Browsing by Subject "Second language acquisition"
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- PublicationOpen AccessAcerca de las relaciones entre escuela e inmigración(Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2006) Vila, IgnasiEl artículo repasa algunos aspectos sobre la relación entre educación escolar e inmigración. Así, al inicio se analiza de manera descriptiva las características de la inmigración ligada a la sociedad de la información y sus repercusiones educativas. Igualmente, se repasan algunos trabajos sobre el rendimiento académico de la infancia y la adolescencia extranjera y se enfatiza el factor lingüístico como una de las fuentes explicativas de dicho rendimiento. En este sentido, se muestran varias investigaciones dedicadas a conocer los factores que inciden en el aprendizaje del alumnado extranjero de la lengua de la escuela y, finalmente, se ofrecen varios criterios para encarar con éxito la relación entre escolarización e inmigración.
- PublicationOpen AccessAutomatization, skill acquisition, and practice in second language acquisition.(John Wiley and Sons, 2013) DeKeyser, Robert M.; Criado, Raquel; Filología Inglesa
- PublicationOpen AccessDispersion and frequency: Is there any difference as regards their relation to L2 vocabulary gains?(2015-12-18) Alcaraz Mármol, GemaDespite the current importance given to L2 vocabulary acquisition in the last two decades, considerable deficiencies are found in L2 students' vocabulary size. One of the aspects that may influence vocabulary learning is word frequency. However, scholars warn that frequency may lead to wrong conclusions if the way words are distributed is ignored. That is to say, it seems that not only the number of occurrences (frequency) might affect L2 vocabulary acquisition, but also the way occurrences are distributed (distribution). This relationship between these two factors is represented by the so-called Gries' index, known as dispersion. The present study aims to find out whether dispersion is more an accurate and reliable predictor for L2 vocabulary learning than frequency only.
- PublicationOpen AccessFeedback literacy in writing research and teaching: Advancing L2 WCF research agendas.(2023-09-26) Boggs, Jill; Manchón, Rosa M.; Filología InglesaResearch on corrective feedback (CF) has developed from its original focus on identifying which type of CF is most effective for developing L2 language learners’ grammatical accuracy to focusing on how learners use CF. Underpinning this is the assumption that learners know what to do with CF when they receive it. The concept of “feedback literacy” challenges this assumption. Carless and Boud (2018), define feedback literacy as “the understandings, capacities and dispositions needed to make sense of information and use it to enhance work or learning strategies” (p. 1316). Our intention in this paper is to reflect on the manner in which theoretical and empirical work on feedback literacy can contribute to advancing L2 written corrective feedback (WCF) research agendas. Central in our proposal is the partially under-researched aspect of experience in terms of the L2 writers’ educational background experience, particularly experience with L1 and L2 writing. We further argue that how learners were taught L1 writing and how the L1 educational culture/ society values writing can impact on how learners approach L2 writing tasks and accompanying feedback. Implications of this inclusive view of the learner for future research and pedagogy is discussed.
- PublicationOpen AccessLa narración de cuentos y la adquisición de la lengua inglesa en la Enseñanza Primaria(Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 1996) López Téllez, GloriaIntentamos proponer la narración de cuentos en el 22 ciclo de Primaria como un input adecuado para una mejor adquisición de la L2: debido al gusto del niño por el cuento y porque proporciona al maestrota un contexto adecuado para realizar tareas l ŭdicas y significativas para el niño.
- PublicationRestrictedThinking-for-audio-describing: an English- Spanish corpus-based study and some didactic applications(Taylor & Francis, 2025-10-16) Feist, Michelle I.; Cifuentes-Férez, Paula; Traducción e InterpretaciónThe description of motion has long captured the attention of researchers examining cross-linguistic differences, owing primarily to two factors. First, Talmy (1985, 2000) observed that languages differ in the type of information conflated with motion in the main verb. Second, Slobin (2004) argued that languages differ not only in the distribution of verb types, but also in the likelihood that information about how an entity moves – Manner of motion – will be included in a description. An oft-cited example of these differences is the contrast between English, which frequently encodes Manner and typically includes it in the main verb, and Spanish, which tends not to encode Manner and includes Path in the main verb, particularly if the Figure crosses a boundary (Aske, 1989). While these observations have been corroborated in descriptions of inferred or imagined motion, few studies have explored descriptions of experienced motion. This paper aims to fill this gap by examining motion descriptions in a corpus of audio descriptions in English and Spanish. Following on from this, we ask how the patterns uncovered may be leveraged to improve teaching in translation and second language classrooms.