Papers by Jeremy W Bachelor
South Florida Journal of Development, May 17, 2023
e-mentor
Learners of a second language often have limited access to the native culture of that language in... more Learners of a second language often have limited access to the native culture of that language in an authentic way, resulting in them committing linguistic and intercultural mistakes. One of the main advantages of task-based learning is that it can expose students to real-world circumstances, which makes learning a language more meaningful and inclusive of appropriate language behaviour. Task-based learning has become an accepted method for learning a language in face-to-face classroom environments, but its applicability to online learning is largely unaddressed. The author proposed well-organised online role-plays based on a task-based approach involving native speakers, which helped students interact in an authentic way and demonstrate their understanding of culture. The author conducted the research to increase intercultural pragmatic competencies in online L2 classrooms regarding common pragmatic speech acts as to not only increase their pragmatic competency but to also motivate...
Resumen Este estudio amplía investigaciones anteriores que analizaron la relación entre la gramát... more Resumen Este estudio amplía investigaciones anteriores que analizaron la relación entre la gramática y la pragmática en lenguas extranjeras. Mientras otras investigaciones mantienen que la pragmática depende de la gramática, proponemos que están altamente relacionadas y que la gramática también depende de la pragmática. A tal fin, 72 estudiantes principiantes de español hicieron pruebas pre y post de gramática y pragmática (en concreto de invitaciones, solicitudes, disculpas y rechazos). El grupo experimental, cuya única diferencia fue recibir intervenciones pragmáticas, mejoró considerablemente más, tanto en gramática como en pragmática, lo que sugiere que la instrucción pragmática influye positivamente en la gramática.
There is an ongoing debate among L2 educators regarding the best way for students to achieve effe... more There is an ongoing debate among L2 educators regarding the best way for students to achieve effective communication and language spontaneity. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is flipped so that students receive initial instruction at home and then spend class time working with peers in a collaborative environment. Language instructors hope to promote conversation and communication among students, but with so much time spent on grammatical explanations in class, it is difficult to give communication the attention it deserves. The participants in this research study included community college Spanish students from sections 1 (the control group) and 2 (the experimental group) of SPAN 101 and lasted the duration of an academic spring semester. The findings are discussed, followed by a discussion on the applicability of this educational design. With the ongoing paradigm shift in teaching la...
Resumen Este estudio amplía investigaciones anteriores que analizaron la relación entre la gramát... more Resumen Este estudio amplía investigaciones anteriores que analizaron la relación entre la gramática y la pragmática en lenguas extranjeras. Mientras otras investigaciones mantienen que la pragmática depende de la gramática, proponemos que están altamente relacionadas y que la gramática también depende de la pragmática. A tal fin, 72 estudiantes principiantes de español hicieron pruebas pre y post de gramática y pragmática (en concreto de invitaciones, solicitudes, disculpas y rechazos). El grupo experimental, cuya única diferencia fue recibir intervenciones pragmáticas, mejoró considerablemente más, tanto en gramática como en pragmática, lo que sugiere que la instrucción pragmática influye positivamente en la gramática.
This study examines the formative aspects of teaching in the World Language community college cla... more This study examines the formative aspects of teaching in the World Language community college classroom: formative feedback, reflection, and assessment, and then recommends a new educational technique that applies the aforementioned formative elements into the classroom. To this end, in the fall semester of 2015, three sections of Spanish I at the community college level were introduced to a system in which the students were to reward the instructor with play money (or “tip” him) when they perceived that they had met the daily “I can” statements thanks to the lesson and subsequent activities. “Tip” record keeping and quantitative evidence from the instructor rubric suggested that the play money encouraged students to reflect on their own learning, provided the instructor with immediate feedback from students, allowed for critical reflection of activity types, and enabled the instructor to measure whether perceptions (the “tips”) matched his formative assessment of how students actua...
