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Aportaciones de la diacronía a la enseñanza de la morfología léxica en el aula ; Contributions of diachrony to the teaching of lexical morphology in the Secondary Education
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Intercultural and linguistic competences for engineering ESP classes: A didactic framework proposal through problem-based learning
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Significado y efectos de sentido. El gérondif francés en el contexto románico ...
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The Debate on Staff Language Competences and the Use of Official Languages in the Balearic Islands Health System
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LA FORMACIÓN EN COMPETENCIA ORAL, UN RETO INEXCUSABLE
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In: Tonos Digital; NÚMERO 42 - ENERO 2022 (2021)
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Competencias Lingüísticas de los Docentes de Inglés en relación a los estándares de desempeño profesional en un mundo globalizado ...
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Competencias Lingüísticas de los Docentes de Inglés en relación a los estándares de desempeño profesional en un mundo globalizado ...
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La dramatización como eje vertebrador en el aula ELE de la Universidad de Lublin ; Drama as a core in teaching Spanish as a foreign language at University of Lublin, Poland
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Innovación pedagógica y nuevas tecnologías en la enseñanza y en la transferencia de la sociolingüística
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Visión del alumnado universitario sobre el fomento del inglés en la educación superior ; University students’ view of English language development in higher education
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Unha achega á aprendizaxe da lingua italiana polo estudantado universitario galego de nivel básico ; A Contribution To Learning Italian Language By Basic Level Galician University Students
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La competencia comunicativa oral en 2.º curso de Educación Primaria a través de las emociones
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La competencia en comunicación lingüística en 5º curso de Educación Primaria
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La competencia comunicativa lingüística en Educación Compensatoria
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Enseñanza del uso del imperativo para la construcción de enunciados apelativos atenuados en ELE para estudiantes de nivel B2
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Desarrollo de la competencia ortográfica en ELE en alumnado universitario sinohablante: Análisis de necesidades y taller de escritura
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Abstract:
Programa de Doctorado en Estudios Lingüísticos y Literarios en sus Contextos Socioculturales por la Universidad de Las Palmas de Gran Canaria ; In the Chinese university context of teaching and learning Spanish as a foreign language (SFL), after detecting problems on written text production among our students, we developed an investigation in order to deepen the linguistic knowledge on the use of orthographic competence (spelling and accentuation) and design an intervention to improve that competence. The case study research is made up of Chinese undergraduate students pursuing a degree in Spanish Language at Dalian University of Foreign Languages - 大连 外国语 大学 - (Liaoning Province, northern China), known by its acronym in English as DUFL. Our study is divided into three phases. The initial or exploratory phase is intended to better understand the learning context on which we will act; define a general profile of our students in relation to the frequency of use of learning strategies by using the Strategy Inventory for Language Learning (SILL) questionnaire from Oxford (1990) applied to 403 informants; to identify the most common orthographic errors in accentuation and spelling after the analysis of a corpus of text produced by 183 informants, and finally to understand how they learn and teach orthography within the context of the DUFL. The second phase is aimed at the elaboration and implementation of an intervention model in the form of a workshop, justified in the needs detected in the initial or exploratory phase in which 63 undergraduate students in the third year of their degree have participated, all of them having an average of B1 level of competence in Spanish, according to the CEFR. The educational workshop that we have called “writing workshop”, with a duration of three months of work in weekly sessions of 90 minutes, tries to promote the improvement of the orthographic competence on the text production among the Chinese undergraduate students who learn Spanish as a foreign language. The third and final phase of our study is focused on assessing the implementation of the above-mentioned intervention model. The main results obtained showed the profile of the participating students with a frequency of use of medium level learning strategies (3,13/5) and no statistically significant differences in use between both sexes; the analysis and distribution of the orthographic errors of accentuation and spelling after the analysis of 121 746 words written with an average error rate per subject of 2,58 %, and finally, the degree of improvement of orthographic competence in the students that participated in the "writing workshop". After its application, there was an improvement in the average orthographic competence, marked by the decrease in the average of orthographic errors rate, in accentuation (-0,54 %) and spelling (-0,53 %). The representativeness of the study sample, which is reduced to DUFL students, and the difficulty in generalising the results obtained in the "writing workshop" to other teaching contexts, are the main limitations of our research, which aims to deepen the study of the orthographic competence of the Chinese undergraduate students of SFL.
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Keyword:
5701 Lingüística aplicada; 570111 Enseñanza de lenguas; Chinese university; Competencia lingüística; Enseñanza de idiomas; Estudiantes universitarios chinos; Level of competence; Spanish as a foreign language (SFL)
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URL: http://hdl.handle.net/10553/112539
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Significado y efectos de sentido. El gérondif francés en el contexto románico
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La dimensión social del lenguaje como una oportunidad educativa para la promoción del diálogo intercultural en el aula de Educación Superior
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Revisión de literatura: un acercamiento al aprendizaje autónomo de las lenguas extranjeras e interculturalidad a través del ABP
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