233 research outputs found
The validation of the THAM-3 (Test de Habilidades Metalingüísticas n. 3, Lasagabaster, Merino, & Pinto 2015)
No full textThis paper describes the statistical analyses performed to validate the THAM-3, a metalinguistic ability test for late adolescence and adulthood, translated from the original Italian version TAM-3 (Pinto & Iliceto 2007) into Spanish (Pinto, Titone, & Gonzales Gil 2000 ; Lasagabaster, Merino, & Pinto 2015) with partial adaptations. The test consists of three subtests : Comprehension, Acceptability and Figurative language, and its scoring system is based on the distinction between Linguistic (L, measuring metalinguistic awareness at the implicit level) and Metalinguistic (ML, measuring metalinguistic awareness at the explicit level) scores. One hundred and fifty students recruited at the University of Valladolid in Soria (Spain), aged 18 to 37 years (mean age = 21.1 ; SD = 2.7), took the THAM-3 and Raven’s SPM38 (Raven, Raven, & Court 1998). Skewness and Kurtosis as measures of the shape of the distribution showed that the data were normally distributed. Reliability analyses, measured by Cohen’s Kappa (Cohen 1960) and Cronbach’s alpha, presented relatively adequate estimates. The correlations between all the THAM-3 measures and the SPM38 scores
were statistically significant. The results of Confirmatory Factor Analysis (CFA, Brown 2006) supported the theoretical two-factor structure of the original test, assigning the ML subtests’ scores to the corresponding Metalinguistic latent factor, the L subtests’ scores to the corresponding Linguistic latent factor, and explaining the inter-correlations between the observed variables. The final model provided a good fit to the empirical data, although only the Metalinguistic factor emerged as a unitary construct, whereas the Linguistic factor proved poorer. On the basis of these results, the THAM-3 can be considered as a valid measure of metalinguistic abilities for all subjects having Spanish as their first language
Learning beyond the classroom: students’ attitudes towards the integration of CLIL and museum-based pedagogies
No full textIn the last two decades, several studies have reported on the benefits of
Content and Language Integrated Learning (CLIL) on students’ affective
and cognitive gains. These studies, however, have mainly concentrated
on the implementation of CLIL within the formal (school) context, with
very little research on its impact in non-formal (out-of-school) contexts.
Thus, the present article addresses this gap by describing an action
research project aimed at understanding secondary school students’
attitudes towards the integration of CLIL and museum-based
pedagogies. The project involved 284 students (14–16 years old) in
northern Italy, who participated in a CLIL museum visit on Animal
Classification through English at the Natural History Museum in Venice. A
mixed-method research design was implemented and data was
collected through students’ questionnaires and focus groups. Results
reveal that students showed very positive attitudes towards taking part
in a CLIL museum visit based on the interaction among the following
dimensions: engagement with museum objects, use of English beyond
the classroom, methodology and students’ interests, self-concept and
career plans
A Holistic Approach to Language Attitudes in Two Multilingual Educational Contexts
No full textIn line with the multilingual turn in language education, this chapter targets prospective teachers in two European multilingual contexts whose most common Dominant Language Constellation includes the local minority language, the State language and English as the primary foreign language learned at school. The two contexts under consideration are the Basque Autonomous Community (BAC) in Spain and Friuli Venezia Giulia (FVG) in Italy. We intend to look into one aspect of future teachers’ multilinguality in particular: their attitudes towards the majority language (Spanish in the BAC and Italian in FVG), the minority language (Basque and Friulian respectively) and the foreign language (English in both contexts). Quantitative data were collected via a questionnaire that was filled out by 553 participants from both settings. The aim of the study is twofold. First, attitudes towards the three languages in contact are examined to see if the significant differences observed between the two contexts when the traditional monolingual approach was used to measure attitudes persist once a holistic/multilingual approach is implemented. Second, the impact of relevant factors (e.g., gender, L1, or school type) on language attitudes is investigated from both a monolingual and a multilingual, holistic perspective
Test de habilidades metalingüísticas para adolescentes y adultos:THAM-3
No full textThis book is the manual of a Spanish metalinguistic test targeting adolescents and adults, called THAM-3.. It describes the theoretical background, the protocol of the three subtests that compose the test, the administration and coding procedures. To facilitate the assignment of the scores, extensive exemplification of the possible answers is provided for each item. The final section presents the major psychometric characteristics, basic descriptive statistics for each type of score in each subtest, and the T scores
Educazion plurilengâl in Friûl: ereditât, situazion, cuistions viertis
No full textLa regione Friuli Venezia Giulia, situata all’intersezione delle aree latina, germanica e slava, è caratterizzata dal contatto e dalla convivenza di più lingue, oltre all’italiano e alle sue varianti regionali. Il panorama romanzo, numericamente predominante, comprende soprattutto il friulano; l’insegnamento di questa lingua, come materia facoltativa e solo dalla scuola dell’infanzia alla secondaria di primo grado (con la grave e incomprensibile esclusione della secondaria di secondo grado), è regolato dalla legge statale 482/1999 e dalla legge regionale 29/2007 e relativi regolamenti.
