La influencia de la memoria operativa y de la inteligencia emocional en la expresión de la emoción en español como segunda lengua

Mavrou, Irini; Bustos-López, Fernando

doi:10.4995/rlyla.2019.10007

Cited by 8 publications

(3 citation statements)

References 43 publications

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“…The AM application pursues precisely this through its dynamic and fun methodology, following the criteria of Mavrou and Bustos-López [68]. A latent danger, however, is the formation of groups in a competitive climate, which can lead to a stressful experience.…”

Section: Emotional Memorymentioning

confidence: 99%

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

et al. 2020

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This paper presents an analysis of the use of an interactive digital whiteboard (IDW) and a computer application called Action Manager (AM), with a sample of 158 sixth-grade students in primary education. Subsequently, a study was carried out with the main goal of testing the didactic functioning of AM and examining the validity of this application, in terms of motivation and the retention of both short and long-term memory when teaching foreign languages in primary education. In order to fulfil these objectives, we performed a positivist exploratory study based on a quantitative methodology combining qualitative aspects (qualitative evaluation) and quantitative aspects (questionnaires) as well as a descriptive method with a survey design. The data collection was performed using instruments, specifically the Extrinsic vs. Intrinsic Orientation Scale, to ascertain the motivational impressions of the students and two memory tests, the Test of Memory and Learning (TOMAL) and the Children’s Memory Scale (CMS). Forty-five days later, the two memory tests were repeated to compare the results with the previous ones. After this experience, the results allowed us to conclude that the students demonstrated optimal memorization from a conceptual point of view, in addition to having improved their motivational impressions.

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Section: Emotional Memorymentioning

confidence: 99%

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

et al. 2020

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“…Andrés, de Greciet, Fuencisla, Ortuño, Peláez, & Peña, 2002), un escaso número de recursos online, seminarios y encuentros puntuales como ‘La Lengua Acoge: Formación en Enseñanza de Español a Inmigrantes y Refugiados’ (2017, Red Acoge/UCM) o ‘Lenguas para la Resiliencia: enseñanza de lenguas a refugiados y migrantes’ (2018, British Council/ACNUR/OIM), la Cátedra Global Nebrija-Santander de Español como Lengua de Migrantes y Refugiados, y la Cátedra de Refugiados y Migrantes Forzosos del Instituto Universitario de Estudios sobre Migraciones de la Universidad Pontificia Comillas ICAI-ICADE, ambas desde el ámbito universitario. Dos estudios que también podrían resultar muy enriquecedores para el debate sobre la lengua como dispositivo de acogida son La influencia de la memoria operativa y de la inteligencia emocional en la expresión de la emoción en español como segunda lengua (Mayrou & Bustos López, 2019) y La adquisición de la lengua de la comunidad de acogida como herramienta para la integración de la población migrante: el proyecto INMIGRA-2. RUA-L (Masid & Doquin de Saint Preux, en prensa).…”

Section: El Aula Como Espacio De Acogida: Exploración De Los Desafíos...unclassified

“…Andrés, de Greciet, Fuencisla, Ortuño, Peláez, & Peña, 2002); online resources, seminars and gatherings like ‘Language Hosting: Training in Teaching Spanish to Immigrants and Refugees’ (2017, Red Acoge/UCM) or ‘Languages for Resilience: Teaching Languages to Refugees and Migrants’ (2018, British Council/UNHCR/IOM); and the Global Nebrija-Santander Global Chair in Spanish as a Language of Migrants and Refugees and the Chair of Refugees and Forced Migrants of the University Institute of Studies on Migrations at Pontificia Comillas University ICAI-ICADE, the latter two in the university setting. Two studies that may also be quite enriching to the debate on language as a means of welcome — are The influence of operational memory and emotional intelligence in the expression of emotion in Spanish as a second language (Mayrou & Bustos López, 2019) and The acquisition of the language of the host community as a tool for the integration of the migrant population: The INMIGRA-2. RUA-L project (Masid & Doquin de Saint Preux, in press).…”

