todoELE | Bibliografía

Bibliografía

De lo analógico a lo digital. El futuro de la enseñanza de la composición

Daniel Cassany (2000)

En Lectura y Vida. Revista Latinoamericana de Lectura 21

En los países más desarrollados, la tecnología digital ha sustituido de modo casi completo a la analógica en los ámbitos de producción del discurso escrito (correspondencia personal, comercial y empresarial, textos académicos y científicos, publicaciones editoriales) y su transmisión (correo electrónico, internet); sólo en su recepción sigue manteniéndose vivo el soporte analógico (papel, libro, revista), si bien también han aumentado los formatos de comunicación on line. Quizá nunca desaparezcan determinados documentos como certificados, testamentos o contratos con firmas manuscritas, porque ofrecen prestaciones irremplazables –¡aunque en España ya exista legislación sobre sus correspondientes digitales!–. Pero hoy es incuestionable la supremacía de lo digital, y si a lo largo de nuestra historia un cambio de tecnología comunicativa supuso evolución en las formas de vida, ¿qué nos puede deparar lo digital?, ¿cómo cambiará nuestra sociedad, país, ciudad, etc.?, ¿qué implicaciones tendrá el salto de una tecnología tan física, como la analógica, a otra de mucho más mental, como la digital? Y a la escuela: ¿qué le espera?, ¿qué cambios debe adoptar para adaptarse a este nuevo contexto?2 Ésta es mi reflexión breve y provisional sobre el impacto que esta nueva expansión tecnológica va a tener en el ámbito de la enseñanza de la composición. Sin voluntad futuróloga ni afán proselitista, esbozaré algunos cambios que se están generando, así como sus consecuencias en la organización social y en la enseñanza.

Outcomes of University Spanish Heritage Language Instruction in the United States

VV. AA. (2022)

n the United States, heritage language speakers represent approximately 22 percent of the population and 29 percent of the school-age population. Until now, though, few studies have examined the outcomes of classroom teaching of heritage languages.

Outcomes of University Spanish Heritage Language Instruction in the United States sheds light on the effectiveness of specific instructional methods for college-level heritage learners. The first of its kind, this volume addresses how receiving heritage classroom instruction affects Spanish speakers on multiple levels, including linguistic, affective, attitudinal, social, and academic outcomes. Examining outcomes of instruction in the Spanish language—the most common heritage language in the United States—provides insights that can be applied to instruction in other heritage languages.

CONTENTS
Introduction: Why and How to Examine Outcomes of Heritage Language Instruction
Melissa A. Bowles

Part I: Morphosyntactic Outcomes

1. Modality Matters! A Look at Task-Based Outcomes
Julio Torres

2. The Differential Effects of Three Types of Form-Focused Computer-Based Grammar Instruction: The Case of Receptive Heritage Learners
Sara M. Beaudrie and Bonnie C. Holmes

3. Effects of Instruction on Specific Measures of Accuracy in Spanish Heritage Learners' Writing
Adrián Bello-Uriarte

4. The Secret Is in The Processing: Categorizing How Heritage Learners of Spanish Process
Celia Chomón Zamora

5. What Type of Knowledge Do Implicit and Explicit Heritage Language Instruction Result In?
Sara Fernández Cuenca and Melissa A. Bowles

Part II: Social and Educational Outcomes

6. "Incorporating Our Own Traditions and Our Own Ways of Trying to Learn the Language": Beginning-Level Spanish as a Heritage Language Students' Perception of Their SHL Learning Experience
Damián Vergara Wilson

7. Beyond Registers of Formality and Other Categories of Stigmatization: Style, Awareness, and Agency in SHL Education
Claudia Holguín Mendoza

8. Toward an Understanding of the Relationship between Heritage Language Programs and Latinx Student Retention and Graduation: An Exploratory Case Study
Josh Prada and Diego Pascual y Cabo

9. Heritage and Second Language Learners' Voices and Views on Mixed Classes and Separate Tracks
Florencia G. Henshaw

Afterword: Studying Outcomes to Bridge the Gap between Teaching and Learning
Maria M. Carreira