Concentrandosi sull’insegnamento della lingua friulana, questo contributo si propone di ripercorrere brevemente l’eredità dell’educazione plurilingue in Friuli, per poi affrontare la situazione attuale del friulano nelle scuole, con i suoi possibili punti di forza e di debolezza.
Nell’ultima parte del contributo verranno esaminate alcune questioni problematiche, come l’atteggiamento dei dirigenti scolastici e degli insegnanti nei confronti dell’educazione plurilingue e dell’inserimento della lingua friulana; la gestione delle attività alternative per gli alunni che non scelgono il friulano; la carenza di insegnanti con formazione specifica; la valutazione delle competenze degli insegnanti; la formazione didattica degli esperti esterni chiamati a insegnare il friulano in caso di mancanza di insegnanti qualificati
Linguistic demands and language assistance in EMI courses. What is the stance of Italian and Spanish undergraduates?
No full textEl efecto del tipo de enfoque (AICLE versus ELE) y de metodología (libro de texto versus trabajo por proyectos) en la motivación
No full textThis study analyses the effect of type of approach and methodology on different
types of motivation: intrinsic, extrinsic, instrumental and integrative motivation; interest
in other cultures and learning environment are also considered. The two types of approaches
under scrutiny are CLIL (Content and Language Integrated Learning) and non-CLIL or EFL
(English as a foreign language), and the two types of methodology are based on either the
textbook or project work (PW). Previous studies have examined the effect of PW and/or
CLIL on secondary education (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011), but
the novelty of the present research lies in the fact that it is focused on primary education
students. The data were collected through a questionnaire filled in by three groups of participants:
a non-CLIL and book-based group taught conventionally, a CLIL and book-based
methodology group, and a CLIL and PW group. The results bore out that CLIL is beneficial
for some motivational clusters even at an early age, whereas the impact of PW was not as
positive as expected.En este estudio se examina el efecto del tipo de enfoque y de la metodología
en diferentes tipos de motivación: intrínseca, extrínseca, motivación instrumental e integradora,
al tiempo que también se presta atención al interés en otras culturas y al ambiente de
aprendizaje. Los dos tipos de enfoque bajo estudio son AICLE (Aprendizaje Integrado de
Contenidos y Lengua Extranjera) y no-AICLE o enseñanza tradicional del inglés como asignatura
de lengua, y los dos tipos de metodología se basan o bien en el libro de texto o bien
en el trabajo por proyectos. Mientras estudios anteriores han analizado el efecto del TP y/o
AICLE en educación secundaria (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011),
la principal novedad del presente estudio radica en que se centra en estudiantes de educación
primaria. El instrumento utilizado fue un cuestionario cumplimentado por tres grupos de
participantes: un grupo no-AICLE que aprendía inglés como asignatura basándose en el
libro de texto, un grupo AICLE que seguía una metodología centrada en el libro de texto, y
un grupo AICLE que trabajaba por proyectos. Los resultados confirman que AICLE afecta
positivamente distintos aspectos motivacionales incluso a edades tempranas, mientras que el
efecto del TP no resultó tan beneficioso como se esperaba.The results presented in this paper are part of the following research projects: FFI2012-
34214 (Spanish Ministry of Economy and Competitiveness) and IT311-10 (Basque Government)
The Impact of Type of Approach (CLIL Versus EFL) and Methodology (Book-Based Versus Project Work) on Motivation
No full textThis study analyses the effect of type of approach and methodology on different
types of motivation: intrinsic, extrinsic, instrumental and integrative motivation; interest
