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The question whether some second language (L2) features (forms, items, structures, patterns, rules) and, if so, which types of features, are more affected by instruction or are more effectively instructed than others has received increasing attention in applied linguistics and SLA research since the mid-1990s (VanPatten, 1994; Spada, 1997). For SLA researchers, knowing how the nature of the input stimulus interacts with the human cognitive processing and learning mechanisms is important for constructing a comprehensive theory of language acquisition. For theoretical, typological and psycho-linguists, knowing which types of features of language are hard to learn and teach can inform theories of language and processing complexity (Szmrecsanyi & Kortmann, 2012). For L2 teachers and curriculum and textbook developers, knowing which type of L2 features to select in the typically limited teaching time is important for optimizing L2 teaching and learning effectiveness (Doughty & Williams, 1998).

This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers’ classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students’ needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students’ ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices., Cette étude examine l’impact de l’apprentissage professionnel lié au Cadre européen commun de référence pour les langues : apprendre, enseigner, évaluer (CECR) sur la pratique professionnelle des enseignants de langue seconde. Quatre-vingt-dix enseignants du français langue seconde (FLS) auto-sélectionnés à travers le Canada ont répondu à un sondage en ligne au sujet de leurs pratiques de planification, d'enseignement et d'évaluation avant versus après leur apprentissage professionnel. Les résultats ont révélé que l'impact d'un tel apprentissage professionnel est de grande envergure et remarquablement égal à travers les trois domaines de pratique. Les enseignants ont signalé que leur apprentissage professionnel les avait incités à commencer à présenter la langue à travers des actes de parole et selon les besoins des élèves, à mettre l'accent non seulement sur les compétences linguistiques mais aussi sur les compétences sociolinguistiques et pragmatiques, et à se concentrer plus attentivement sur la capacité des élèves à communiquer en utilisant la langue seconde. Les enseignants ont également signalé qu'ils ont augmenté l'utilisation de matériaux authentiques et qu’ils ont développé des tâches communicatives et actionnelles qui simulent des situations réelles. Les résultats suggèrent que l'apprentissage professionnel lié au CECR peut être utilisé avec succès pour inspirer les enseignants de langue seconde à mettre en œuvre des pratiques en classe basées sur le CECR.

El objetivo de este artículo es analizar los errores que cometen en español los aprendices checos y eslovacos con el uso del artículo. La investigación se lleva a cabo para afrontar con mayor efectividad la enseñanza de este determinante en las clases de español, así como la corrección de los errores, a partir de los resultados del análisis. Para ello, se ha analizado un corpus de 393 muestras de interlengua escrita recopiladas durante 3 cursos académicos siguiendo la metodología del análisis de errores, con el fin de descubrir cuáles son las principales dificultades. Los resultados del análisis permiten establecer una tipología de los errores más frecuentes, que son la omisión del artículo determinado, el uso erróneo del artículo determinado con nombres escuetos y la elección errónea del artículo determinado por el indeterminado. The aim of this paper is to analyze the errors made by Czech and Slovak learners when they use the article in Spanish. The research is being conducted to approach more effectively how to teach the article in Spanish and how to correct mistakes according to the results of this study. Within the methodology of error analysis, a corpus of 393 texts compiled during 3 academic years has been analyzed to find out which are the main difficulties. The results have helped to set a typology of the most common mistakes, such as the omission of definite article, the unnecessary use of the definite article and the wrong choice of definite article over indefinite.

В статье предлагается анализ ролей, а также соответствующие им виды знаний и компетенций, которыми должны обладать преподаватели английского языка, работающие в рамках виртуального и гибридного обменного проекта под названием "Исследование в области объединенного обучения и международного виртуального обмена". This article offers an analysis of the roles and their respective knowledge types, and competences, which characterize a higher educational English language teacher working in a virtual and hybrid exchange project - CLAVIER.

Despite previous critical studies on the method, Suggestopedia has re-emerged as a popular method for second language teaching and learning in Sweden. In this article, we focus on what characterises Suggestopedia teaching in Swedish as a second language for adult migrants. Taking a sociocultural perspective, specifically regarding the concepts of mediation, artefacts and scaffolding, we analyse teaching observations and interviews with teachers and students in four classes. The analysis reveals the existence of several mediational mechanisms, in terms of e.g. different visual, aural and fictive artefacts, as well as of scaffolding through a certain sequencing of tasks and mediational texts to help students learn Swedish. Although Suggestopedia as an approach serves to facilitate the students’ learning in many ways, greater attention can be paid to the students’ experiences when conducting the lessons.

This portfolio compiles work the author explored and developed during the Master of Second Language Teaching (MSLT) program at Utah State University (USU). It encompasses a range of experiences from teaching abroad and at USU, insights from the observation of other classrooms, and reflections from studies in the MSLT program. Three distinct sections comprise the portfolio: teaching perspectives, research perspectives, and an annotated bibliography. The teaching perspectives detail beliefs regarding games, computer technology, humor, and pragmatics and how they influence second language learning based on the author’s personal experiences. The research perspectives and annotated bibliography elaborate further on those topics by investigating related research findings.

This portfolio is a compilation of essays that describe what the writer has come to see as essential topics in second language acquisition. It begins with a professional environment piece, and then a teaching philosophy statement focused on student identity and interaction in the classroom. This is followed by an essay on observations of teaching. The next two sections focus on pragmatic resistance among advanced learners and the importance of preparing learners for peer interaction. The portfolio concludes with an annotated bibliography outlining the main concepts associated with Communicative Language Teaching, a method that is commonly employed in second language teaching.

Different pedagogies employed in English language teaching (ELT) show varying degrees of use of first language (L1) and second language (L2). The choice is between teaching L2 through L2, teaching L2 through L1, or teaching using a mix of the two. Communicative language teaching (CLT) is a second language teaching approach that aims to create opportunities for the productive use of L2 in the classroom. CLT has been officially implemented in the Saudi Arabian context since 2004, where the use of L2 in the classroom is now encouraged. However, it is important to consider how well teachers’ beliefs align with the specified use of L2 or L1 in the classroom. Importantly, this alignment is not generally taken into account, and so there is potential for resistance to this official pedagogy among teachers. This paper aims to explore the impact of Saudi teachers’ reported beliefs on the use of L2 in CLT in observed practice. The methodology this paper employs is a systematic review of the related studies from 2014 to 2019 that examine teachers’ beliefs and their alignment with their actual practice in the Saudi Arabian education setting. The results of this review of the studies show that SA teachers believe Arabic is still useful in the typical Saudi Arabian classroom where CLT has been officially adopted.