This study examines the formative aspects of teaching in the World Language community college cla... more This study examines the formative aspects of teaching in the World Language community college classroom: formative feedback, reflection, and assessment, and then recommends a new educational technique that applies the aforementioned formative elements into the classroom. To this end, in the fall semester of 2015, three sections of Spanish I at the community college level were introduced to a system in which the students were to reward the instructor with play money (or “tip” him) when they perceived that they had met the daily “I can” statements thanks to the lesson and subsequent activities. “Tip” record keeping and quantitative evidence from the instructor rubric suggested that the play money encouraged students to reflect on their own learning, provided the instructor with immediate feedback from students, allowed for critical reflection of activity types, and enabled the instructor to measure whether perceptions (the “tips”) matched his formative assessment of how students actua...
This paper studies the pragmatic competence of U.S. heritage speakers of Spanish in an attempt to... more This paper studies the pragmatic competence of U.S. heritage speakers of Spanish in an attempt to determine (a) the degree of pragmatic transfer from English to Spanish experienced by heritage speakers when producing different types of requests in Spanish; and (b) how to best teach pragmatics to students of Spanish as a Heritage Language (SHL). Additionally, the study compared the differences and similarities between the development of the pragmatic competence in SHL students and in students of Spanish as a second language (L2). Oral and written discourse completion tasks were used to assess requests in Spanish HL/L2 pragmatics. The results indicate that the pragmatic interventions only helped the Spanish L2 group, and that the Spanish HL group was already aware of the pragmatic principles that regulate requests in Spanish. Furthermore, no cases of negative pragmatic transfer were found in the Spanish HL data, so the study concluded that there is no need to teach heritage students p...
This paper studies the pragmatic competence of U.S. heritage speakers of Spanish in an attempt to... more This paper studies the pragmatic competence of U.S. heritage speakers of Spanish in an attempt to determine (a) the degree of pragmatic transfer from English to Spanish experienced by heritage speakers when producing different types of requests in Spanish; and (b) how to best teach pragmatics to students of Spanish as a Heritage Language (SHL). Additionally, the study compared the differences and similarities between the development of the pragmatic competence in SHL students and in students of Spanish as a second language (L2). Oral and written discourse completion tasks were used to assess requests in Spanish HL/L2 pragmatics. The results indicate that the pragmatic interventions only helped the Spanish L2 group, and that the Spanish HL group was already aware of the pragmatic principles that regulate requests in Spanish. Furthermore, no cases of negative pragmatic transfer were found in the Spanish HL data, so the study concluded that there is no need to teach heritage students p...
Journal of Foreign Language Education and Technology, 2019
The goal of this study was to elicit greater quantity and quality of output in speaking and writi... more The goal of this study was to elicit greater quantity and quality of output in speaking and writing from L2 Spanish students through Visual Thinking Strategies. Previous studies completed in the L1 classroom demonstrate that students exhibit gains when pairing whole-class discussion with writing, thus inspiring this present study. As such, thirty-two Spanish IV (intermediate) students in a rural high school in the United States participated in this study that lasted eight weeks. Control and experimental groups were established to rule out additional variables. Through Visual Thinking Strategies, students in the experimental group discussed authentic artwork on multiple occasions through a teacher-facilitated discussion, followed by individual writing about the piece of artwork. Results of the study showed statistically significant growth among the experimental group in writing through measures of word tokens, word types, word tokens per sentence, and clauses per sentence. Furthermor...
Journal of Foreign Language Education and Technology, 2019
The goal of this study was to elicit greater quantity and quality of output in speaking and writi... more The goal of this study was to elicit greater quantity and quality of output in speaking and writing from L2 Spanish students through Visual Thinking Strategies. Previous studies completed in the L1 classroom demonstrate that students exhibit gains when pairing whole-class discussion with writing, thus inspiring this present study. As such, thirty-two Spanish IV (intermediate) students in a rural high school in the United States participated in this study that lasted eight weeks. Control and experimental groups were established to rule out additional variables. Through Visual Thinking Strategies, students in the experimental group discussed authentic artwork on multiple occasions through a teacher-facilitated discussion, followed by individual writing about the piece of artwork. Results of the study showed statistically significant growth among the experimental group in writing through measures of word tokens, word types, word tokens per sentence, and clauses per sentence. Furthermor...