Grammatical gender processing in L2 speakers of Spanish

Lauren Halberstadt, Jorge R. Valdés Kroff, Paola E. Dussias (2018)

En Journal of Second Language Studies 1:1

Recent findings indicate that native speakers (L1) use grammatical gender marking on articles to facilitate the processing of upcoming nouns. Conversely, adult second language (L2) learners for whom grammatical gender is absent in their first language appear to need near-native proficiency to behave like native speakers. The question addressed here is whether sensitivity to grammatical gender in L2 learners of Spanish is modulated by the cognate status of nouns due to their heightened parallel orthographic, phonological, morpho-syntactic and semantic activation. Additionally, the role of transparent and non-transparent word-final gender marking cues was examined because past studies have shown that native speakers of Spanish are sensitive to differences in gender transparency. Participants were English learners of Spanish and Spanish monolingual speakers. Data were collected using the visual world paradigm. Participants saw 2-picture visual scenes in which objects either matched in gender (same-gender trials) or mismatched (different-gender trials). Targets were embedded in the preamble Encuentra el/la ___ ‘Find the ___’. The monolingual group displayed an anticipatory effect on different gender trials, replicating past studies that show that native speakers use grammatical gender information encoded in prenominal modifiers predictively. The learners were able to use gender information on the articles to facilitate processing, but only when the nouns had gender endings that were transparent. Cognate status did not confer an advantage during grammatical gender processing

Explicit versus non-explicit prosodic training in the learning of Spanish L2 stress contrasts by French listeners

Sandra Schwab, Volker Dellwo (2021)

En Journal of Second Language Studies

Different methods to acquire a language can contribute differently to learning success. In the present study we tested the success of L2 stress contrasts acquisition, when ab initio learners were taught or not about the theoretic nature of L2 stress contrasts. In two 4-hour perceptual training methods, French-speaking listeners received either (a) explicit instructions about Spanish stress patterns and perception activities commonly used in L2 pronunciation courses or (b) no explicit instructions and a unique perception activity, a shape/word matching task. Results showed that French-speaking listeners improved their ability to identify and discriminate stress contrasts in Spanish after training. However, there was no significant difference between explicit and non-explicit training nor was there an effect on stress processing under different phonetic variability conditions. This suggests that in L2 stress acquisition, non-explicit training may benefit ab initio learners as much as explicit instruction and activities used in L2 pronunciation courses.

Analysis of the fostering and constraining factors for learners’ participation in the Spanish Heritage Education Program ALCE in Germany: proposals for improvement

Francisca Ferre-Pérez, Carmen Ramos Méndez, María Sagrario Salaberri Ramino (2022)

En International Journal of Bilingual Education and Bilingualism

In recent years, Heritage Language Programs have been attracting more and more attention in the European academic and educational policy contexts. In Germany, many efforts are being undertaken to foster the teaching of heritage languages in schools. This paper provides an overview of the teaching of Spanish as a Heritage Language in Germany through the long-established Program ‘Spanish Culture and Language Lessons’ (Aulas de Lengua y Cultura Españolas) funded by the Spanish Ministry of Education for school-aged Spanish heritage speakers. The principal objectives of the study are to analyze the main fostering and constraining factors to participate in this program and to propose improvement measures. To achieve these purposes, a mixed quantitative and qualitative research methodology has been used. The findings are discussed according to these main topics arising during the research process: reasons for students to participate and learning needs, teaching challenges, family implication, relationship with the regular formal education system, blended learning, linguistic and culture diversity. Moreover, improvement measures for this Spanish Heritage Language program are suggested. The main conclusions may be useful for heritage language teachers and program managers in other heritage language (HL) programs in Germany and more generally in Europe.

