi.org/10.17011/apples/urn.201903011687.
Full textAbstract:
This paper presents an overview of second foreign language (SFL) education in Sweden, especially at lower secondary level. It offers a survey of the historical development of the study of other languages than English as well as a reflection over the current state of the subject. Currently, there is a shortage of research on the circumstances and conditions of the learning, teaching and assessment of the Swedish school subject Modern languages, as well as on young people’s proficiency in other languages than English in Sweden. In order to contribute to a knowledge base for further research, the current paper reviews work considering the Swedish context concerning: a) frame factors, policy issues and organization of SFL studies b) attitudes towards plurilingualism and SFL motivation, c) teacher education and recruitment policies, and d) levels of attainment at the end of compulsory school. Throughout the paper, the European context is also taken into account. The paper ends with a discussion of the general status of the subject Modern languages in Swedish school and society, the fact that this subject is not mandatory, and the consistently high dropout rate that characterizes the current situation.
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Erdel, Didem. "Student Feedback Literacy (SFL) Profiles in an L2 Writing Classroom and the Influence of Peer Feedback on the SFL Features." International Journal of Education and Literacy Studies 11, no. 3 (July 31, 2023): 112–25. http://dx.doi.org/10.7575/aiac.ijels.v.11n.3p.112.
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Feedback plays a pivotal role in the development of foreign language writing skills, and within the scope of the new paradigm of feedback, the active role of learners in feedback processes has been acknowledged with the conceptualization of student feedback literacy (SFL). This paper reports on a qualitative inquiry into the SFL profiles of a group of Turkish undergraduate students in an English writing classroom and the effects of a four-week online peer feedback activity on the students’ perceived SFL features. The study utilized multiple data sources consisting of pre- and post-task surveys, which were filled by the whole subject group; the feedback comments and interactional moves of four focal students on Peergrade, a digital platform enabling peer feedback; the essay drafts of these focal students and the drafts reviewed by them; and lastly the researcher’s notes from a discussion session with the students during the activity. The results revealed that each focal student distinctly demonstrated discrete SFL features at varying levels. The findings also showed that the peer feedback activity did not produce considerable improvement in the students’ feedback literacy in L2 writing, yet changes were detected in student reports with respect to the perceived SFL features of making judgments, managing affect and taking action. The study extends our limited knowledge of SFL profiles of L2 writing learners in a Turkish context and informs the ongoing discussion on the efficacy of peer feedback in SFL development.
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Markham, Paul, and Lizette Peter. "The Influence of English Language and Spanish Language Captions on Foreign Language Listening/Reading Comprehension." Journal of Educational Technology Systems 31, no. 3 (March 2003): 331–41. http://dx.doi.org/10.2190/bhuh-420b-fe23-ala0.
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The purpose of this study was to investigate the effects of using Spanish captions, English captions, or no captions with a Spanish language soundtrack on intermediate university-level Spanish as a Foreign Language students' listening/reading comprehension. A total of 213 intermediate (fourth semester) students participated as intact groups in the study. The passage material consisted of a DVD episode (seven minutes) presenting information concerning preparation for the Apollo 13 NASA space exploration mission. The students viewed only one of three passage treatment conditions: Spanish captions, English captions, or no captions. The Spanish language dependent measure consisted of a 20-item multiple-choice listening comprehension test. The statistically significant results revealed that the English captions group performed at a considerably higher level than the Spanish captions group which in turn performed at a substantially higher level than the no captions group on the listening test. The article concludes with a discussion of the pedagogical implications of using multilingual captions in a variety of ways to enhance second language listening and reading comprehension.
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Vega Labanda, Roberto. "Spanish as a mono/pluricentric language in the South Korean context of SFL/SL." Estudios Hispánicos 87 (June 30, 2018): 9–35. http://dx.doi.org/10.21811/eh.87.9.
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Pérez-Carmona, José Luis, Alejandro Vicente-Bújez, María Teresa Díaz-Mohedo, and José Luis Ortega-Martín. "Learning Spanish as a foreign language through Music." Aula Abierta 50, no. 2 (June 24, 2021): 643–52. http://dx.doi.org/10.17811/rifie.50.2.2021.643-652.
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Music has multiple characteristics that make it an ideal tool for teaching and learning languages. Although some research has been done on this subject, there are still many areas to explore. This quantitative research presents survey data from 178 students of Spanish as a Foreign Language to better understand how adult learners use music and other media in their practice of Spanish. Non-parametric statistical tests were carried out. Data showed participants used music more frequently than other media as a means to practice Spanish outside of the classroom, despite having difficulties understanding the lyrics. Also, musical training was found to be an indicator of a higher level of lyrical comprehension. It was concluded that the growing popularity of Spanish language music, changes in music consumption, and the democratization of listening platforms— along with the ability that songs have to generate well-being and to create links, as well as to represent the target culture—were decisive factors in the use of songs in the learning of Spanish as a foreign language.
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Aunurrahman, Aunurrahman, Citra Kusumaningsih, Sahrawi Sahrawi, Maliqul Hafis, and Emi Emilia. "A Genre Pedagogy for Teaching Young EFL Learners of English Village of Parit Baru." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 6, no. 2 (May 31, 2022): 343. http://dx.doi.org/10.21093/ijeltal.v6i2.1136.
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This case study aimed to find out the implementation of a genre pedagogy under systemic functional linguistics (SFL) framework or under Sydney School to teach the English language to young English as a Foreign Language (EFL) learners of English Village of Parit Baru, Kubu Raya, West Kalimantan. Fifty-two young EFL learners were involved in this study. The data collection used two instruments, namely participant observations and documentation. The data analysis reveals that genre pedagogy elements could help the young EFL learners in constructing and communicating their texts independently. Also, the learners’ texts are following the schematic structures and linguistic features of the spoken genres the learners learned. To help the learners to cope with the teaching activities, songs and games activities were used to build their interest in the English language, new vocabulary, and practices to communicate their texts. This means that a genre pedagogy under the SFL framework could be integrated with joyful activities that not only provide guidance but also promote enjoyable learning in building the English language capacities of the young EFL learners in a non-formal educational context.