This research sought the connection between the English language for specific purposes with the future employability of technical-professional high school students, with the idea that English is a useful tool for the world of work and a bridge to promote equality in education in public schools. In this way, an exploratory mixed sequential study with equal Qual/Quan status is undertaken to diagnose the levels of English language for specific purposes in students of technical and professional secondary education. For such purposes, an instrument is validated by means of a non-probabilistic sample consisting of 116 fourth-year students of the technical specialties of administration and accounting, together with a Focus Group carried out post-results to 3 teachers and 2 head teachers, all members of a polyvalent professional technical High School, located in Maipu, Santiago-Chile. he results indicate that students graduate with a low command of English, which is not very useful to understand or produce texts for specific purposes, where the English language in professional technical secondary education turns out to be an undeveloped tool to improve job insertion and the employment opportunities of the graduates. KEYWORDS : Technical and vocational education, Education and employment, Professional competence, Second Language Teaching, Linguistic Competence. DOI: 10.21703/rexe.20191836espinoza16

Orientador: Zilda Maria Gesueli Oliveira da Paz Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas Resumo: A Língua Brasileira de Sinais - LIBRAS é uma língua natural como qualquer outra composta de sintaxe, semântica e morfologia própria. O reconhecimento da LIBRAS foi legitimado pelo decreto de nº 5626 de dezembro de 2005 como uma língua oficial,propiciando a construção de conhecimento e a constituição da identidade surda. Daí importância desta língua na sociedade e não somente como uma prática exclusiva aos surdos, afinal os ouvintes também podem aprender LIBRAS como segunda língua.Este trabalho tem como objetivo compreender como ocorre o processo de ensino-aprendizagem da Língua Brasileira de Sinais - LIBRAS -por pessoas ouvintes em um contexto de escola técnica que conta com alunos surdos nos cursos, verificando a forma de aceitação e asimplicações do processo de aquisição da LIBRAS.Assim,observamos as aulas do curso de LIBRAS da escola técnica SENAI (Serviço Nacional de Aprendizagem Industrial), localizada no interior do Estado de São Paulo e, posteriormente, foram entrevistados dez alunos ouvintes e a professora de LIBRAS participantes da pesquisa sob a perspectiva de entrevista semiestruturada. Vale lembrar que todos os dados coletados foram armazenados por meio de registros escritos (diário de campo), filmagens e fotos. Com base nas análises realizadas acerca dos dados coletados podemos afirmar que apesar de algumas dificuldades apontadas pelos alunos ouvintes, a aprendizagem da LIBRAS como segunda língua é possível e viável, visto que no decorrer das aulas a comunicação entre ouvintes e surdos melhorou de maneira significativa, sem a necessidade da mediação da intérprete Abstract: Brazilian Sign Language - LIBRAS - is a natural language like any other, made up of its own system of syntax, semantics and morphology. LIBRAS was recognized as a legitimate official language by the national decree (Decree number 5626 of December 2005), which promotes the construction of knowledge and the constitution of deaf identity. This is why sign language is so important in society, and not merely a practice that pertains exclusively to the deaf - after all, hearing people can also learn LIBRAS as a second language.The aim of this study is to understand the process of teaching and learning Brazilian Sign Language (LIBRAS) by hearing people in the context of a technical school with deaf students enrolled in the courses, by investigating the process of acceptance of Sign Language and the implications for the process of LIBRAS acquisition. We observed classes of LIBRAS instruction in a technical school named SENAI (National Service for Industrial Learning), located in the interior of the State of São Paulo, and later research participants, including ten hearing students and one LIBRAS teacher, were interviewed using a semi-structured interview. All data that was collected was recorded using written notes (field journal), video recording and photographs. Based on the analysis of the data, we can state that despite some difficulties mentioned by the hearing students, learning LIBRAS as a second language is possible and viable. Over the period of classes, communication between hearing and deaf students improved significantly, without the need of mediation by the interpreter Mestrado Interdisciplinaridade e Reabilitação Mestra em Saúde, Interdisciplinaridade e Reabilitação

This portfolio is a compilation that includes the author���s research, thoughts, and opinions while studying in the Master of Second Language Teaching (MSLT) program at Utah State University (USU). It represents the author���s reflections and perspectives as a MSLT graduate student and as a graduate instructor who taught Chinese as a Second Language courses to undergraduates at beginners��� levels. Three sections are included in the portfolio. It begins with the author���s teaching perspectives, including professional environment, teaching philosophy statement, and professional development through teaching observations. In the second section, two research papers demonstrate her research interests in the practices of teaching Chinese as a second language. Lastly, an annotated bibliography was discussed for further research.

Compared with STEM fields, foreign language (FL) education and second language acquisition have only slowly embraced open education and the new knowledge ecologies it produces. FL educators may have been hesitant to participate in the open education movement due to a lack of research which investigates the benefits and challenges of FL learning and teaching in open environments. This book contextualizes open education in FL learning and teaching via an historical overview of the movement, along with an in-depth exploration of how the open movement affects FL education beyond the classroom context; fills the research void by exploring aspects of open second language learning and teaching across a range of educational contexts; and illustrates new ways of creating, adapting and curating FL materials that are freely shared among FL educators and students.This book is open access under a CC BY ND licence.&nbsp

This study takes into consideration some particularly difficult and persistent acquisitional problems that Spanish-speakers learners of L2 Italian face. In literature, the phenomena of additive transfer of Spanish periphrastic structures not present in Italian is well documented. It is the case of andare and venire + gerund, "twin" structures of ir and venir + gerund: contemplated and frequent, in Spanish, in even low and neglected diaphasic contexts, such periphrases, in standard and neo standard Italian, display stronger contextual restrictions of use, and are today limited to high diaphasic varieties of Italian. For estar + gerund and stare + gerund - the third pair of periphrases considered in this study -, we note instead, in Italian, severe aspectual restrictions: estar + gerund expresses both the progressive and the continuative aspect, while stare + gerund has specialised only in the progressive aspect. This subtle divergence gives rise to typical Spanish-Italian transfer phenomena, clearly detectable in realisations such as *sono stato lavorando tutta la notte. The psycholinguistic interpretation of such acquisitional problems is based on the difficulty of identifying the evidence that can allow the restructuring of the interlanguage: in these three cases it is indirect negative evidence, that is, the non-appearance of the structures in certain contexts or incongruence with certain aspectual values. In order to alleviate the problems of additive transfer of the three periphrases, in this paper, after deepening the psycholinguistic aspects mentioned above, we will consider if and how the pedagogical grammars of Italian for foreigners - especially Spanish speakers - deal with these discrepancies between the two languages. Finally, we will propose some pedagogical interventions that can be useful to help Spanish-speaking learners to correctly analyse the Italian input, so as to alleviate the negative interference between the two languages. Il contributo prende in considerazione alcuni problemi acquisizionali particolarmente ostici e persistenti nel processo di apprendimento dell’italiano da parte di discenti ispanofoni. Sono noti, in letteratura, i fenomeni di transfer additivo e persistente di strutture perifrastiche spagnole non presenti in italiano. È il caso di andare e venire + gerundio, strutture “gemelle” di ir e venir + gerundio: contemplate e frequenti, in spagnolo, in contesti diafasici anche bassi e trascurati, tali perifrasi, in italiano standard e neo standard, hanno perso molto “spazio” d’uso, e sono oggi relegate a varietà diafasiche molto alte della lingua. Per estar + gerundio e stare + gerundio – la terza coppia di perifrasi considerate in questo studio –, notiamo invece, in italiano, severe restrizioni aspettuali: estar + gerundio esprime sia l’aspetto progressivo che quello continuativo, mentre stare + gerundio si è specializzata solo nell’aspetto progressivo. Ne conseguono fenomeni di transfer spagnoloàitaliano tipici, ben rintracciabili in realizzazioni come *sono stato lavorando tutta la notte. L’interpretazione psicolinguistica di tali problemi acquisizionali è basata sulla difficoltà di individuazione delle prove che possano permettere la ristrutturazione dell’interlingua: in questi tre casi sono prove negative indirette, ovvero la non apparenza delle strutture in determinati contesti o incongruenza con determinati valori aspettuali. Per lenire i problemi di transfer additivo delle tre perifrasi, in questo lavoro, dopo aver approfondito gli aspetti psicolinguistici di cui sopra, considereremo se e come le grammatiche pedagogiche di italiano per stranieri – in particolar modo ispanofoni – trattano queste discrepanze fra le due lingue. Proporremo infine alcuni accorgimenti pedagogici che possono essere utili per aiutare i discenti ispanofoni ad analizzare correttamente l’input italiano, così da lenire l’interferenza negativa fra le due lingue.

