Bibliografía - Berlín

The aim of this introduction is to set the scene and present the three contexts on focus in the monograph and justify this choice of topic within second language acquisition (SLA) research, the perspective taken in this volume. Starting with the latter, in the past two decades the examination of the effects of different contexts of acquisition has attracted the attention of researchers, based on the idea that “the study of SLA within and across various contexts of learning forces a broadening of our perspective of the different variables that affect and impede acquisition in general” (Collentine & Freed 2004: 157).

VV. AA. (2024)

New quantitative methodology and the development of corpus and experimental linguistics tools have recently made researching lexical comprehension and production more accessible. While several tools and data sets are available in English (Coh-metrix, CELEX) and a few other languages, the development of resources and empirical research is still lacking in Spanish.

This volume brings together original empirical research and theoretical perspectives that examine lexical development in Spanish L1, L2 and L3, with a focus on different teaching approaches and textbook coverage of Spanish lexicon in L2 curricula and the use of corpus linguistics in methodological investigations. Some questions addressed include the role of lexical development in mapping grammatical acquisition phases, the potential transfers of L1 to L2 lexical abilities, the effect of explicit vocabulary learning techniques in L2, how affective meaning modulates L2 acquisition, or how a typological understanding of lexical organization can help in teaching more effectively the lexicon of a language, among many others.

The book offers an overview of what is currently being done in the field of Spanish lexical acquisition through a myriad of approaches and topics.

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Contenidos

Frontmatter

Preface

Section I: Lexicon at the crossroads: The interplay of lexicon with other areas of language

Chapter 1 The trajectory of Spanish vocabulary studies and challenges ahead
Laura Marqués-Pascual and Irene Checa-García

Chapter 2 The role of the lexicon in language acquisition: An issue in need of study
Milagros Fernández-Pérez and Miguel González-Pereira

Chapter 3 The relationship between self-rated vocabulary knowledge and accuracy of phonological forms
Danielle Daidone

Section II: Measures of lexical competence and development in Spanish

Chapter 4 Individual lexical breadth and its associated measures. A contribution to the calculation of individual lexical richness
Juan-Andrés Villena-Ponsoda, Antonio-Manuel Ávila-Muñoz and José-María Sánchez-Sáez

Chapter 5 L1 to L2 lexical development transfer? A within subjects study on lexical richness measures
Irene Checa-García and Austin Schafer

Chapter 6 Development of lexical deployment as a result of a short-term study abroad experience in Costa Rica
Judith Borràs, Àngels Llanes and Goretti Prieto Botana

Chapter 7 Effects of passive vocabulary knowledge and task type on lexical sophistication in L2 Spanish writing
Marco Berton and Laura Sánchez

Section III: Attitudes and emotions in the lexicon

Chapter 8 “Learn the rules like a pro, so you can break them like an artist”: On the emotional effects of breaking word-formation rules
Elisabet Llopart-Saumell

Chapter 9 Do L2 Speakers sound strange when using slang? L1 attitudes toward L2 Use of peninsular Spanish colloquial lexical items
Stefan DuBois

Section IV: Approaches to teaching L2 lexicon

Chapter 10 Vocabulary in the L2 Spanish classroom: What students know and what their instructors believe they know
Claudia Helena Sánchez-Gutiérrez, César Hoyos Álvarez and Pablo Robles-García

Chapter 11 Interpreting the designated curriculum: Teachers’ understanding of vocabulary instruction and adherence to the textbook
Nausica Marcos Miguel and Mari Félix Cubas Mora

Chapter 12 Do you really know this word? Dimensions of vocabulary knowledge in Spanish textbooks
Eve C. Zyzik and Laura Marqués-Pascual

VV. AA. (2020)

This book provides a forum for methodological discussions emanating from researchers engaged in studying how individuals acquire an additional language. Whereas publications in the field of second language acquisition generally report on empirical studies with relatively little space dedicated to questions of method, the current book gave authors the opportunity to more fully develop a discussion piece around a methodological issue in connection with the interpretation of language-learning data. The result is a set of seven thought-provoking contributions from researchers with diverse interests. Three main topics are addressed in these chapters: the role of native-speaker norms in second-language analyses, the impact of epistemological stance on experimental design and/or data interpretation, and the challenges of transcription and annotation of language-learning data, with a focus on data ambiguity. Authors expand on these crucial issues, reflect on best practices, and provide in many instances concrete examples of the impact they have on data interpretation.