Research Engagement and Research Culture in Spanish Language Teaching (SLT): Empowering the Profession

Elisa Gironzetti, Javier Muñoz-Basols (2022)

En Applied Linguistics amac016

Teacher training programs and models recognize research engagement as a key competency of qualified professionals. However, despite current calls from scholars to bridge the divide between research and practice in second language teaching, little is known about how teaching professionals engage with existing research or carry out their own research. This study is the first to address this issue with regards to Spanish Language Teaching (SLT) professionals, aiming to understand if and how they engage with and in research, and identify what they would need to increase their engagement. Quantitative and qualitative analyses of online survey responses from 1,675 SLT professionals from 84 countries show that research engagement is dependent on the job description. Coding of freetext responses into eight themes (motivation, prestige, support, training, professionalization, resources, community, and research areas) reveals that the main barrier to greater research engagement is lack of support. Our results contribute to the understanding of the concepts of research engagement and research culture within the context of SLT and inform future initiatives to strengthen the research-practice nexus.

Common Ground: Second Language Acquisition Theory Goes to the Classroom

Florencia Henshaw, Maris Hawkins (2022)

Índice
A major challenge in language teacher education is finding materials that clearly articulate the common ground among theoretical concepts, research findings, and classroom practices. This book aims to help educators make a direct connection between second language acquisition (SLA) principles and the reality of language classrooms. Rather than trying to address every aspect of SLA and pedagogy, which would result in an overwhelming amount of information, the goal of this book is to help world language educators understand how they can develop materials or implement classroom strategies that are informed by core principles of SLA. This book was authored with language educators in mind, first and foremost. Key concepts are explained in a straightforward way, as if the authors were having a conversation with the readers. Each chapter is divided into the following sections:

What Do I Need to Know? This section presents must-know information and concepts that should guide pedagogical practices.
What Does It Look Like in the Classroom? This section provides several examples to help readers visualize how to apply the principles and ideas discussed in the first section.
Now That You Know: This section includes reflection, expansion, and application questions that could be used in a course, a reading group, or just to ignite a conversation via social media.

Discurso, comunicación y gestión del aula de ELE

VV. AA. (2021)

El aula de segundas lenguas y lenguas extranjeras representan una situación comunicativa particular que es objeto de estudio y discusión de distintos enfoques y métodos. Este libro ofrece al docente recursos y fundamentos para gestionar el aula de segundas lenguas de manera efectiva. Los autores del volumen analizan el papel del docente y sus competencias, proponen claves para mejorar la interacción en el aula y ponen a disposición del lector un abanico de recursos de utilidad para la gestión efectiva del aula.

Índice

JEFE-Vi III: contribuciones a las "Terceras Jornadas de Español para Fines Específicos de Viena"

VV. AA. (2021)

En abril del año pasado, tuvieron lugar las "Terceras Jornadas de Español para Fines Específicos de Viena" y hoy nos complace comunicar la aparición del volumen JEFE-Vi III: Contribuciones a las Jornadas de Español para Fines Específicos de Viena. A pesar de que se trata de una colección heterogénea de trabajos, todos ellos tienen en común el ofrecer una perspectiva poco estudiada o, al menos poco frecuente, del gran ámbito del Español para Fines Específicos.

El volumen está disponible en la página de las Jornadas JEFE-Vi (https://jefevi.com/iii-jefe-vi/) y en el Centro Virtual Cervantes, entre las actividades del centro de Viena, https://cvc.cervantes.es/ensenanza/biblioteca_ele/publicaciones_centros/...

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ÍNDICE

Introducción
Johannes Schnitzer – Universidad de Ciencias Económicas y Empresariales de Viena, Austria

INVESTIGACIONES
Las wikis y su impacto sobre la adquisición de léxico especializado en un entorno universitario en Austria
Eva Díaz García – Universidad de Ciencias Económicas y Empresariales de Viena y Universidad de Ciencias Aplicadas del BFI de Viena, Austria

La relevancia de las competencias lingüística y cultural en las relaciones comerciales entre España y Austria
Elisabeth Kölbl– Universidad de Ciencias Económicas y Empresariales de Viena, Austria

La escritura profesional a partir de fuentes en español como lengua extranjera: del proceso al producto
Mariëlle Leijten, Nina Vandermeulen, Lieve Vangehuchten y Almudena Basanta – Universidad de Amberes, Bélgica

