Linguo Didáctica -- Vol. 02 (2023)

Permanent URI for this collectionhttps://hdl.handle.net/10272/22723

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Now showing 1 - 6 of 6

Study of English self-learning perceptions throughout video games of narrative and fantasy
(Universidad de Huelva, 2023) Rubio Alcalá, Fernando David; Hadjistassou, Stella; Ferrero Rodríguez, Manuel
Young people spend a considerable amount of time playing video games. As English is an international language, most games are developed in English. Users, who are often non-native speakers have to infer meanings by interacting with the controls, actions, artifacts, texts, and other paralinguistic elements. Narrative and fantasy video games can contain linguistic corpora of more than 20,000 words that players have to grapple with in order to understand the principles of the game, actions, and strategically determine their next steps to progress in the game. In this process, learners may engage in incidental learning. The aim of this study was to determine whether players are aware of language learning as it emerges while participating in these game-based activities and whether playing narrative and fantasy video games can lead to long-term language success. Four hundred and fifty-eight subjects completed an online ad hoc questionnaire addressing various areas of language learning while playing video games. The results indicated that playing narrative and fantasy video games can be an effective way to learn vocabulary and that the newly acquired terms can be stored in long-term memory.
The Impact of Language Socialization on the Linguacultural and Motivational Profiles of Multilingual Learners
(Universidad de Huelva, 2023) Fekete, Adrienn
The study discusses how different language socialization (Ochs & Schieffelin, 2017) experiences and processes result in learners’ different linguistic and cultural backgrounds affecting their attitudes toward language learning, their self-perception as language learners, and ultimately their motivation to learn languages. Data were collected via linguistic autobiographies written by 14 students who came from five different countries in a multicultural classroom at a Hungarian university. The content analysis of the rich textual data pointed out a sharp contrast between the socialization of Hungarian and international students resulting in two distinct linguacultural and language learning motivational profiles. Exposure to multiple linguacultures (Risager, 2005) during socialization in the contexts of home, ethnic/multicultural communities, or sojourn generates positive attitudes toward language learning and favorable self-images as language learners. This makes learners more likely to take up additional languages in their spare time in addition to languages learned at school and enables them to move smoothly between different cultures and use their languages in authentic cultural contexts with ease. The results corroborated the inherent connection between choice, autonomy, motivation, and identity in second language acquisition (SLA). Learner testimonies pinpointed the changed status of English and German in Europe and in the world resulting in increased motivation to learn English for various reasons at the expense of German learning. In short, the findings revealed that the linguacultural vitality of a language as an environmental factor and learners’ choice to learn a language along with their desire to fulfil themselves via the chosen language as learner-internal factors greatly impact the success of SLA.
On Some Possible Differences between Punctuation Marks in the Chinese and Spanish Languages
(Universidad de Huelva, 2023) Galloso Camacho, María Victoria; Zhang, Bo
Languages vary in spelling and grammar. Starting from Didactics in the field of Language and Applied Linguistics, our research is conducted on suprasegmental features: contrastive analysis for future Spanish teachers to native Mandarin speakers. Punctuation marks are essential for correctly understanding any written text in any language. However, they are not the same for each language, nor do they have the same usage or form. This work formulates a research proposal to compare the following punctuation marks in Chinese and Spanish: period or full stop, comma, question marks, and hyphen, which are the most commonly used and, above all, because the differences between them are more representative. To achieve this objective, it starts from the deficiencies in the use of these marks in both languages and reflection on the historical ignorance regarding their usage, form, and possible similarities between Chinese and Spanish segments. We conclude with the idea that the formal dissimilarity between certain Spanish and Chinese punctuation marks, such as the full stop and the question mark, does not cause extraordinary difficulties for Chinese speakers in acquiring their correct use in Spanish. Those signs whose forms share similarities, such as the comma and quotation marks, do represent acquisition difficulties. In order to specify the scope of this phenomenon on punctuation, in the future it will logically be necessary to study more punctuation signs, such as semicolons, colons, as well as ellipses.
The reception of the traditional tale in the Primary classes and in the Training Centers of Teachers. Active readings to return to the tale
(Universidad de Huelva, 2023) Regueiro Salgado, Begoña
This article has as its main objective to analyze the reception of the traditional story tale in the readers and readers of the 21st Century to detect the elements that produce in them the greatest challenge in order to propose a way to return them to the story based on dialogic reading, rewriting and the textual recycling. For that, after a bibliographical review on the reception of the account at the end of the 20th Century and the first quarter of the 21st Century, activities have been designed to carry out, on the one hand, in classes at the Faculty of Education and, on the other hand, in primary third level classes. Thus, by means of a qualitative methodology and research-action, it has been possible to gather information on the reception of the traditional tale in university and medium-level students. The conclusion to which we have come is that what the greatest challenge generates in relation to the traditional account are cultural markers left by the collectors, but that current readers and female readers, by means of an active and creative reading, are perfectly capable of detecting and modify these markers respecting the structure and conventions of the traditional tale.
Literary topoi in today’s music as a bridge to the classics Spanish authors
(Universidad de Huelva, 2023) Cristóbal Hornillos, Rubén; Villanueva Roa, Juan de Dios
This article presents a review of literary topoi in current music that come from classical Spanish authors and that, therefore, can be exploited didactically with the aim of bringing students closer to literature. The songs that young people listen to are a “powerful hook” with the literary tradition since they allow them to identify these recurring motifs and connect them with classic literary works. From a theoretical point of view, we begin by delving into the links between literature and music, we by addressing the concept of literary topoi, and we conclude by connecting some current songs with classic literary works through some topics or catchwords. These approaches were subjected to classroom action research that was initiated in the framework of a doctoral dissertation and implemented in a Warsaw secondary school in Poland mainly during the 2013/2014 academic year. It was subsequently adapted for interactive use within an innovation project of the University of Zaragoza in the 2017/18 academic year and finally applied in an innovation project of the Government of Aragon with 3rd ESO students of the IES Ramón Pignatelli (Spain) during the 2018/19 academic year. Finally, we analyzed the results of the practical applications, which showed an increase in both student motivation and understanding of literary content
Facilitating Intercultural Communicative Competence through a Multiliteracies approach: musical input as the missing link
(Universidad de Huelva, 2023) Fernández García, Antonio
Foreign Language (FL) learning has undergone a shift away from the communicative approach and towards a pedagogy of Multiliteracies. In an ever-changing society characterized by a digital and multicultural context, the necessity of developing Intercultural Communicative Competence (ICC) in FL learning across all levels through a pedagogy of Multiliteracies has become a priority. In this regard, musical input is an ideal medium to explore culture in the FL learning classroom which enables the integration of affective experiences from an intercultural perspective. The reasons for the implementation of musical input into FL learning curricula to develop ICC is twofold: on the one hand, it may serve to stimulate students’ awareness towards the target culture; and, on the other hand, it may be an effective way to engage students in intercultural encounters from an affective point of view. A corpus has been designed in order to analyze those studies on the development of ICC in FL learning across all levels through a Multiliteracies approach. The findings demonstrate that the use of musical input to develop ICC in the FL learning classroom through a pedagogy of Multiliteracies is scarce. Moreover, this study seeks to promote musical input-based activities to facilitate the development of ICC in the FL learning classroom through a Multiliteracies pedagogy.

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