As a teacher, either of English as a second language or foreign language, it is very important to know different approaches to effective instruction in the English language classroom. When it comes to teaching grammar, for example, deductive and inductive methods are two commonly used methods by many teachers. For the sake of understanding, this article is about the inductive approach. It will provide examples, benefits, and steps to teach grammar inductively.

While the literature on the effect of comprehensive corrective feedback (CF) on overall accuracy is abundant, the body of work employing such a scope to explore error treatability is not, especially when it comes to blended (cf. Ferris, 2010) design studies. Consequently, this investigation extends the analyses from the data set of Bonilla et al. (2018) to report on individual linguistic features. Specifically, to address crucial amenability-related questions in need of perusal, the present blended design study explores the effect of two types of comprehensive CF (with direct correction and metalinguistic codes) on the treatability of separate grammatical and non-grammatical structures. To this end, a group of EFL learners (N = 139) were required to do editing that involved error-correction, deferred (on a draft), and focused on language as well as to produce two independent essays (in an immediate and a delayed posttest). Main results from logistic regression (to test the effect in revised essays) and mixed-effect models (to test the effect on independent essays) render seven variables that can explain correctability differences: out of those, three have also explained overall accuracy gains (cf. Bonilla et al., 2018), one has not been identified thus far, and three consolidate themselves as relevant factors under other conditions as well. Theoretical and pedagogical implications are discussed. Sitio web de la revista (Consulta: 28-07-2021)

RESUMEN: La utilización de textos literarios en las clases de lenguas extranjeras no suele ser una práctica habitual entre los docentes de nuestro país. Sin embargo, su capacidad para implicar a los alumnos en diálogos comunicativos y en procesos de aprendizaje más activos sitúa a esta herramienta como una de las más valiosas para ofrecer un acceso directo y auténtico a la lengua meta y su cultura. En este trabajo, pretendemos resaltar los beneficios y potencialidades de este recurso para la enseñanza del inglés y, en especial, su valiosa capacidad para ampliar la competencia cultural de los estudiantes, partiendo de la necesidad de atender a la diversidad y riqueza cultural de la lengua inglesa, cada vez más globalizada. Para ello, presentamos una propuesta didáctica basada en el empleo de cuentos multiculturales y su integración dentro de los modelos comunicativos que imperan en nuestras aulas, concretamente, la enseñanza por tareas. Esta estrategia nos permitirá avanzar en el desarrollo de la competencia literaria y lectora del alumnado, como parte integrante de su competencia comunicativa. ABSTRACT: The use of literary texts in the foreign language classroom is not a common practice among teachers in our country. Nevertheless, its ability to involve learners in communicative dialogues and active learning processes, makes this tool one of the most valuable materials to offer a direct and authentic access to the target language and culture. In this paper, we plan to emphasize the main benefits and possibilities of this resource in English language teaching and, primarily, its ability to develop students’ cultural competence, based on the need to attend to the diversity and cultural richness of English language, increasingly globalized. To do this, we develop a didactic proposal based on the use of multicultural stories and the integration of this material into the communicative models that prevail in our classrooms, in particular, the Task-Based Approach. This method will allow us to progress in the development of students’ literary competence and reading skills, as an integral part of their communicative competence. Máster en Aprendizaje y Enseñanza de Segundas Lenguas / Second Language Learning and Teaching

This portfolio conveys some of the author���s principal views regarding second language (L2) teaching and learning. These views have been developed and informed by studying the research literature, personal language learning experience, language teaching observations, and language teaching experience. The first section, teaching perspectives, contains an explanation of the environment envisioned by the author while writing this portfolio, his teaching philosophy statement, and a summary of classroom observations. The second section, research perspectives, contains two research papers and an annotated bibliography that support the author���s language teaching philosophy.

This portfolio is a compilation of work that the author completed during the Master of Second Language Teaching (MSLT) program at Utah State University. It represents the culmination of the author���s personal learning and teaching experiences from his coursework and teaching experience both as a graduate instructor of French at USU and as a seventh-grade French Dual Language Immersion (DLI) instructor. The portfolio consists of three main sections. The teaching perspectives section provides insight into the author���s beliefs about the ideal roles of teachers and students in an L2 classroom, both in a foreign language setting and an immersion setting, including the importance of student and teacher engagement, a communicative environment, multiliteracies teaching strategies, and the importance of sociolinguistic pragmatics. The research perspectives section consists of two papers written during two different courses in the MSLT program. Last, the annotated bibliography examines a selection of current literature on multiliteracies pedagogy.

French as a Second Language (FSL) is not often a popular subject among Canadian elementary and high school students. Negative attitudes and low motivation for learning French contribute to attrition at the high school level. In this article, an alternative teaching approach is applied to the Canadian FSL context at the elementary school level in the province of British Columbia. This action research study conducted in 2010 investigated the outcomes of using a drama-based approach to instruct Core French to 12 year-old students at a Montessori elementary (public) school in British Columbia, Canada. Ten students worked with a teacher/researcher twice a week over a six-week period, using drama strategies and improvisational activities to practice and improve their French language and literacy skills. The use of drama strategies proved motivational for the students who participated with enthusiasm and expressed a desire to continue learning French through drama. The action research approach allowed the students a greater degree of autonomy as their feedback was used to develop lesson content. Engagement in their own learning contributed to improved student attitudes towards attending French class. Ways of further implementing this teaching approach in elementary classrooms needs to be the subject of future research.

Effective teaching is considered to be one of the factors that can facilitate learner achievement. The present study investigated the indicators that constituted good teaching from the perspective of higher-education students at Applied Linguistics departments, Iran. To do this, following a substantial review of the literature, the five major indicators (with their sub-components) defining teaching effectiveness were identified (viz. Preparation-Organization, Knowledge, Learning-Thinking, Enthusiasm and Delivery). Next, the questionnaire developed by Delaney et al. was administered to 80 higher-education students who were selected through convenience sampling by emails. The open-ended nature of the data needed a manual approach to the analysis and coding of the data. Overall, 13 final characteristics were observed based on the analysis and were further discussed and elaborated on.