EXPERIENCIAS Y PROPUESTAS DIDÁCTICAS
Las estrategias compensatorias en el Español de la Salud
Marta Gancedo Ruiz – CIESE-Comillas y Universidad de Cantabria, España

El español jurídico: aproximación didáctica integradora a partir de una sentencia de divorcio
Javier Gutiérrez Álvarez – Universidad de Passau, Alemania

De la pizarra a Instagram: aprender español para el turismo mediante proyectos
Ana León-Manzanero– Latvian Academy of Culture, Letonia

Diseño de un curso de español específico muy específico: español para una caravana médica en Ecuadorr
Paloma Moscardó Vallés– Princeton University, EE. UU.

El discurso diplomático: Propuesta de actividades para un curso de español dirigido a la Diplomacia y las Relaciones Internacionales
Margarita Robles Gómez – Universidad de Salamanca, España

Intercultural Learning in Language Education and Beyond: Evolving Concepts, Perspectives and Practices

VV. AA. (2022)

This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram's pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.

Contents
Tables and Figures
Acknowledgements
Contributors
External Reviewers

Mike Fleming: Foreword

Irina Golubeva, Manuela Wagner and Troy McConachy: Introduction: Michael Byram's Contribution to Intercultural Learning in Language Education and Beyond

Michael Byram: A Biographical Sketch

Part 1: Evolving Conceptual Foundations

Chapter 1. Karen Risager: Intercultural Communicative Competence: Transnational and Decolonial Developments

Chapter 2. Troy McConachy: Language Awareness and Intercultural Communicative Competence: Revisiting the Relationship

Chapter 3. Anthony J. Liddicoat: Intercultural Mediation in Language Teaching and Learning

Chapter 4. Martyn Barrett and Irina Golubeva: From Intercultural Communicative Competence to Intercultural Citizenship: Preparing Young People for Citizenship in a Culturally Diverse Democratic World

Chapter 5. Paloma Castro, Ulla Lundgren and Jane Woodin: Intercultural Dialogue and Values in Education

Chapter 6. Manuela Guilherme: From Critical Cultural Awareness to Intercultural Responsibility: Language, Culture and Citizenship

Chapter 7. Alison Phipps: Conflict and the Cognitive Empire: Byram's Critical Cultural Awareness

Part 2: Intercultural Development in Diverse Contexts: Perspectives and Practices

Chapter 8. Jane Jackson, Sin Yu Cherry Chan and Tongle Sun: Intercultural Development in the Context of Mobility

Chapter 9. Petra Rauschert and Claudia Mustroph: Intercultural Education through Civic Engagement: Service Learning in the Foreign Language Classroom

Chapter 10. Beatriz Peña Dix: Revisiting Intercultural Communicative Competence in Language Teacher Education: Perspectives from Colombia

Chapter 11. Angela Scarino and Michelle Kohler: Assessing Intercultural Capability: Insights from Processes of Eliciting and Judging Student Learning

Chapter 12. Aleidine J. Moeller: The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication: Cultivating Sojourners in the Language Classroom

Chapter 13. Shuoqian Qin and Prue Holmes: Exploring a Pedagogy for Understanding and Developing Chinese EFL Students' Intercultural Communicative Competence

Chapter 14. Rita A. Oleksak and Fabiana Cardetti: Engaging Educators: Facilitating Interdisciplinary Communities of Practice in the USA

Chapter 15. Manuela Wagner and José Aldemar Álvarez Valencia: Developing Intercultural Citizenship and Intellectual Humility in High School German

Chapter 16. Melina Porto and Verónica Di Bin: When the Axiom of Supranational Communication in Intercultural Citizenship Theory is not Met: Enriching Theory and Pedagogy

Chapter 17. Lihong Wang: Towards a Shared Future: Michael Byram's Engagement with the Chinese Academic Community