in other cultures and learning environment are also considered. The two types of approaches under scrutiny are CLIL (Content and Language Integrated Learning) and non-CLIL or EFL (English as a foreign language), and the two types of methodology are based on either the textbook or project work (PW). Previous studies have examined the effect of PW and/or
CLIL on secondary education (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011), but the novelty of the present research lies in the fact that it is focused on primary education students. The data were collected through a questionnaire filled in by three groups of participants: a non-CLIL and book-based group taught conventionally, a CLIL and book-based methodology group, and a CLIL and PW group. The results bore out that CLIL is beneficial for some motivational clusters even at an early age, whereas the impact of PW was not as positive as expected.En este estudio se examina el efecto del tipo de enfoque y de la metodología
en diferentes tipos de motivación: intrínseca, extrínseca, motivación instrumental e integradora, al tiempo que también se presta atención al interés en otras culturas y al ambiente de aprendizaje. Los dos tipos de enfoque bajo estudio son AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera) y no-AICLE o enseñanza tradicional del inglés como asignatura de lengua, y los dos tipos de metodología se basan o bien en el libro de texto o bien
en el trabajo por proyectos. Mientras estudios anteriores han analizado el efecto del TP y/o AICLE en educación secundaria (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011), la principal novedad del presente estudio radica en que se centra en estudiantes de educación primaria. El instrumento utilizado fue un cuestionario cumplimentado por tres grupos de participantes: un grupo no-AICLE que aprendía inglés como asignatura basándose en el libro de texto, un grupo AICLE que seguía una metodología centrada en el libro de texto, y un grupo AICLE que trabajaba por proyectos. Los resultados confirman que AICLE afecta positivamente distintos aspectos motivacionales incluso a edades tempranas, mientras que el
efecto del TP no resultó tan beneficioso como se esperaba.
Palabras clave: Motivación, AICLE, trabajo por proyectos, educación primaria
The use of information and communication technologies in the foreign language classroom: students' attitudes, motivation and L2 selves
No full text269 p.The aim of the present mixed-methods study was to compare the motivational and attitudinal disposition of 165 high school students (16-17 years old) from Vitoria-Gasteiz in Spain over one school year and a half.The novelty of the study stems from its intention to contribute to the field of L2 motivation with empirical data gathered at this particular educational level in the Basque multilingual context through the lens of the L2 Motivational Self System (Dörnyei 2005, 2009). The main focus was to examine the possible influence of the Information and Communication Technologies (ICT) on students¿ motivation in general and on their Ideal L2 Self in particular. In addition to analysing the influence of ICT classroom integration on students¿ motivation, this classroom-based study compared the impact of ICT with that of the native English-speaking teacher (NEST) in the EFL classroom, as the latter is often considered an added value in itself. Moreover, the possible influence of gender on students¿ motivation was analysed. All in all, this study¿s novelty is based not only on its particular focus on EFL classrooms but also on the fact that it combines three important areas of education nowadays, namely: students¿ motivation towards learning an L2, the use of ICT and the presence of native vs. non-native teachers in a foreign language classroom
La formación del profesorado en los programas de instrucción en inglés: necesidades formativas, acreditación lingüística y retos futuros
No full textMinisterio de Ciencia e Innovación (España)Ediciones ComplutenseDepto. de Estudios Ingleses: Lingüística y LiteraturaEdiciones ComplutenseFac. de FilologíaTRUEpu
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