The present study sought to evaluate the pragmatic competence of heritage learners of Spanish in ... more The present study sought to evaluate the pragmatic competence of heritage learners of Spanish in regard to compliment sequences and the impact that pragmatic lessons would have on these students. To this end, pre and post tests to assess pragmatic recognition in regard to Spanish compliments were designed by the researchers and completed by the participants before and after a series of pragmatic interventions. Control and experimental groups were established in order to evaluate other potential variables involved. Additionally, the same lessons were implemented in two beginner L2 Spanish groups (one control and one experimental) as to determine whether or not the lessons were more suited for this demographic of students. Preliminary data suggest that the heritage groups of students already have high pragmatic competence in regard to compliments and that lessons do not have an impact on this type of learner. On the other hand, the beginner L2 Spanish students greatly benefited from t...
The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication (2017) task everyday situation... more The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication (2017) task everyday situations (p.15), curriculum, especially with regard to online language learning. To this end, in the fall 2018 semester at two community colleges, intercultural/pragmatic lessons on invitation sequences were implemented in both online and on-ground Spanish One classes involving both written and spoken conversations with native speakers as to determine if pragmatics can be acquired online. Control groups were also established. Preliminary data suggest that online students can acquire pragmatic competence thanks to online interventions; however, more complex intercultural strategies may require more exposure to the language or on-ground components. Methodology, lessons, and pedagogical implications are included.
Educación, 2015
Estudios sugieren que la gramática es un prerrequisito a la adquisición pragmática en la Lengua 2... more Estudios sugieren que la gramática es un prerrequisito a la adquisición pragmática en la Lengua 2 o segunda lengua/lengua extranjera (L2), aunque una alta competencia gramatical no garantice una alta competencia pragmática. Este estudio examina extensamente la correlación entre estas dos competencias. En el año 2013, en una universidad norteamericana, 29 estudiantes de español de nivel intermedio-alto hicieron una prueba de gramática y una de pragmática. La segunda evaluó las solicitudes, las invitaciones, los rechazos y las disculpas en español. Al comparar las dos competencias, los resultados sugieren que existe una relación positiva entre la pragmática y la gramática. Por tanto, esta investigación apoya estudios previos que demuestran que la competencia gramatical de estudiantes de L2 es necesaria para el desarrollo de la competencia pragmática; sin embargo, noes suficiente para ella.
e-mentor, 2018
The objective of this investigation is to determine if the "flipped" model can be combined with h... more The objective of this investigation is to determine if the "flipped" model can be combined with hybrid learning in order to create the "flipped-hybrid" classroom. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is inverted, so that students receive initial content instruction at home. In addition to this, students in this study's "flipped-hybrid" classroom participated in synchronous online conversations with native speakers and engaged in pre-class activities, thus making a significant component of the course online. The participants in this study, which lasted the duration of the spring 2017 semester, included college level Spanish students. Results from this pilot study suggest that the "flipped-hybrid" technique is a viable alternative to the traditional classroom, provides students with additional opportunities to use the language in authentic situations, and encourages more spontaneous language use. A detailed description of the "flipped-hybrid" classroom and how it differs from a hybrid or a flipped classroom is included, as well as pedagogical implications.