Looking Back and Looking Forward

Marjukka Grover: Mike Byram and Multilingual Matters: A 40-year Partnership

Joe Sheils: Mike Byram's Commitment to Council of Europe Values

Martyn Barrett: Working with Mike Byram

Prue Holmes: Tribute to Mike Byram

Index

Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective

VV. AA. (2022)

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

Contents
Tables and Figures
Contributors

Jo Mynard and Scott J. Shelton-Strong: Introduction: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective

Part 1: Theoretical Underpinnings

1. Johnmarshall Reeve: A Brief but Comprehensive Overview of Self-Determination Theory

2. Johnmarshall Reeve: What it Means to 'Take Ownership over One's Own Learning' in a Self-Determination Theory Analysis

Part 2: Autonomy Support in Learning Environments and Open Spaces

3. Ali Dincer and Tuba Isik: Understanding the Inner Motivational Resources of Language Learners' Out-of-class Technology Use for Language Learning

4. Xuan Hoang, Alice Chik, Ruth French and Sue Ollerhead: Vietnamese EFL Students' Out-of-classroom Motivation Viewed through Self-Determination Theory

5. Yanling Li, Jiaxiu Zhang and Pingying Hu: Autonomy-supportive Online EFL Writing: A Self-Determination Theory Perspective

6. Satoko Watkins: Creating Social Learning Opportunities Outside the Classroom: How Interest-based Learning Communities Support Learners' Basic Psychological Needs

Part 3: Autonomy Support in Communities and Relationships

7. Mustafa Firat, Kimberly A. Noels and Nigel Mantou Lou: Self-Determined Motivation in Language Learning beyond the Classroom: Interpersonal, Intergroup and Intercultural Processes

8. W.L. Quint Oga-Baldwin: The Quality of Our Connections Matters: Relationships Motivation Theory in Independent Language Learning

9. Satoko Kato: Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation Theory

Part 4: Autonomy Support in Advising and Self-Access for Language Learning

10. Scott J. Shelton-Strong and Maria Giovanna Tassinari: Facilitating an Autonomy-Supportive Learning Climate: Advising in Language Learning and Basic Psychological Needs

11. Micòl Beseghi: Mindfulness and Advising in Language Learning: A Self-Determination Theory Perspective

12. Jo Mynard: Reimagining the Self-Access Centre as a Place to Thrive

Scott J. Shelton-Strong: Conclusion: Where to Go from Here?

Index

Transforming World Language Teaching and Teacher Education for Equity and Justice: Pushing Boundaries in US Contexts

VV. AA. (2022)

This edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. Over the past decade, demand has been growing for a more critical approach to teaching languages and cultures: in response, this volume brings together a group of scholars whose work bridges the fields of world language education and critical approaches to education. Within the current US context, the chapters address the following key questions: (1) How are pre-service or in-service world language teachers/professors embedding issues, understandings, or content related to social justice, human rights, access, critical pedagogy and equity into their teaching and curriculum? (2) How are teacher educators preparing language teachers to teach for social justice, human rights, access and equity?

Contents
Contributors

Acknowledgments

Editors' Note

Chapter 1. Cassandra Glynn and Beth Wassell: Rethinking our Introduction: Calling out Ourselves and Calling in Our Field

Part 1: Disrupting Teaching Stance and Practice in the Classroom

Chapter 2. Hannah Baggett: What Tension? Exploring a Pedagogy of Possibility in World Language Classrooms

Chapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural Citizenship

Chapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global Health

Chapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories

Chapter 6. Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas: 'Sí, yo soy de Puerto Rico': A Teacher's Story of Teaching Spanish through and beyond her Latina Identity

Part 2: Resisting and Reworking Traditional World Language Teacher Preparation

Chapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical Reflection

Chapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language Pedagogy

Chapter 9. Mary Curran: Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice Program

Chapter 10. Jennifer Wooten, L. J. Randolph Jr., and Stacey Margarita Johnson: Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods Course

Index

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume

VV. AA. (2022)

The Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.