Contents

Introduction
Reflecting on data interpretation in SLA
Amanda Edmonds, Pascale Leclercq, Aarnes Gudmestad

L2 acquisition in a rich dialectal environment
Some methodological considerations when SLA meets dialectology

Linda Evenstad Emilsen, Åshild Søfteland

Comparing ERPs between native speakers and second language learners
Dealing with individual variability

Maud Pélissier

Replication
Measuring the influence of typologically diverse target language properties on input processing at the initial stages of acquisition

Marzena Watorek, Rebekah Rast, Xinyue Cécilia Yu, Pascale Trévisiol, Hedi Majdoub, Qianwen Guan, Xiaoliang Huang

On the relationship between epistemology and methodology
A reanalysis of grammatical gender in additional-language Spanish
Aarnes Gudmestad

Analysing interaction in primary school language classes
Multilevel annotation and analysis with EXMARaLDA

Heather E. Hilton, John Osborne

Transcribing interlanguage
The case of verb-final [e] in L2 French

Pascale Leclercq

Potential pitfalls of interpreting data from English-French tandem conversations
Sylwia Scheuer, Céline Horgues

In the current study I explore the relationship between epistemology and methodology through a reanalysis of production data on grammatical gender in additionallanguage Spanish that were analysed in Gudmestad et al. (2019). This reanalysis consists of a shift in the epistemology from the one adopted by Gudmestad et al., where gender marking, which occurs between nouns and both determiners and adjectives, is a unified linguistic phenomenon. In contrast, the assumption in the present investigation is that the acquisition of gender marking entails learning gender assignment and gender agreement, two different learning processes that are observable in language behaviour with determiners and adjectives, respectively. In order to reflect critically on the relationship between epistemology and methodology and specifically on its influence on the interpretation of learner data, I conduct a multi-step analysis that is guided by the differentiation between gender assignment, which can be observed on determiners, and gender agreement, which can be observed on adjectives. I also discuss how the interpretation of the findings can be impacted by the epistemology that guides the current study.

VV. AA. (2022)

Virtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.

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Contenidos

Frontmatter

Preface

Contents

Introduction 

LANGUAGE AND VIRTUAL EXCHANGE
Chapter 1 
Learning-oriented assessment in an international virtual exchange
Paul Wicking 

Chapter 2
From demotivation to Intercultural Communicative Competence (ICC): Japanese university learner journeys in the International Virtual ExchangeProject (IVEProject)
Eucharia Donnery

Chapter 3 
Annotating appraisal in a mobile telecollaboration project: A linguist
Alberto Andujar and Paloma Mármol Trapote

Chapter 4 
Learner appropriation of genre in a US-China virtual exchange
Carolin Fuchs, Bruce Tung and Bill Snyder

Chapter 5 
“Zoom” in and speak out: Virtual exchange in language learning
Kaishan Kong

CULTURE AND VIRTUAL EXCHANGE
Chapter 6 
Developing intercultural communicative competence in ESP contexts through virtual exchange: An ecological perspective
Anna Nicolaou and Ana Sevilla-Pavón

Chapter 7 
Video exchange telecollaboration: Towards developing interculturality in EFL environments
Martin Parsons, Mikel Garant and Elizaveta Shikhova

Chapter 8 
Taking action in a virtual exchange with Brazilian and U.S. students
Eduardo Viana da Silva and Ana Cristina Biondo Salomão

Chapter 9 
Tackling problems, finding solutions: Creativity and collaboration in crosscultural virtual exchange during a pandemic
Clara Bauler, Devin Thornburg, Óscar Ceballos, Carlos Pineda, Esther Kogan and Pirjo Sorri

TEACHER EDUCATION AND VIRTUAL EXCHANGE
Chapter 10 
Integrating the United Nations’ Sustainable Development Goals into a teacher preparation program: Developing content for virtual exchanges
Chesla Ann Lenkaitis

Chapter 11 
Enhancing ELLs’ understanding through the use of examples, questions, and native language connections during virtual exchange
Shannon M. Hilliker and Devindi Samarakkody

Chapter 12 
Developing linguistically responsive pedagogy among K-12 mainstream teacher candidates through virtual exchange
Alexandra Laletina, Anna Zhiganova and Elena Gritsenko

Chapter 13 
Virtual exchange to enhance English language teacher trainees’ professional development – insights from a Czech- Polish project
Blanka Babická, Barbara Loranc-Paszylk and Josef Nevaril

Conclusion

Index

Revistas