MLS Educational Research, 2018
Resumen. El estudio de la pragmática intenta determinar qué se considera socialmente apropiado da... more Resumen. El estudio de la pragmática intenta determinar qué se considera socialmente apropiado dado un determinado contexto. Muchos estudios sugieren que los errores pragmáticos se perciben como errores más graves que los errores gramaticales o los de vocabulario. Además, la competencia pragmática es clave para que los estudiantes se comuniquen de manera efectiva en el idioma extranjero. Como tal, es más importante que nunca que los profesores de lenguas extranjeras incluyan lecciones pragmáticas en sus clases, especialmente si consideramos que los libros de texto de lenguaje comunicativo carecen de descripciones pragmáticas. Con este fin, el presente estudio buscó incorporar lecciones pragmáticas con respecto a las estrategias de peticiones en un curso de primer año de español como lengua extranjera en los Estados Unidos. Se establecieron grupos de control y experimentales, y las tres lecciones de estrategias de peticiones solo fueron implementadas en el grupo experimental. Antes de la primera lección pragmática, los estudiantes hicieron dos exámenes previos (uno escrito y uno oral) y, después de las lecciones, se hicieron los exámenes de nuevo (exámenes posteriores). Se encontró que el grupo experimental desarrolló un mayor aumento en la competencia pragmática (con respecto a las peticiones); sin embargo, el aumento no fue estadísticamente significativo. El profesor del curso se mostró satisfecho con el aumento y planea continuar implementando lecciones pragmáticas en futuros cuatrimestres.
Lenguaje, 2016
Este estudio amplía investigaciones anteriores que analizaron la relación entre la gramática y la... more Este estudio amplía investigaciones anteriores que analizaron la relación entre la gramática y la pragmática en lenguas extranjeras. Mientras otras investigaciones mantienen que la pragmática depende de la gramática, proponemos que están altamente relacionadas y que la gramática también depende de la pragmática. A tal fin, 72 estudiantes principiantes de español hicieron pruebas pre y post de gramática y pragmática (en concreto de invitaciones, solicitudes, disculpas y rechazos). El grupo experimental, cuya única diferencia fue recibir intervenciones pragmáticas, mejoró considerablemente más, tanto en gramática como en pragmática, lo que sugiere que la instrucción pragmática influye positivamente en la gramática.
Revista Educación, 2019
El propósito de este estudio es comparar y contrastar las técnicas de enseñanza presencial, semip... more El propósito de este estudio es comparar y contrastar las técnicas de enseñanza presencial, semipresencial, virtual e invertida en el aula de L2 para determinar qué modalidad promueve mejor el aprendizaje estudiantil, el uso del lenguaje meta y la espontaneidad del lenguaje entre el alumnado. Con este fin, se recogieron datos durante tres cuatrimestres distintos en una universidad en la región del medio oeste de los Estados Unidos de diferentes secciones del mismo curso de español para principiantes, siendo la diferencia entre estas secciones la modalidad (una sección para cada tipo mencionado). A lo largo del estudio participaron 53 participantes, y los exámenes finales y orales de cada grupo se compararon con la sección presencial/tradicional utilizando pruebas t no pareadas. También se guardó un diario del docente en cada sección para documentar las experiencias cualitativas en el aula. El estudio concluye que ningún grupo se desempeñó estadísticamente mejor que cualquier otro gr...
Bachelor, Jeremy W. "Sinergia entre las TIC y los sistemas de gestión de aprendizaje en el aula E... more Bachelor, Jeremy W. "Sinergia entre las TIC y los sistemas de gestión de aprendizaje en el aula ELE presencial." Quaderns Digitals 75 (2013).
Online Submission, May 1, 2012
As educators of foreign and second languages debate the most efficient methods of implementing pr... more As educators of foreign and second languages debate the most efficient methods of implementing pragmatic instruction in the L2 classroom, is it possible that Spanish pragmatic instruction is not necessary if American Spanish pragmatic norms are no different than American English norms? The present investigation studies the pragmatic norms in refusal strategies of speakers of Latin American Spanish who have had little exposure to English, speakers of Latin American Spanish who have spent over two years in the United States, and native speakers of American English. The study found that the Spanish speakers who had spent over two years in the United States took on the pragmatic norms of American English speakers in many instances when producing refusals. This leads to the broader question of this investigation. If instructors of Spanish are interested in teaching the Spanish of the United States, is pragmatic instruction still necessary if native Spanish speakers use the same strategies as American speakers of English? Study instruments are appended. (Contains 3 charts.
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Papers by Jeremy W Bachelor