Linguistics

Universidad de Kioto RESUMEN: En este trabajo se presentan tres experiencias de uso de la red en la enseñanza del ELEIL2, de las cuales se derivan unas reflexiones críticas sobre la utilidad de la red en función de los diferentes parámetros en los que se desarrolle la actividad docente. Asimismo, puesto que el propio proceso de construcción de este texto supuso en sí mismo un ejemplo de aprovechamiento de la red (concretamente, de la «nube») para la colaboración académica, antes de entrar en materia se describe la experiencia de trabajo colaborativo en línea de los cuatro autores.

Introduction n an era of technological revolution, technologies and their effective use and consumption as well as the ability to communicate in one or more second languages contribute to connecting users in this globalized world. Our communicative spaces have expanded exponentially and therefore require appropriate training. Digital media can promote students' independent learning, both inside and outside the modern languages classroom, but they always require the guidance of an expert. Communicative competence in several languages-especially English, Spanish and Chinese-and digital competence are essential skills that open access and mobility within the job market in the 21st century. However, we still have much to learn about the true impact of this on second language teaching and learning. In addition, this type of research is even of more interest for a large group of teachers , which is increasing in number and connectivity, that are willing to use ICT in their classrooms as a lever for change. The use of educational technology in learning a foreign language has evolved considerably. Learning modern languages is based, roughly, on a process of communicative interaction that leads to the development of language skills. Initially, computer-aided language learning programs involved the possibility of developing students' individual and autonomous work to reinforce gaps and find solutions on the move (personalized learning and adaptive learning), especially for the development of written skills. Gradually, the applications have moved to the internet networks, which can help anyone expand their information skills enabling them to search for content on the internet and databases. In language learning, the omnipresence of internet network(s) has obliged networked learning to focus increasingly on collaborative learning guided by experts: thanks to the evolution of Web 2.0 to Web 3.0, ICT use impacts further on increasing interaction and collaboration beyond the classroom walls with other native or non-native speakers. An especially interesting aspect for language learning is the possibility of developing collaborative learning projects that connect learners in different national and linguistic contexts (internationalisation and cooperation in language teaching through technology). This evolution towards the collaborative pole has most benefited the development of oral skills. The use of virtual reality and augmented reality, applications such as Skype, Hangout, podcasts, video games, virtual platforms and interactive whiteboards are, among others, digital resources available to teachers and students for producing and receiving "oral" texts, both mono-managed and pluri-managed. Apps, for example, are like the new textbooks for learning languages.

Fluent reading in a foreign language includes a complex coordination process of visual and auditory nature as the reading brain transforms written symbols into speaking auditory patterns through subvocalization (inner voice). The auditory information activated for reading involves the projection of speech prosody and allows, beyond letters and words decoding, the recognition of word boundaries and the construction of the melodic contours of the phrase. On the one hand, phonological awareness and auditory working memory have been identified in the literature as relevant factors in the reading process as skilled readers keep the acoustic information in their auditory working memory to predict the construction of larger lexical units. On the other hand, we observed that the inclusion of musical aptitude as an element belonging to the acoustic dimension of the silent reading aptitude of adults learning a foreign language remains understudied. Therefore, this study examines the silent reading fluency of 117 Italian adult students of Spanish as a foreign language. Our main aim was to find a model that could show if linguistic, cognitive and musical skills influence adults’ silent reading fluency. We hypothesized that learners’ contextual word recognition ability in L1 and FL in addition to, phonological awareness, auditory working memory and musical aptitude, elements related to the acoustic dimension of reading, would influence adults’ silent reading fluency. Our structural modeling allows us to describe how these different variables interact to determine the silent reading fluency construct. In fact, the effect of musical aptitude on fluent silent reading in our model reveals to be stronger than phonological awareness or auditory working memory.

En este capítulo pretendemos llamar la atención sobre las aplicaciones de un tipo especial de corpus multilingües, los corpus paralelos, en el contexto específico de la enseñanza del Español como Lengua Extranjera o Segunda (en adelante, ELE) a estudiantes sinohablantes. Para ello, en el apartado 2 revisamos el estado de la cuestión en relación con los corpus paralelos y sus usos prácticos en el marco del ELE. En el apartado 3 ofrecemos una selección argumentada de corpus paralelos chino-español disponibles en línea y los analizamos a partir de una serie de criterios. Finalmente, en el apartado 4 proponemos dos actividades y otros posibles usos de los corpus paralelos para enseñar ELE a los estudiantes sinohablantes.

En este capítulo se presentan ejemplos de investigaciones sobre el ELE (tesis doctorales, memorias de máster y contribuciones a revistas o congresos) en las que se han utilizado corpus como fuente de información sobre el uso real de la lengua. Siguiendo el hilo de estos trabajos, se muestra cómo los corpus abren multitud de vías de investigación, que abarcan distintos enfoques y objetos de estudio. En el capítulo se muestran en dos apartados diferenciados las investigaciones con corpus de nativos y con corpus de aprendices, aunque se observa que en muchos casos se recurre a la combinación de los dos tipos de corpus para triangular los resultados de los estudios. Completan el capítulo un apartado en el que se repasan los conceptos fundamentales sobre lingüística de corpus y unas tablas con información para que los lectores puedan ampliar lo que aquí se expone: las investigaciones que se han mostrado como ejemplo, los corpus y las herramientas que se han utilizado en las investigaciones, y las características distintivas de dichos corpus. Con todo ello, se pretende abrir líneas inspiradoras para avanzar en la investigación sobre la lingüística aplicada al español como segunda lengua o lengua extranjera.