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Santos Díaz, I. C. (2020). El léxico bilingüe del futuro profesorado. Análisis y pautas para estudios de disponibilidad léxica
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La inclusividad lingüística en la educación multilingüe de California: coexistencia de las variedades y registros de lengua para enriquecer el aula de inmersión dual
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Los subtítulos y el lenguaje inclusivo en redes sociales : una herramienta didáctica
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Enfoque Oral y desarrollo de la competencia fónica de estudiantes universitarios brasileños de Letras-Español
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Estudio sobre las imágenes asociadas a la lengua portuguesa por aprendientes plurilingües de PLE en Barcelona
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In: TDX (Tesis Doctorals en Xarxa) (2021)
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Métodos de enseñanza de idiomas y pedagogía de la coasociación: crítica a un distanciamiento ; Language Teaching Methods and Pedagogy of Partnering: Criticizing a Detachment
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In: El Guiniguada [ISSN 0213-0610], n. 30, p. 93-103 (2021)
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Desarrollo de la competencia ortográfica en ELE en alumnado universitario sinohablante: Análisis de necesidades y taller de escritura
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Abstract:
Programa de Doctorado en Estudios Lingüísticos y Literarios en sus Contextos Socioculturales por la Universidad de Las Palmas de Gran Canaria ; In the Chinese university context of teaching and learning Spanish as a foreign language (SFL), after detecting problems on written text production among our students, we developed an investigation in order to deepen the linguistic knowledge on the use of orthographic competence (spelling and accentuation) and design an intervention to improve that competence. The case study research is made up of Chinese undergraduate students pursuing a degree in Spanish Language at Dalian University of Foreign Languages - 大连 外国语 大学 - (Liaoning Province, northern China), known by its acronym in English as DUFL. Our study is divided into three phases. The initial or exploratory phase is intended to better understand the learning context on which we will act; define a general profile of our students in relation to the frequency of use of learning strategies by using the Strategy Inventory for Language Learning (SILL) questionnaire from Oxford (1990) applied to 403 informants; to identify the most common orthographic errors in accentuation and spelling after the analysis of a corpus of text produced by 183 informants, and finally to understand how they learn and teach orthography within the context of the DUFL. The second phase is aimed at the elaboration and implementation of an intervention model in the form of a workshop, justified in the needs detected in the initial or exploratory phase in which 63 undergraduate students in the third year of their degree have participated, all of them having an average of B1 level of competence in Spanish, according to the CEFR. The educational workshop that we have called “writing workshop”, with a duration of three months of work in weekly sessions of 90 minutes, tries to promote the improvement of the orthographic competence on the text production among the Chinese undergraduate students who learn Spanish as a foreign language. The third and final phase of our study is focused on assessing the implementation of the above-mentioned intervention model. The main results obtained showed the profile of the participating students with a frequency of use of medium level learning strategies (3,13/5) and no statistically significant differences in use between both sexes; the analysis and distribution of the orthographic errors of accentuation and spelling after the analysis of 121 746 words written with an average error rate per subject of 2,58 %, and finally, the degree of improvement of orthographic competence in the students that participated in the "writing workshop". After its application, there was an improvement in the average orthographic competence, marked by the decrease in the average of orthographic errors rate, in accentuation (-0,54 %) and spelling (-0,53 %). The representativeness of the study sample, which is reduced to DUFL students, and the difficulty in generalising the results obtained in the "writing workshop" to other teaching contexts, are the main limitations of our research, which aims to deepen the study of the orthographic competence of the Chinese undergraduate students of SFL.
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Keyword:
5701 Lingüística aplicada; 570111 Enseñanza de lenguas; Chinese university; Competencia lingüística; Enseñanza de idiomas; Estudiantes universitarios chinos; Level of competence; Spanish as a foreign language (SFL)
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URL: http://hdl.handle.net/10553/112539
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Zumping o cómo los neologismos en inglés ayudan a aprender el idioma
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In: The conversation [ISSN 2201-5639], 16 mayo 2021 (2021)
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Application of Genre and the Harkness Pedagogy for the Advanced Development of Writing Skills in Spanish in Foreign Language Courses
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La enseñanza del español lengua extranjera en modalidad no presencial: una propuesta didáctica para alumnos sinohablantes
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Wang, Huan. - : Universitat Politècnica de València, 2021
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Acervo construido por futuros maestros de inglés y francés en su práctica en escuelas rurales
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In: Colombian Applied Linguistics Journal, Vol 23, Iss 1, Pp 35-48 (2021) (2021)
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An LSP framework for translation and interpreting pedagogy
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In: LFE: Revista de lenguas para fines específicos, ISSN 1133-1127, Vol. 27, Nº 2, 2021, pags. 140-156 (2021)
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Enseñanza de lenguas basada en tareas ; Task-based language teachingPlanning a teacher training programme ; planificación de un programa de formación de profesores
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La adquisición de idiomas en la etapa crítica: estudio del aprendizaje del inglés (L2) en la infancia
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Programación didáctica para la enseñanza de prevención de riesgos en aula taller de tecnología de 3º ESO
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La programación neurolingüística en la enseñanza de lengua extranjera
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Uso de formas pronominales y verbales de segunda persona del plural en estudiantes canarios
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Uso de formas pronominales y verbales de segunda persona del plural en estudiantes canarios
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No podría vivir sin ustedes : Estudio del uso de las formas pronominales y verbales de segunda persona del plural en estudiantes canarios
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