Since the 15th century, when the Turkish language initiated its adventure as a taught foreign language, we have come a long way. In a parallel way, with the increasing demand of Turkish as a Foreign Language (TFL), Turkish language pedagogy has been continuing to improve adjusting to the new trends in language teaching in the world. The ultimate aim of learning a language is that effective communication cannot be actualised without knowledge of substantial vocabulary. Vocabulary learning and teaching, from a ‘grammaticalized lexis (Lewis, 1993)’ perspective forms a crucial part of foreign language development, and thus, Vocabulary Learning Strategies (VLS) - rooted in cognitive and psycholinguistic research paradigms - are of utmost importance (Lewis, 1993; Nyikos and Fan, 2007). With all these in mind, this study aims to investigate the vocabulary learning strategies employed by 155 international students studying Turkish preparatory year programme at the Turkish Language Learning Centre (TÖMER) of a state university in Turkey. Descriptive results reveal that lower proficiency groups (A1 and A2) employ VLS strategies more than B2 level group does. Memory, Affective and Social Strategies are found to be the most frequently used strategies. One-way ANOVA results reveal that there is a statistically significant difference among proficiency levels of the participants. With respect to gender, t-test results show a difference for one type of strategy employed. The results are discussed in terms of significance and association with previous research. In the end, suggestions and implications are given for stakeholders of learning and teaching TFL.

This study examined the relationship between targeted pronunciation instruction in French as a second language (L2) and listener-based ratings of accent, comprehensibility, and fluency. The ratings by 20 French listeners evaluating the speech of 30 adult L2 French learners enrolled in a 15-week listening and speaking course targeting segments, prosody, fluency, and connected speech processes (e.g., liaison, enchainment) were compared before and after instruction in read-aloud and extemporaneous (picture description) speaking tasks. Results showed that the learners improved in all speech ratings, especially in extemporaneous speaking. Results also revealed that accent ratings were linked to prosody (intonation accuracy, pitch range), while fluency and comprehensibility ratings were additionally linked to fluency phenomena (length of fluent run, hesitation rate). These findings are discussed in terms of their implications for L2 pronunciation learning and links between instruction, listener-rated dimensions of speech, and performance in different tasks., Cette étude examine la relation entre l’enseignement explicite de la prononciation en français langue seconde (L2) et l’évaluation de l’accent, de la compréhensibilité et de la fluidité par des locuteurs du français. L’étude compare les évaluations des productions orales de 30 apprenants adultes du français L2 avant et après un cours de phonétique de 15 semaines ciblant les segments, la prosodie, la fluidité et les phénomènes de resyllabification tels l’enchaînement. Les productions provenant d’une tâche de lecture à haute voix et d’une tâche de narration spontanée d’une histoire illustrée ont donc été soumises à l’évaluation (sur échelles de type Likert) de 20 juges naïfs. Les résultats montrent que les apprenants se sont améliorés dans toutes les dimensions évaluées de leur production, particulièrement en narration spontanée. On note par ailleurs une corrélation entre les jugements liés à l’accent et ceux liés à la prosodie (précision des contours intonatifs, étendue de la variation tonale). On remarque aussi que les jugements de fluidité et de compréhensibilité sont en lien avec certains phénomènes de fluidité (moyenne du temps de parole entre les pauses, hésitations). On discutera de la pertinence des résultats pour l’apprentissage de la prononciation L2 et on abordera en parallèle la relation entre l’enseignement, les dimensions de l’oral appréciées par des juges naïfs et la performance à l’oral dans diverses tâches.

International audience; This paper tests a new method of teaching vocabulary to young second language learners through the medium of drama, specifically the effect of drama teaching techniques on vocabulary acquisition among primary school learners of Welsh. Vocabulary Acquisition via Drama (VAD) is based on principles derived from both process drama and communicative and task-based approaches to language teaching, and involves three phases: pre-drama, drama and post-drama activities. The research design involves two experimental and one control group, and a pre-post-retention test format on three measures of vocabulary acquisition: picture naming, sentence formulation and improvisation tasks. Results show a beneficial effect for VAD. The discussion section of the paper addresses the potential contribution of this approach to teaching second/foreign language vocabulary.

espanolLa presente investigacion es un estudio cualitativo que forma parte de un proyecto mas amplio llamado LETEGR2. El objetivo de esta investigacion es elucidar como la observacion en el aula puede contribuir a disminuir la brecha entre los conocimientos teoricos, la practica docente y la formacion del profesorado. Esta basada en datos obtenidos de profesores en practicas (n=15) y profesores en activo (n=6) que siguieron el protocolo de Observacion de Aula del LETEGR2 en aulas de ensenanza de griego como segunda lengua en Grecia. Todos los datos generados se presentan teniendo en cuenta las diferentes etapas de observacion en las que se han recogido (pre- y post-). La discusion de los datos se presenta a traves de las voces de los dos grupos de participantes en referencia a los perfiles de los alumnos de una L2, el proceso de ensenanza y las practicas de los docentes. Se intenta establecer un vinculo entre los comportamientos y las acciones observadas en ambos grupos de participantes y los conceptos teoricos subyacentes en el campo de la ensenanza y aprendizaje de una segunda lengua. catalaLa investigacio seguent es un estudi qualitatiu que forma part d’un projecte mes ampli anomenat LETEGR2. L’objectiu d’aquesta investigacio es explicar com l'observacio a l’aula pot contribuir a disminuir la bretxa entre els coneixements teorics, la practica docent i la formacio del professorat. Esta basada en dades recollides de professors en practiques (n=15) i de professors en actiu (n=6) que van seguir el protocol d’Observacio d’Aula del LETEGR2 en aules on s’ensenya grec com a segona llengua estrangera a Grecia. Totes les dades recollides es presenten seguint les diferents etapes d’observacio en les quals han estat recollides (pre- i post-). La discussio de les dades es presenta a traves de les veus dels dos grups de participants en relacio als perfils dels alumnes d’una L2, el proces d’ensenyament i les practiques dels docents. S’intenta establir un vincle entre els comportaments i accions observades a cada grup de participants i els conceptes teorics subjacents en el camp de l’ensenyament i aprenentatge d’una segona llengua. EnglishThis paper is a qualitative study in the framework of a broader project (LETEGR2) that aims to shed light on the way classroom-based observation might contribute to bridging the gap between teaching theory and practice and assisting teacher education. It draws on data derived from pre-service (n=15) and in-service teachers (n=6) who applied the LETEGR2 Classroom Observation protocol in second language classrooms in Greece. Both groups of data are presented according to the observation stages (pre- and post-) in which they have been collected. They are discussed as pre- and in-service teachers’ “voices” in terms of the main issues they bring to the fore in relation to L2 learners’ profiles, the teaching process and teachers’ practices. An attempt is made to link both group of participants’ observed behaviours and events to underlying theoretical concepts for second language learning and teaching.

