Browsing by Subject "Foreign language learning"

Now showing 1 - 5 of 5
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    A proposal for a reading strategies training programme for secondary students.
    (2001) Criado, Raquel; Cánovas-Gambín, Francisca; Filología Inglesa
    Even though the Spanish Official Curriculum stresses the use of autonomous learning strategies, there are paradoxically scarce studies regarding strategies instruction in Foreign Language Learning in Spain. The present paper is the summary of a proposal of a reading strategies training programme included in a wider project. The authors' experience, the Curriculum and the specialised literature were used in its conception and design. This resulted in a twelve-week explicit strategy training programme introductory in nature and addressed to sixteen-year-old Spanish native students, their level of English being low-intermediate. The aim of the training programme was to develop the skill of reading for different purposes (confirming expectations, getting general and specific information) by means of the strategies of predicting, skimming and scanning respectively. These would be exploited in eighteen hours, which comprised a "Preparation" and an "lntroduction" session followed by a "Presentation", "Practice" and "Evaluation" stage for each one of the strategies. A "General Practice and Evaluation" section plus an "Expansion" class were included at the end. We also address the rationale behind the different decisions taken.
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    Actitudes de los maestros en formación hacia las lenguas extranjeras y la educación multilingüe
    (Universidad de Murcia. Servicio de Publicaciones, 2021) Campos Bandrés, Iris Orosia
    Durante las dos últimas décadas la enseñanza de las lenguas extranjeras ha contado con un gran impulso en la Comunidad Autónoma de Aragón. Sin embargo, todavía está en vías de desarrollo la investigación sobre su situación y resultados tanto a nivel académico como sociolingüístico. El objetivo de este trabajo es explorar las actitudes de los maestros de Educación Primaria en formación en la Universidad de Zaragoza hacia la educación multilingüe y hacia las lenguas extranjeras preponderantes en el sistema educativo autonómico y estatal (inglés y francés), así como conocer el uso que hacen de las mismas. Los resultados del cuestionario completado por 874 alumnos de 1º y 4º curso de magisterio muestran un uso moderado de las lenguas extranjeras más allá de las actividades de ocio relacionadas con la música y el cine. También se constata la presencia de actitudes neutras hacia el francés y favorables hacia el inglés y hacia la educación multilingüe, así como el influjo positivo de variables como el perfil lingüístico del sujeto o el curso académico, principalmente significativas en la determinación de las actitudes hacia la educación multilingüe.
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    Las creencias de estudiantes universitarios sobre la escritura en Inglés
    (Universidad de Murcia, 2016) Manchón Ruiz, Rosa María; Roca de Larios, Julio; Nicolas Conesa, Florentina
    Este estudio investiga las creencias de estudiantes sobre varios aspectos de la composición en un contexto de lengua extranjera. Los participantes eran dos grupos de estudiantes universitarios de inglés con diferente cantidad y tipo de experiencias escritora e instrucción. Los datos provenían de un cuestionario completado por los estudiantes y una entrevista con la profesora de escritura. Los resultados indican la existencia de creencias bien fundamentadas sobre el potencial de aprendizaje de la escritura en L2, la dimensión estratégica de la escritura y los procesos de retroalimentación. Otras creencias relacionadas con la dimensión personal de la escritura demostraron ser dependientes del contexto de instrucción. Las implicaciones pedagógicas son discutidas.
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    Foreign language classroom anxiety among English for Specific purposes (ESP) students
    (2019-01-21) Amengual-Pizarro, Marian
    This study aims at exploring the degree of Foreign Language Anxiety (FLA) towards the learning of English that English for Sp ecific Purposes students report e xperiencing. The participants in this study were 67 undergraduates at the University of the Balearic Islands enrolled in two university degree programs. The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz, Howitz & Cope , 1986) was used to collect data. The findings reveal that most students suffered from average to high anxiety levels. Communication apprehensio n was found to be the main source of participants’ FLA followed by fear of negative evaluation and test anxiety. The data also showed statistically significant differences across students’ university degree programs related to test anxiety and fear of nega tive e valuation. N o statistically significant gender differenc es in FLA levels were observed. Finally, corre lation analyses revealed significant negative associations between participants’ self - perceived English proficiency an d their FLA levels associated with listening and speaking skills
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    Untrained secondary students’ use of predicting, skimming and scanning in L2 English within the first phase of a reading strategies training programme. Pedagogical implications.
    (Universidad de Jaén, Servicio de Publicaciones, 2003) Criado, Raquel; Cánovas-Gambín, Francisca; Filología Inglesa
    This paper presents the results of the implementation in real life of the first phase of our reading strategies training programme: "Preparation" (Criado and Cánovas 2001). The subjects were fifteen sixteen-year-old Spanish native students with a low-intermediate level of English. Our main goal was to implicitly develop their awareness of the strategies of predicting, skimming and scanning by means of two reading activities- requiring the use of these strategies -plus a questionnaire about how they performed the tasks. A mostly ineffective reading originated as a consequence of lack of attention to the reading purpose, unknown topic and unknown vocabulary. These undermined the positive influence of the use (when applicable) of the strategy of predicting. Mainly inadequate background knowledge seemed to account for the activation of a bottom-up processing of reading too. Generally, results appear to indicate that inefficient reading comprehension is both a language and a schemata problem, at least at this level. Pedagogical implications point to explicit instruction on the need to focus on the purpose and strategies to face unknown words (such as inferencing). We also include some suggestions for improvement of future applications of our programme in the light of these findings.