Gómez Lacabex, Esther

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https://academica-e.unavarra.es/handle/2454/49162

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Gómez Lacabex

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Esther

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Filología y Didáctica de la Lengua

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1175293

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9638

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2020 - 20234
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    PublicationOpen Access
    Pronunciation anxiety, pronunciation-related views and pronunciation learning actions of EMI and english major students
    (University of Lodz, 2023) Gómez Lacabex, Esther; Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    The present study explored pronunciation views, learning actions and anxiety in two differentiated English learner groups: one group which was studying English in an engineering degree and another group enrolled in an English major degree. The results froma questionnaire and focus group sessions revealed that the groups share some views such as a wish to improve their English pronunciation and adherence to native pronunciation references as well as pronunciation learning actions such as watching series ortalking to native speakers. However, we also observed significant differences between the groups as the English major students tended to view pronunciation learning as a discipline, while the engineering students saw it as a communicative skill. The English majors also exhibited more pronunciation anxiety, specifically fear of ridicule and worry of making mistakes. They also revealed more anxiety-related themes in the focus group discussions such as worry about their pronunciation, pronunciation shame or unease because they do not know how to pronounce a word or cannot understand. Finally, the English major group was also more demanding of lecturers¿ accurate pronunciation. These results suggest that differences regarding English pronunciation anxiety between different learner profiles may need to be considered during their English language learning progress.
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    PublicationOpen Access
    Pronunciation in EMI: conceptualization, interlocutor anxiety and attitudes towards lecturer speech
    (Equinox Publishing, 2023) Gómez Lacabex, Esther; Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    The consolidation of English as a global language has brought with it the need to reconceptualise aspects such as English pronunciation, which seems to be experiencing a detachment from the native norm and the integration of multicultural identities. EMI students have been reported to favour intelligibility over accurate pronunciation, as they represent a community of learners for whom English is a tool rather than a target. As previous research has reported that pronunciation may be an anxiety factor for students in speaking exchanges, this study explored how 126 EMI students envision the learning of pronunciation, their attitudes towards EMI teachers¿ pronunciation and their pronunciation anxiety upon interaction with different interlocutors in their EMI context: teachers, local peers, L1 English international peers and L2 English international peers. The data from a questionnaire and focus groups revealed that these EMI learners conceptualize pronunciation as a communication tool rather than a subject to be learnt; they revealed that they do not experience uneasiness during lessons owing to their lecturers¿ pronunciation, expressing that fluency is more important than pronunciation accuracy. Finally, they showed more pronunciation anxiety if the interlocutor was the teacher or an L1 English speaker than if it was a local peer or L2 English speaker.
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    PublicationOpen Access
    Hot Potatoes activities to improve grammatical accuracy across different proficiency courses
    (Universidad de La Rioja, 2020) Villarreal Olaizola, Izaskun; Gómez Lacabex, Esther; Gallardo del Puerto, Francisco; Martínez Adrián, María; Gutiérrez Mangado, María Juncal; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    Este estudio explora el efecto de realizar ejercicios en Hot Potatoes sobre la utilización de los tiempos verbales de tres grupos de diferente nivel de inglés como Lengua Extranjera, ILE, - B2 (intermedio alto), C1 y C2. Para ello, se midió la utilización de los tiempos verbales antes y después del tratamiento. Este consistió en completar ejercicios en Hot Potatoes y acceder a explicaciones teóricas sobre los usos y funciones de los tiempos verbales. Los resultados indicaron que la intervención solo fue beneficiosa para el grupo de C1, ya que los otros dos grupos no experimentaron mejoras significativas. Los resultados, por lo tanto, solo sustentan parcialmente los beneficios del Aprendizaje de Lenguas Asistido por Ordenador (ALAO) para la mejora de la gramática y remarcan la importancia de considerar el nivel de competencia lingüística al diseñar experiencias ALAO. Finalmente, se sugiere que, para aumentar su incidencia, estas prácticas deberían ser más personalizadas y dinámicas y estar mejor integradas.
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    PublicationOpen Access
    Technology and pronunciation
    (Routledge, 2022) Bueno-Alastuey, María Camino; Gómez Lacabex, Esther; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
    In this chapter, we will first provide an overview of present critical issues related to pronunci- ation in SLA and how technology can contribute to their development. Second, we will present how technology has influenced research on second language speech. And third, we will give an overview of the main advances in pronunciation teaching and learning that technology has allowed exposing some current limitations and potentials.