RESUMEN Renovarse o morir. Esta debería ser la máxima de cualquier buen docente en el siglo XXI. En un momento en el que Internet parece ser todo lo que los estudiantes necesitan y la globalidad es un hecho, los maestros de idiomas tenemos la necesidad de adaptarnos a los nuevos tiempos que corren, a las necesidades de nuestro alumnado y a su forma de concebir la vida. En este trabajo primero realizaremos una revisión de las distintas metodologías de enseñanza de una lengua extranjera más importantes del siglo pasado. Esto nos permitirá observar su evolución a lo largo de la historia, a la vez que avanzaban las investigaciones en el campo de la lingüística intentando responder a las necesidades del momento. Además, se recogen las metodologías más utilizadas actualmente y se hace especial hincapié en el uso de las redes sociales para enseñar una segunda lengua, ya que en el presente trabajo se propone una unidad didáctica para alumnado de 4º de E.S.O usando la red social Instagram como herramienta principal en la enseñanza del inglés. ABSTRACT Adapt or perish. This should be the mantra of a good 21st-century teacher. We are living in a moment in which the use of the Internet is everything a student seems to need and globalization is a fact, so second language teachers need to adapt to their students’ needs and their lifestyle. In this study, I provide a brief overview of the second language teaching methodologies from the 20th century in an attempt to trace their evolution as studies in the field of linguistics began to increase. In addition, I also describe the newest methodological trends in the present century and emphasize the importance of using social networks to teach a second language. Thus, I propose a learning unit to teach English as a second language to secondary level students in which Instagram is the main tool used. Grado en Magisterio en Educación Primaria

The current high requirement for English language skills calls for an educational system that integrates the process of teaching and learning the language, leaving behind the so-called traditional methodologies or those that teach it exclusively based on writing and grammar. This project aims to show English teachers in Primary Education a more recent and practical methodological perspective of teaching the English language. It also seeks to encourage primary students in Spain to read in their second language (SL), i.e. English and to improve their SL in a different and more creative and fun way. In order to do so, a classroom intervention has been proposed based on the children’s fantasy novel The Witches by Roald Dahl (1983) and by practising a combination of three teaching methodologies, namely, Total Physical Response, The Communicative Approach and Project-based Learning., La demanda actual de conocimientos de inglés exige un sistema educativo que integre el proceso de enseñanza y aprendizaje del idioma, dejando atrás las denominadas metodologías tradicionales o las que lo enseñan exclusivamente basadas en la escritura y la gramática. El objetivo de este trabajo es mostrar a los profesores de inglés en Educación Primaria una metodología reciente y práctica para la enseñanza de la lengua inglesa. También pretende animar a los alumnos de Educación Primaria a leer en la segunda lengua de una forma diferente, creativa y divertida. Para ello se ha propuesto una intervención en el aula basada en la novela fantástica infantil Las Brujas de Roald Dahl (1983) y en la práctica de una combinación de tres metodologías de enseñanza, como son, la Respuesta Física Total, el Enfoque Comunicativo y el Aprendizaje basado en Proyectos., Grado en Educación Primaria

This study explores the relationship between Core French teachers’ beliefs and their instructional practices. In the literature, contextual elements, as well as the compatibility between teacher beliefs and second language teaching approaches such as communicative language teaching (CLT) have been regularly cited as key factors contributing to discrepancy between beliefs and practices. However, these factors did not adequately explain what I had witnessed as a teacher educator. To explore this topic, data were gathered via questionnaire, observations, and individual interviews on the beliefs and practices of Core French teachers in the Toronto, Ontario region. In analyzing the data through the lens of a hybrid framework of complexity theory and the theory of self-efficacy, small differences in how teachers handled chaos, the term used in complexity theory to describe periods of instability in non-linear systems such as Core French classrooms, were found to be a key factor in explaining discrepancies between beliefs and practices. Moreover, levels of self-efficacy were found to influence how teachers handled chaos. Findings also revealed important differences in outcome (e.g., teacher and student comfort with and use of the target language) in classes taught by teachers with a high degree of self-efficacy versus those with lower levels of self-efficacy., Dans cette étude, le lien entre les croyances des enseignants de français langue seconde et leurs pratiques pédagogiques est exploré. En tant qu’ancienne formatrice d’enseignants de français langue seconde, une de mes préoccupations principales était d’aider mes étudiants à assurer une convergence entre leurs croyances et leurs pratiques. Afin d’explorer ce sujet, une recherche a été effectuée auprès d’enseignants de français langue seconde dans la région de Toronto. La recherche dans le domaine présente souvent l’argument que les croyances des enseignants les empêchent de progresser et d’adopter des pratiques pédagogiques non-traditionnelles telles qu’une approche communicative. Pourtant, ceci ne correspond pas à ce que j’ai observé en salle de classe. En analysant mes données à travers un cadre théorique hybride de la théorie de la complexité et la théorie de l’auto-efficacité, je démontre que c’est la capacité d’un enseignant de gérer des moments de chaos, terme pour désigner une période d’instabilité dans tout système non-linéaire tel que la classe de français langue seconde, qui joue un rôle déterminant. La capacité de gérer le chaos est influencée par le niveau d’auto-efficacité de l’enseignant. Ceux qui ont un niveau d’auto-efficacité plus élevé réussissent à naviguer le chaos à ce que leurs pratiques restent fidèles à leurs croyances.

This portfolio illustrates the student���s academic work completed while in the Master of Second Language Teaching program at Utah State University. The project is centered around the student���s philosophy on teaching English language learners (ELLs) as drawn from personal experience and second language acquisition research. The author seeks to provide awareness into best practices for teaching ELLs. The portfolio is divided into three sections: 1) teaching perspectives, 2) research perspectives, and 3) annotated bibliographies. Within these sections, the author explores themes related to ELL teaching that highlight the importance of collaboration, compassion, and engagement. These topics include politely closing a conversation in English, embracing diversity in the ELL classroom, teaching ELLs in a general education setting, communicative language teaching, oral corrective feedback, and methods for engaging ELLs.

This study shows the transformative potential of action research and information and communications technology (ICT) in the second language (L2) classroom. Two enquiries from teacher-researchers are detailed in the article. Their engagement in a collaborative professional development Masters programme was pivotal in designing and implementing ICT creatively in their classroom. Gee (2008) advocates the use of the preferred media of our classroom students in order to address their learning. Prensky (2001) urges us to feel the fear and do it anyway with our digital native classes. A post-primary teacher and a primary teacher show us how they felt the fear, did it and transformed aspects of their own teaching in the process. The Masters programme required the teachers to engage with innovative practices, informed by their own values, and integrate technologies that were new to them into their repertoire of classroom strategies. Peer validation meetings with colleagues enabled meaningful insights to emerge from the research. The teachers improve and transform their second language (L2) practice in collaboration and validation with others.

Motivation has a significant role in the process of language learning. It is important to understand its theoretical evolution in this field to be able to consider its relevance in the learning and teaching of a foreign language. Motivation is a term that is commonly used among language teachers and language learners but perhaps many are not aware of the different theories related to this topic and their teaching implications. This essay is an attempt to understand motivation over the past forty years in the different theories associated with language acquisition. Finally, there is a personal comment on motivation and its relevance at a public high school in Pasto, Colombia.