Contents
Acknowledgements
Contributors
David Little and Neus Figueras: Introduction

Part 1: The Common European Framework of Reference for Languages: Past, Present and Future

David Little: Introduction

Chapter 1. Masashi Negishi: The Impact of The CEFR in Japan

Chapter 2. Margaret E. Malone: ACTFL and CEFR: Relationships, Influences and Looking Forward

Chapter 3. Brian North: The CEFR Companion Volume Project: What Has Been Achieved

Part 2: The Action-oriented Approach: A Change of Paradigm?

David Little: Introduction

Chapter 4. John H.A.L. de Jong: The Action-oriented Approach and Language Testing: A Critical View

Chapter 5. Mark Levy and Neus Figueras: The Action-Oriented Approach in The CEFR and The CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain

Chapter 6. Constant Leung: Action-oriented Plurilingual Mediation: A Search for Fluid Foundations

Part 3: Plurilingualism, Plurilingual Education and Mediation

David Little: Introduction

Chapter 7. Bessie Dendrinos: A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education

Chapter 8. Peter Lenz: Some Thoughts about the Testing of Mediation

Chapter 9. Déirdre Kirwan and David Little: Implementing Plurilingual Education: The Experience of an Irish Primary School

Part 4: Descriptors, Scales and Constructive Alignment

David Little: Introduction

Chapter 10. Armin Berger: Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points

Chapter 11. Elaine Boyd: Commonality versus Localization in Curricula

Chapter 12. Elif Kantarcioglu: The CEFR Companion Volume and Mediation: An Assessment Perspective

Part 5: Afterword

Chapter 13. Barry O'Sullivan: Making the CEFR Work: Considerations for a Future Roadmap

Index

La crítica lexicográfica. Necesidad y utilidad en la enseñanza y aprendizaje de lenguas extranjeras

Jesús Camacho Niño (2022)

En Porta Linguarum 37

El estudio que se presenta a continuación es de carácter interdisciplinar y en él, confluyen dos ámbitos del conocimiento: la lexicografía y la enseñanza y el aprendizaje de lenguas extranjeras. Este enfoque se aprecia claramente en el objetivo principal de la investigación: plantear un modelo de crítica lexicográfica destinado al análisis y la evaluación de las herramientas de consulta que se emplean habitualmente en el proceso de enseñanza y aprendizaje de L2. De esta forma, el estudio ayudará a docentes y discentes de L2 a seleccionar el diccionario que mejor se adapte a sus necesidades y, además, aportará datos útiles para el desarrollo de la teoría y la práctica lexicográfica. Para su realización, se han establecido dos partes claramente diferenciadas: la primera es de naturaleza teórica y en ella, se analiza qué es la crítica lexicográfica, para qué sirve y qué modelos existen; mientras que, en la segunda parte, se presenta la propuesta de modelo para la revisión y evaluación de un tipo de herramienta de consulta muy concreta: los portales de diccionarios.

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Estrategias de comunicación en la interacción oral en contextos de aprendizaje formal: análisis de manuales

Olga Merzlikina (2022)

En Porta Linguarum 37

Esta investigación gira en torno al análisis de las estrategias de comunicación en la interacción oral en los manuales de ELE. Se hace una revisión de los fundamentos metodológicos existentes en el tratamiento a las estrategias de comunicación y se definen las características y la naturaleza de etas estrategias. A pesar de los numerosos estudios sobre las estrategias de comunicación, siguen latentes muchos de los interrogantes especialmente aquellos que hacen referencia a la necesidad y enseñanza de dichas estrategias, así como no existe una secuencia de pautas del entrenamiento estratégico generalmente aceptado que el docente pueda aplicar en el aula, sino que debe adaptar a la situación de aprendizaje alguno de los múltiples modelos del entrenamiento estratégico. La relevancia del trabajo consiste en la propuesta de la plantilla de análisis de las estrategias de comunicación en las actividades de interacción oral que permite describir de forma sistemática los aspectos más importantes del proceso de enseñanza-aprendizaje de las estrategias de comunicación. A través de esta metodología se analizan las pautas para el entrenamiento estratégico, así como su importancia para el fomento de la competencia comunicativa. Los resultados obtenidos establecen los conceptos clave para el diseño de los materiales para la enseñanza.

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