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confidence: 99%

The classroom as a space of welcome: exploration of the current challenges of teaching Spanish for refugees (El aula como espacio de acogida: exploración de los desafíos actuales sobre la enseñanza de español para personas refugiadas)

Tomás-Cámara

2020

Culture and Education: Cultura y Educación

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The scant examination and dearth of academic and didactic contributions in Spain of teaching-learning Spanish for refugees is a clear shortcoming which should begin to be rectified within the next few years given the increasing presence of applicants and beneficiaries of international protection (henceforth ABIP) in our country. Given this dearth, and based on our experience as teachers with this student group, this study aims to offer several particularly illustrative examples of this phenomenon of structural divergence in language learning, in particular in relation to the crises of meaning that refugees deploy on traditional didactic materials, which reveal profound imbalances and shortcomings when faced with unprecedented pedagogical expectations. Here, it is also worth noting that a class of this kind -as a locus of (re)inscription of meanings -takes on additional functions not included in common pedagogical practice which stem from a profoundly novel educational context. To conclude, we seek to outline several reflections and recommendations which can stimulate proposed practices to help teachers, volunteers or technical staff deal with this contemporary social, political and educational challenge. RESUMENEl escaso tratamiento, así como los reducidos aportes académicos y didácticos en España en torno a la enseñanza-aprendizaje de español para personas refugiadas es una carencia patente que frente a la creciente presencia de Solicitantes y Beneficiarios de Protección Internacional (en adelante: SBPI) en nuestro país, deberá comenzar a ser subsanada en los próximos años. Frente a este panorama exiguo, y partiendo de nuestra experiencia como docentes en el seno de este colectivo, este trabajo pretende ofrecer algunos ejemplos especialmente ilustrativos de este fenómeno de divergencia estructural en el aprendizaje de idiomas, en particular en relación con las crisis de sentido que las personas refugiadas despliegan sobre el material didáctico tradicional que se ve sometido a profundos desequilibrios e insolvencias cara a expectativas pedagógicas sin precedentes. En este punto también conviene apuntar que un aula de estas características -como locus de (re)inscripción de ARTICLE HISTORY

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Working memory and L2 gender agreement processing in structural distance conditions

Durand-López

2024

J Cult Cogn Sci

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Previous studies examining the role of executive function in L2 processing show that working memory (WM) facilitates the processing of agreement in local domains in adult second language (L2) learners. Furthermore, other studies explored whether L2 learners can establish the agreement operation across phrases (i.e., structural distance) and whether WM intervenes in the said linguistic computation. However, these studies have often included both syntactic and linear distance in their stimuli, making it impossible to discern whether WM effects emerge from physical or syntactic reasons. The present study assesses how verbal WM updating and L2 proficiency modulate syntactic processing. Beginner and advanced adult English L2 learners of Spanish and Spanish monolinguals completed a verbal WM updating task, and a self-paced reading task containing Spanish sentences with gender agreement and disagreement within and across phrases. Results show that Spanish monolinguals exhibited sensitivity to gender agreement violations in local domains and in structural distance conditions, while beginner L2 learners were not sensitive to violations in either condition. Advanced learners, on the other hand, detected violations in local domains, and their verbal WM updating spans were associated with sensitivity to violations across phrases. Taken together, the findings suggest that (a) morphosyntactically complex structures consume cognitive resources in great number, and (b) L2 processing is qualitatively similar albeit quantitatively different from native processing, thus providing evidence that late bilinguals may process the L2 in a native-like manner.

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La influencia de la memoria operativa y de la inteligencia emocional en la expresión de la emoción en español como segunda lengua

Cited by 8 publications

References 43 publications

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

Improvement of Memory and Motivation in Language Learning in Primary Education through the Interactive Digital Whiteboard (IDW): The Future in a Post-Pandemic Period

The classroom as a space of welcome: exploration of the current challenges of teaching Spanish for refugees (El aula como espacio de acogida: exploración de los desafíos actuales sobre la enseñanza de español para personas refugiadas)

Working memory and L2 gender agreement processing in structural distance conditions

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