Advances in the integration of digital competence in the teaching of second languages in recent decades have been part of isolated areas, focusing on a specific language or specific educational contexts. This pathway has also brought to light multiple barriers in the process of integration of technologies in the development of teaching and learning. In order to solve them, those difficulties should be addressed from a renovated ideological and educational paradigm. The aim of this volume is precisely to walk towards the construction of a dimension of global work with the opening of new routes of transformation in the conception of language teaching with technological mediation in a broad sense, from a multilingual and multimodal perspective, where all participants in the process could benefit from these advances in a dynamic, synergistic and constructive way. All of this responds to the need to find adaptive solutions to the context of construction of today's societies, including the multilingual digital dimension. Los avances en la integración de las competencias digitales en la enseñanza de segundas lenguas en las últimas décadas han formado parte de ámbitos aislados, centrados en una lengua específica o en contextos educativos concretos. Este recorrido, asimismo, ha puesto de manifiesto diferentes barreras o dificultades en el proceso de integración de las tecnologías en el desarrollo de la enseñanza-aprendizaje que, para ser resueltas, deben afrontarse desde un paradigma ideológico y educativo renovado. El objetivo de este volumen es precisamente caminar hacia la construcción de una dimensión de trabajo global con la apertura de nuevas vías de transformación en la concepción de la enseñanza de lenguas con mediación tecnológica en un sentido amplio, desde una necesaria perspectiva multilingüe y multimodal, donde todos los participantes en el proceso puedan favorecerse de los avances realizados de una forma dinámica, constructiva y sinérgica. Todo ello responde sin duda a la necesidad de responder con soluciones adaptativas al contexto en el que se desarrolla la construcción de las sociedades actuales, incluyendo en ellas la dimensión digital multilingüe.

Structured in sections that represent the author’s teaching perspectives and research perspectives, the portfolio comprises reflective pieces written at the end of the Master of Second Language Teaching program and other pieces written as coursework during the author’s study in that program. In the first section, the author describes the principles that guide his own teaching and, in light of those principles, he reviews his experience as a learner, reports on observations of other teachers, and assesses his own performance based on observations done by others. The second section offers a set of four research papers that progressively develop and explore questions of code-switching and its potential for research-based application in EFL/ESL pedagogy. A long history of bilingual pedagogy in ESL exists, the author points out, but has largely been neglected since the end of the 19th century. Current research in translanguaging and translingualism offer a solid rationale for effective use of learners’ first language in EFL/ESL teaching, with particular attention to code-switching. His position questions the traditional English-only classroom, arguing that monolingual policies are rooted in unexamined cultural fears and biases. The author suggests that a more appropriate balance can be achieved through teacher education based on examples in the research and in recent pedagogical work.

This compilation of academic papers is a portfolio designed to invite the reader to explore the author’s beliefs and ideas concerning effective second language learning and teaching. Divided into three main parts, this portfolio addresses: 1. expressing the author’s teaching philosophy while putting his position into the context from which it formed, 2. exploring the research perspectives that drive the author to continue participating in this academic field, 3. and chronicling the process of studying the academic material that inspired the previous two sections. Major topics include a macro view of the U.S. government’s and its education system’s dance together over time, the author’s resulting opinion on modern education paradigms, the pragmatics of having to refuse something, challenges for language learners who write in a second language, and a look at the changing conception of literacy due to technology.

This portfolio is the amalgamation of the author’s research and experience during his time in the Master of Second Language Teaching program. The first section contains the Teaching Philosophy, which centers on applying effective teaching methods, increasing learner motivation, and incorporating technology into the classroom. The next section consists of three artifacts in which the author further investigates specific aspects of language teaching. The language paper focuses on the effect that identity has on motivation to learn a language. The literacy paper discusses how to increase vocabulary acquisition via a mobile-assisted language learning application called Duolingo. The culture paper addresses how to gain pragmatic competence in the speech act of apologizing among various Spanish-speaking communities. The portfolio concludes with two annotated bibliographies investigating communicative language teaching and mobile-assisted language learning.

The paper sets out to prove that the influence of the learner’s first/second language on the acquisition and use of other languages may be minimized, and ultimately eliminated, if the process of language teaching and language learning centers on the conceptual structures underlying the semantics of language units. Such conceptual structures (the conceptual inner form) shaping the peculiarities of the mode of expression characteristic of the given language community determine the choice of words in the process of communication and word combinability; if applied in second language teaching and learning they help avoid subconscious translation from the learner’s first language into a second/third, thus bringing down the interfering effects.

RESUMEN: Los teléfonos móviles de última generación permiten realizar multitud de operaciones, que hasta hace unos años estaban restringidas a los ordenadores. Una de estas posibilidades es la enseñanza de lenguas asistida por computador, pues estos móviles son, en efecto, pequeños ordenadores. Este trabajo intentará explorar los límites de este tipo de dispositivos utilizados como herramientas en los procesos de enseñanza y aprendizaje de segundas lenguas. En concreto, nos centraremos en los aspectos relacionados con la enseñanza del léxico, tanto desde una perspectiva teórica, como práctica. Explorará algunas de las aplicaciones disponibles y, finalmente, propondrá cómo debería diseñarse una nueva aplicación auxiliar para la enseñanza de léxico de segundas lenguas y lenguas extranjeras. ABSTRACT: New generation mobile phones allow multiple kind of operations which were restricted to computers up until recent years. One of these possibilities is computer assisted language learning (CALL). One should not forget that those mobile devices are, in essence, little computers. This thesis aims to show how far can these kind of devices be taken as auxiliary tools for teaching and learning processes. It will pay attention specially to lexical processes, both in theoretical and practical ways. It will look through some of the applications available and, lastly, it will rise a proposal for a new auxiliary application focused in the area of second language and foreign language teaching. Grado en Estudios Hispánicos

Trabajo fin de máster. Defendido en 2017. Este Trabajo de Fin de Máster consiste en un análisis teórico de conceptos y posturas relativas al uso de la traducción en el proceso de aprendizaje de una segunda lengua, concretamente el inglés. Para ello, ofrece descripciones teóricas de los principales conceptos relativos a la historia de los más importantes métodos y enfoques de enseñanza, así como aquellos que guardan relación con la traducción. De manera adicional, propone una breve serie de actividades dirigidas a estudiantes a modo de estudio de campo a pequeña escala para así justificar los resultados obtenidos en la revisión bibliográfica. Finalmente, se analizan los resultados obtenidos que dan respuesta a los objetivos planteados al comienzo del trabajo. Abstract: This thesis consists of a theoretical analysis of concepts and positions which are related to the use of translation in the process of learning a second language, specifically the English language. For this purpose, theoretical descriptions are provided. This descriptions address the main concepts related to the most important teaching methods and approaches, as well as those ones related to translation. Additionally, it is suggested a series of activities for students as a small-scale field survey, in order to prove the results obtained in the bibliographic review. Finally, these obtained results are analysed in order to meet the requirements of the objectives set out at the start of this work. Ordenador con navegador de Internet ; Adobe Acrobat Reader 65 p. (Según el contador de la aplicación)

