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Roothooft, Hanne

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https://academica-e.unavarra.es/handle/2454/49895

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Roothooft

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Hanne

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Ciencias humanas y de la educación

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0000-0002-8911-8026

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810986

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Start date: 2019 × End date: 2019 ×

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Now showing 1 - 3 of 3
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    PublicationOpen Access
    The effects of oral corrective feedback and language anxiety on pronunciation development
    (Universidad de Sevilla, 2019) Luquin Urtasun, María; Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    Si bien una gran cantidad de estudios han demostrado que la retroalimentación correctiva oral (RC) es efectiva para la adquisición de la gramática en un idioma extranjero, muy pocos se han centrado en el impacto de la RC en el desarrollo de la pronunciación. Además, escasea la investigación de RC que tenga en cuenta las diferencias individuales, como la ansiedad en el aprendizaje de una lengua extranjera. Por lo tanto, el presente estudio investigó los efectos de las reformulaciones y la retroalimentación metalingüística sobre la pronunciación de la terminación de pasado -ed, comparando 30 estudiantes de ansiedad alta y baja con un nivel A2 + de inglés en una escuela secundaria de España. Un diseño pretest/post-test consistente en una lectura en voz alta y una narración fue llevado a cabo con un grupo de reformulación (n=10), un grupo de retroalimentación metalingüística (n=10) y un grupo de control (n=10). Cada uno de los tres grupos fue subdividido en un grupo de ansiedad alta (n = 5) y otro de ansiedad baja (n = 5). Se encontraron diferencias significativas entre el grupo de reformulación y el grupo de control, lo cual confirma investigación previa que demuestra que las reformulaciones son beneficiosas para el desarrollo de la pronunciación. Sin embargo, a pesar de ciertas indicaciones de que los estudiantes con ansiedad baja se beneficiaron más de la RC, y los estudiantes con ansiedad elevada parecieron beneficiarse especialmente de las reformulaciones, no se pudieron identificar diferencias significativas entre los grupos de ansiedad en este estudio.
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    PublicationOpen Access
    Investigating the development of "grammatical range and accuracy" at different proficiency levels in the IELTS Speaking test
    (IELTS Partners, 2019) Roothooft, Hanne; Breeze, Ruth; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    This project sheds light on the morphemes and grammatical structures used at different band levels, as well as on the error rates and types associated with their use. The authors provide information that is relevant for examiner and teacher training, and make suggestions for improving rating scales and exam tasks. A sample of 73 IELTS Speaking tests from band levels 4 to 8 was analysed in order to identify grammatical structures that distinguish different band levels and to calculate the error rates which characterise their use. The results showed that different features followed different paths. Although some features, such as plural -s, were acquired early, others, like the irregular past, seemed to follow a path of gradual improvement from bands 4 to 8, while one, namely third person -s, was found to undergo dramatic improvement only at bands 7 and 8. These findings bear some interesting similarities to patterns observed in second language acquisition studies. A second focus of this study was to characterise the range of more complex structures attempted by candidates at different levels, centring on the use of conditionals, relative clauses, indirect questions and passive structures. It was found that attempts at these structures did indeed tend to increase at higher band levels, though this was often accompanied by a high failure rate. This study contributes to our understanding of the order in which grammatical morphemes and complex structures are acquired, while at the same time providing useful information for IELTS examiners, teachers and course book writers on what structures candidates are likely to produce and what errors are typical of candidates at different levels.
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    PublicationOpen Access
    Spanish lecturers’ beliefs about English medium instruction: STEM versus Humanities
    (Routledge, 2019) Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    More and more European universities are implementing English Medium Instruction (EMI) programs, but such policies tend to be top-down and pay insufficient attention to contextual factors such as the degree of internationalization of the universities involved, or the actual subject taught and the perceived role of English in that subject. To understand such contexts better, it is essential to listen to the voices of the professionals actually involved in the transition to EMI, namely the lecturers themselves. This study focuses specifically on EMI lecturers’ beliefs in the Spanish context, and uses narrative frames to contrast the views of STEM and Humanities lecturers. In line with previous research, most of the 59 lecturers who completed our narrative frame indicated that they focused on content and not on language. Some differences in opinion between STEM and Humanities lecturers were found, especially with regard to changes in teaching style and L1 use. More Humanities teachers than STEM teachers felt that they had changed their teaching style. Humanities teachers also imposed stricter controls on L1 use, although overall attitudes to L1 use appeared to be determined more by other issues, such as the presence of international students, than by the actual subject in question.