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Malleability of previously-established and newlyestablished phono-lexical representations: a design
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Young learners' processing of multimodal input and its impact on reading comprehension: An eye-tracking study
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The impact of complexity, accuracy and fluency (CAF) on comprehensibility and perceived fluency in the case of L2-Greek: a partial replication study
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The impact of auditory attention in L2 vowel perception and production by means of phonetic training
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Boys like games and girls like movies. Age and gender differences in out-of-school contact with English
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Please don't stop the music: an exploratory study on teaching pronunciation and vocabulary through songs in different modalities
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Intentional vocabulary learning through repeated-reading-based techniques: a case study of an adult Spanish-speaking learner of Chinese
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The Effect of Written Text on Comprehension of Spoken English as a Foreign Language: A Replication Study
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Young L2 learners' online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements
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La presencia del léxico en el aula de E/LE: un análisis cualitativo de las prácticas docentes
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Abstract:
Màster d'Expert en Espanyol com a Llengua Estrangera en Àmbits Professionals, Universitat de Barcelona, Facultat de Filologia, Curs: 2017-2018, Tutora: Mar Forment Fernández ; [spa] El presente proyecto de investigación tiene como objetivo averiguar de qué modo los profesores de español como lengua extranjera presentan, tratan y enseñan el léxico en el aula de E/LE. Para obtener esta información, el estudio investiga de qué cuestiones teóricas sobre el léxico disponen los docentes, qué materiales y recursos son los más utilizados para explicar el léxico en el aula de E/LE, qué tratamiento recibe y qué enfoque prevalece comúnmente en la enseñanza del léxico. Los conceptos de competencia léxica y enfoque léxico tienen un papel clave durante toda la investigación. Para conseguir toda esta información, se han llevado a cabo nueve entrevistas a profesores de español como lengua extranjera y, tras la transcripción, se ha realizado un análisis exhaustivo de las entrevistas. De esta manera, ha sido posible indagar en una serie de testimonios y experiencias personales, que nos han permitido averiguar qué papel ocupa el léxico en el aula de E/LE. El análisis revela la falta de un criterio unificado para la presentación del léxico en las clases de español, además de la falta de aplicación de las estrategias, recursos e ideas que plantea el enfoque léxico. ; [eng] The present research project aims to discover how Spanish teachers as a foreign language present, address and teach the lexical issues in the classroom. To obtain this information, the study researches into the theoretical issues about lexis that teachers have, as well as the more useful materials and resources to explain the lexical items in the classroom, the treatment and the approach that prevails over the other lexical teaching methods. The concepts of lexical competence and lexical approach have a key role during the whole investigation. To obtain all the information, nine interviews with teachers of Spanish as a foreing language have been carried out and, after the transcription, an exhaustive analysis of the interviews has been done. In this way, we could enquire into testimonies and personal experiences which have let us find out the role of lexis in the classroom of Spanish as a foreign language. The analysis reveals a lack of unified criteria when presenting lexis during the lessons and a lack of different strategies, resources and ideas that the lexical approach suggests.
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Keyword:
Adquisició d'una segona llengua; Castellà (Llengua); Ensenyament de llengües; Language teaching; Master's thesis; Second language acquisition; Spanish language; Treballs de fi de màster; Vocabulari; Vocabulary
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URL: http://hdl.handle.net/2445/125544
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Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program
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Reading while listening to learn: young EFL learners' perceptions
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Different starting points for early foreign language learning: A comparative study with Danish and Spanish young learners of English
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The effect of auditory and articulatory phonetic training on the perception and production of L2 vowels by Catalan-Spanish learners of English
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In: TDX (Tesis Doctorals en Xarxa) (2017)
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The effectiveness of classroom instruction 'at home' vs study abroad for learners of English as a foreign language attending primary, secondary school and university
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The effect of auditory and articulatory phonetic training on the perception and production of L2 vowels by Catalan-Spanish learners of English
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The potential influence of cognitive linguistics in second language teaching
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Tracing trajectories of young learners. Ten years of school English learning
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