RESUMEN: Este trabajo tiene un enfoque contrastivo en cuanto a cómo se enseña la cultura en dos escenarios muy diferentes: España e Inglaterra. Para poder contrastarlo se ha respaldado el trabajo con teoría acerca del componente cultural que debe enseñarse también en el aula de segundas lenguas y que, notoriamente, se está dejando de lado aunque el curriculum lo incluya. Esta teoría que proponen algunos estudiosos del tema se recoge de igual forma en el MCER y en el PCIC (documentos necesarios por conocer por parte de los profesores de lenguas). Los participantes de este estudio contestaron una serie de cuestionarios (alumnos) y entrevistas (profesores) que facilitan el análisis, reflexión y conclusión de lo que se pretende aquí. Los alumnos son estudiados para conocer en qué país se enseña más cultura y de qué modo. También el estudio ha podido corroborar dentro de un mismo instituto cómo varía su conocimiento de cultura teniendo en cuenta la variable de enfoque educativo (bilingüe/no bilingüe). Por último, este trabajo lo cierra una propuesta didáctica que se corresponde con un intercambio de e-mails con alumnos del país donde se hable la L2 como L1 y que estén interesados en compartir su cultura y debatirla de forma crítica. ABSTRACT: This study has a contrastive approach regarding how culture is taught in two different scenes: Spain and England. To contrast it, the work has been supported with theory about the cultural component that must be taught in second language classrooms and that, notoriously, is left aside despite its inclusion in the curriculum. This theory is proposed by some experts of the field and is collected in the CEFR (Common European Framework of reference for languages) and the PCIC. The participants of this study had to answer some questionnaires (students) and interviews (teachers) which facilitate the analysis, reflection and conclusions. Students’ perceptions were studied to know in which country culture is taught better and in what way. Besides, this study could verify inside one Spanish high school how their knowledge about culture varies taking into account the approach variable (bilingual/non bilingual). Finally, this thesis concludes with one didactic proposal that corresponds to a mail exchange with students of a country were their L2 is spoken as L1, and who are interested in sharing their culture to debate it in a critical way. Máster en Aprendizaje y Enseñanza de Segundas Lenguas / Second Language Learning and Teaching

Der Beitrag beschreibt das mediale Format Filmplakat als spezifische Text-Bild-Kombination, wobei im Besonderen auf Funktion, Struktur sowie involvierte Perzeptions- und Rezeptionsvorgänge dieses besonderen Werbeträgers eingegangen wird. Anschließend wird das sprach- und kulturdidaktische Potenzial von Filmplakaten skizziert. Als überschaubares, sprachlich und kulturell sehr authentisches und damit potenziell motivierendes Unterrichtsmittel können Filmplakate u. a. im Kontext des Fertigkeitentrainings, des kulturentdeckenden Lernens und des Medienbewusstseins einen Platz im Fremdsprachenunterricht beanspruchen. The paper discusses film posters as specific combinations of linguistic and pictorial signs. Bearing in mind that film posters are advertising media for special purposes, attention is paid to their function, structure and the processes involved in their perception. In the final part, the paper brings the didactic potential of film posters into focus. As a means of teaching and learning, which in terms of size and accessibility is relatively well manageable and provides authentic language and culture input, film posters can prove very motivating. In context of reading and communication skills as well as culture learning and media awareness, they should claim a firm place in foreign language and culture education. Niniejszy artykuł jest poświęcony plakatowi filmowemu stanowiącemu specyficzny związek słowa i obrazu. Szczególny nacisk położono na podkreślenie funkcji i struktury, jak również na percepcję oraz recepcję tego szczególnego medium reklamowego. W dalszej części artykułu naszkicowano zakres możliwych zastosowań plakatu filmowego w dydaktyce języka obcego oraz kultury obcojęzycznej. Jako stosunkowo zwięzły, językowo oraz kulturowo autentyczny, a tym samym również silnie motywujący środek dydaktyczny, plakat filmowy może zająć ważne miejsce m. in. w kształtowaniu sprawności językowych, umiejętności odkrywania treści kulturowych i kształtowaniu świadomości medialnej.

This portfolio is an amalgam of the author���s teaching philosophy which is deeply rooted in the theoretical foundations of second language teaching pedagogy, and further honed through firsthand teaching and observation experiences garnered during the course of his MSLT program. The target languages focused on in this portfolio are English and Japanese. The primary components of this portfolio are: 1) the author���s teaching philosophy statement (TPS), 2) language, literacy, cultural, and research strand artifacts, 3) annotated bibliographies, and 4) target language lesson plans developed and taught by the author which bring key concepts in the TPS and artifacts to fruition (included as appendices). The author stresses four vital ingredients in effective second language teaching programs including: 1) cultivating motivation, 2) embracing the communicative approach, 3) utilizing culturally relevant authentic materials, and 4) integrating technology.

Research has frequently demonstrated the positive impact of Web 2.0 tools on writing education in foreign-language classrooms. However there is limited research on the use of social media (e.g. Facebook) in teaching practices in general, and writing instruction in second-language teaching in particular. This paper presents an experiment to examine the effectiveness of social media on writing activities within the EFL classroom. We focused on Storify, which stands out amongst social media, as it collects content from existing multiple social networks, and creates the possibility to write your own memorable story by adding text. Furthermore, it is a community of practice with authentic learning material. A specific lesson (2 x 50 min) was designed which benefited from the social media potential of Storify. The lesson was taught to 5 different classes (n=80), after which a survey was given to the students to detect their attitude towards this new teaching tool. The products of the students were analysed qualitatively to explore new possibilities in writing instruction. Finally, a focus group of teachers was organized. Results indicate that using social media in EFL writing instructions affects students’ learning process as it enhances student involvement. Students feel they can improve their writing performance, thus improving learning outcome. Additionally students believe Storify to be useful in EFL practices.

In the Malaysian education system, attention is highly paid on reading words. Visual images are often treated as “decoration”, or are dismissed altogether (Kress & Leeuwen, 1996). Many local researchers (Saedah 1990, Bahiyah et al., 2008) have only analysed written texts to see how social practices deemed negative such as gender biasness are reflected in the words (lexical items) and linguistic structures. Currently, no systematic research has been undertaken in Malaysia to analyse visual images in English language school textbooks to study how visual images can reflect gender biasness. This research project addresses gender biasness found in visual images in school textbooks, i.e., the treatment of one gender over the other especially of women and girls. The project adopts three widely used approaches for analyzing visual images; content, socio semiotic and ethno-methodology analyses. This paper will however highlight its preliminary analysis focusing on image analysis based on participation, gender and representational meanings. Its aim is to identify the types of images and the representation of gender biasness and stereotyping found in the textbook. The preliminary findings should expose the sexism and gender biasness in the visual images of a sampled textbook; i.e. an English school textbook that is abound with visual images that sometimes, more so than written texts, can articulate more forcefully social and cultural meanings.

