RHSJ Filología y Didáctica de la Lengua. Año 2015 nº 15
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Filología y Didáctica de la Lengua / Filologia eta Hizkuntzaren Didaktika
Número 15 - 2015 - 15. Zenbakia
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Índice / Aurkibidea
Estudios
Modelos de secuenciación en la didáctica de las lenguas extranjeras Torresan, Paolo
Revisión y recepción de la retroalimentación en Lengua Española para Maestros. Estudio comparativo Saneleuterio, Elia
The influence of socio-economic background, personal effort and motivation on English proficiency Prieto Arratibel, Amaia; Bueno-Alastuey, Mª Camino
Action research in the communicative language classroom: using alternative assesment techniques with efl secondary-school students Fraga Viñas, Lucía; Bobadilla Pérez, María
Mobile Learning in the Foreign Language Classroom Luque Agulló, Gloria; Martos Vallejo, Natividad
El cómic online como recurso didáctico en el aula. Webs y aplicaciones para móviles Onieva López, Juan Lucas
Looking for Austen in the 21st Century: from Pride and Prejudice to The Lizzie Bennet Diaries Galán Rodríguez, Noelia Mª
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Publication Open Access Looking for Austen in the 21st century: from Pride and Prejudice to The Lizzie Bennet Diaries(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2015) Galán Rodríguez, Noelia MaríaJane Austen and her works have belonged to the canon since the beginnings of the 20th century, but Austen as a popular and cultural phenomenon dates back to 1995 with the release of the BBC adaptation Pride and Prejudice. This rebirth of Austen’s six novels in the form of movie adaptations, spin-offs and merchandise has led to what it is known as ‘Austenmania’. Nevertheless, not only Austen’s world is introduced into contemporary times, but contemporary times are introduced into Austen; this is obviously present in the The Lizzie Bennet Diaries DVDs (originally You Tube videos). This essay studies the last Pride and Prejudice modern-day adaptation, The Lizzie Bennet Diaries, following a ‘close viewing’ of the videos as well as a careful reading of Pride and Prejudice in order to see how Austen has been introduced in contemporary fiction.Publication Open Access El cómic online como recurso didáctico en el aula. Webs y aplicaciones para móviles(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2015) Onieva López, Juan LucasThe students’ need for being motivated to improve their implication in their own formation has obliged many teachers to look for new resources and a continue formation. As can be inherited from the high number of studies quoted in this article, many of them have considered the comic as an excellent way for the students to study and research about different scholar topics. Regarding that the use of the information and communication tools are going to be improved in the future as a didactic resource, we have tried to propose a wide range of webs and mobile applications that makes an effective use of the comic in the classroom. In addition, we have highlighted a number of tools referred to the evaluation.Publication Open Access Action research in the communicative language classroom: using alternative assessment techniques with efl secondary-school students(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2015) Fraga Viñas, Lucía; Bobadilla Pérez, MaríaThe Council of Europe, through the Common European Framework of Reference for Language, Teaching and Assessment (CEFRL), has been promoting communicative competence since 2001. This boost has introduced some changes in the teaching-learning process of English as a Foreign Language is Spain: the methodological use of the communicative approach in the classrooms, the practice of the four skills in the class, and the theoretical implications that Gardner’s Multiple Intelligences theory has in the planning and design of classroom activities. But, in spite of that, academic results are still not very remarkable and the rates of academic failure are not decreasing since English is still a challenging subject for many Secondary School students. In addition, test evaluation is still the predominant assessment method in most of the schools. The current case study intends to provide the educational community with some results obtained from the implementation of some alternative assessment and evaluation methods in an actual high-school in Spain.Publication Open Access Mobile learning in the foreign language classroom(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2015) Luque Agulló, Gloria; Martos Vallejo, NatividadThis paper deals with Mobile learning (m-learning) and how it can be used to teach a second or foreign language in the classroom. First, a review of the use of technology in the classroom is considered. Second, m-learning is defined in connection with diverse educational theories such as behaviourism and constructivism. Third, an exhaustive listing of those features, functionalities and affordances intended specifically to teach a foreign language is provided. Fourth, these characteristics and possible uses are implemented through a lesson plan for Baccalaureate students in which there is an educational use of social networks and mobile devices. Fifth and last, we state some attitudes towards mobile devices across schools and institutions which are holding back their implementation in language classrooms, concluding on a positive note: these new technologies can actually improve language learning.Publication Open Access The influence of socio-economic background, personal effort and motivation on English proficiency(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2015) Prieto Arratíbel, Amaia; Bueno-Alastuey, María Camino; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren DidaktikaThe aim of this study was to investigate the influence of three factors –socio-economic background, individual effort, and motivation– in English proficiency, and the possible relation between individual effort and family background, and between motivation and family background. The instrument used to collect the data was a questionnaire completed by 159 students from three high schools in Spain. The answers to the questionnaire were correlated with those students’ grades in the subject English using SPSS. Results indicated that, from the three factos analyzed, motivation influenced students’ proficiency the most and that motivation correlated with mother’s occupation and higher amounts of input outside classes. From these findings, it can be concluded that English proficiency can be improved by increasing motivation, which in turn, can be increased by teachers providing more input and more enjoyable ways of getting input outside class such as listening to music or watching films in English.Publication Open Access Revisión y recepción de la retroalimentación en Lengua Española para maestros. Estudio comparativo(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2015) Saneleuterio, EliaThe study analyzes how students receive, consider and take advantage of their written productions review by the teacher on a course of language education. Four teaching performance procedures are compared: the use or not of known rules and the proportion of inserts or comments in the original document. Regarding the students, other variable is observed: the influence of their interest for the feedback on the usefulness attributed to that feedback. The methodology is based in Action Research and combines quantitative strategies (through questionnaire in two different groups) with qualitative research (Content Analysis of student answers and observation during the tutorials). The results recommend explain the rules, instil in students the expectation and demand them a concrete effort. Finally, we conclude as preferable to feed back the information via attached message with virtual review boards on the original text.Publication Open Access Huarte de San Juan. Filología y Didáctica de la Lengua. N. 15 (2015)(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2015) Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa; Nafarroako Unibertsitate Publikoa; Facultad de Ciencias Humanas y Sociales; Giza eta Gizarte Zientzien FakultateaPublication Open Access Modelos de secuenciación en la didáctica de las lenguas extranjeras(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2015) Torresan, PaoloThis article deals with the most significant sequencing patterns in foreign language teaching. It begins with a discussion of the PPP teaching sequence (Presentation, Practice, Production), which became particularly widespread with the structural method. We then review, in turn the Teaching Unit model, widespread in the Italian tradition (Freddi 1979, 1994; Porcelli, 1994; Balboni, 1994, 2008, 20082; Vedovelli 2002), the Deep-end Strategy model, formulated by Johnson (1980) and elaborated by Harmer (2001), and, finally, the Woodward’s threads teaching model (1998). According to us, this last proposal, could be integrated by Thornbury’s aesthetic-narrative lesson design perspective (1999a).