This study examines tensions in the grammar teaching beliefs and practices of three practising teachers of English working in Turkey. The teachers were observed and interviewed over a period of 18 months; the observations provided insights into how they taught grammar, while the interviews explored the beliefs underpinning the teachers' classroom practices. Drawing on the distinction between core and peripheral beliefs, the analysis indicated that, while at one level teachers' practices in teaching grammar were at odds with specific beliefs about language learning, at another level, these same practices were consistent with a more generic set of beliefs about learning. The latter, it is hypothesized, constituted the teachers' core beliefs and it was these, rather than the more peripheral beliefs about language learning, that were most influential in shaping teachers' instructional decisions. It is argued that attention to the relative influence of core and peripheral beliefs on teachers' practices allows for more complex understandings of tensions in teachers' work. Claims are also made here for the benefits of grounding the study of tensions between stated beliefs and classroom behaviours in the qualitative analyses of teachers' actual classroom practices. Some implications of this study for language teacher education are also discussed. © 2009 Elsevier Ltd. All rights reserved.

Per tal de trobar la forma més eficaç d'arribar a dominar una llengua s'ha de comprendre primer com funcionen els mecanismes interns que permeten a l'ésser humà adquirir i utilitzar el llenguatge i de quina manera es poden estimular aquets. A més a més, si considerem l'ensenyament formal de llengües com una opció beneficiosa, cal establir les pautes didàctiques adequades. Per això és important conèixer les necessitats dels alumnes en funció de les seves dificultats i/o avantatges; també podria ser considerada a l'hora de formular un model d'ensenyament el paper de la llengua materna com a font d'interferència. A partir d'això, si ens centrem en japonesos adults i analitzem les seves necessitats a partir de la comparació de les característiques del japonès amb les del castellà, els errors que cometen amb mes freqüència i el context general en el que aprenen el castellà, tot això ens podria proporcionar les pistes necessàries per a començar a dissenyar un model afí al grup. Con el fin de encontrar la forma más eficaz de llegar a dominar una lengua se debe comprender primero cómo funciona el proceso que permite al ser humano adquirir y utilizar el lenguaje y de qué manera se puede estimular el mismo. Considerando la enseñanza formal de lenguas como una opción beneficiosa, es necesario además establecer las pautas didácticas adecuadas. Para ello es importante conocer las necesidades de los alumnos en función de sus dificultades y/o ventajas; y si tenemos presente el papel de la lengua materna como fuente de interferencia en el proceso, esta también puede ser considerada a la hora de formular un modelo de enseñanza. En base a esto, si nos centramos en japoneses adultos y analizamos sus necesidades a partir de la comparación de las características del japonés con las del castellano, los errores que más frecuentemente cometen y el contexto general en el que aprenden castellano, esto nos puede proporcionar las pistas necesarias para empezar a diseñar un modelo afín al grupo. With the aim of defining the best way to become proficient in a foreign language, we must understand first how the internal mechanisms that allow us to acquire and use the language work, and how can we stimulate them. It is also a must to establish a proper didactic syllabus if we consider formal language teaching as a positive way of enhancing fluency. For that task, knowing the students' needs based on the difficulties and/or the advantages they find can be a fitting source. And if we add to the concept of mother language being a linguistic interference in the acquisition process, we may also take that in count when formulating a new teaching syllabus. Based on this, if we focus on Japanese adults and analyze their needs from the comparison between Japanese language characteristics and Spanish language characteristics, the most frequent language mistakes they make and the learning context in which they learn Spanish, we can get some clues of how to start developing a suitable teaching model for this group.

Author(s): Hsu, Shuliang | Abstract: Teaching Chinese as a second language in Taiwan vs. in the United States.How are they different?What are the challenges to teachers?This article will bring to you interesting findings from the perspective of a native speaking Chinese teacher.

Este artículo presenta una investigación contextualizada en el Máster universitario en Tecnologías de la Información y la Comunicación en la Enseñanza y Tratamiento de Lenguas de la UNED en el que se analiza la didáctica y la evaluación de segundas lenguas en entornos virtuales de aprendizaje. El objetivo fundamental es proporcionar claves esenciales ante el reto de desarrollar una didáctica y evaluación de las segundas lenguas con nuevas tareas y herramientas más dinámicas y colaborativas que deben llevar aparejado un cambio didáctico y metodológico que integre nuevas formas de desarrollar y evaluar las destrezas lingüísticas a través de tareas 2.0. This paper presents a contextualized research in the Master degree ICT in Language Education and Treatment which is organized by the UNED, and analyses the teaching and assessment of second language learning in virtual environments. The main objective is to provide essential clues to the challenge of developing and evaluating second language teaching by means of new tasks and more dynamic and collaborative tools in order to develop new methodologies that integrate ways of developing and assessing the language skills through 2.0 tasks.

Classroom foreign language teachers using technology in task-based language teaching (TBLT) may experience pedagogical regression during technological development (Fullan, 2001), and fail to transform pedagogy because tools like interactive whiteboards (IWBs) support traditional as well as newer approaches (Avvisati et al., 2013). IWB-supported teacher education in TBLT must therefore develop new technological know-how and encourage pedagogy often also experienced as innovative. This study used questionnaire, video, and interview data from 9 French EFL teachers contributing to a website for IWB-supported TBLT to explore a) teachers’ IWB use; b) task versus non-task-oriented activities; and c) teachers' IWB confidence and engagement. Results suggest three developmental stages: 1) restricted IWB use, little techno-pedagogical development; 2) improvement in technical but not pedagogical skills; and 3) high IWB fluency, greater pedagogical engagement, and some more task-oriented teaching. A starting point for a developmental framework, these findings also suggest need for more pedagogically oriented teacher support. Les instructeurs en langue étrangère utilisant en classe la technologie pour l’enseignement des langues basé sur les tâches (ELBT) peuvent connaître une régression pédagogique lorsqu’ils apprennent à maîtriser la technologie (Fullan, 2001) et ne pas réussir à transformer leur pédagogie, les outils tels que les tableaux blancs interactifs (TBI) appuyant tout autant les approches traditionnelles que les approches plus récentes (Avvisati et al., 2013). La formation des enseignants utilisant les TBI dans le cadre de l’ELBT doit donc développer de nouveaux savoir-faire technologiques et encourager une pédagogie souvent perçue comme innovante. Cette étude utilise un questionnaire, une vidéo et les données d’entrevues de neuf professeurs francophones d’anglais langue étrangère contribuant à un site Web pour l’ELBT soutenu par les TBI, afin d’explorer a) l’utilisation des TBI par les enseignants ; b) les activités fondées sur des tâches eu égard à celles qui ne le sont pas ; et c) la confiance et l'investissement de l’enseignant dans les TBI. Les résultats suggèrent trois stades de développement: 1) l'utilisation limitée des TBI et un faible développement techno-pédagogique; 2) l'amélioration des compétences technologiques, mais pas des aptitudes pédagogiques ; et 3) la maîtrise des TBI, un plus grand investissement pédagogique, et un enseignement davantage orienté vers les tâches. Points de départ pour un cadre de développement, ces résultats suggèrent également le besoin d’aider davantage les enseignants sur le plan pédagogique.