The Psycholinguistic Background of L1 Polish Students of L3 Spanish

Testa, Martín

doi:10.15290/cr.2018.22.3.04

Cited by 3 publications

(2 citation statements)

References 22 publications

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“…Moreover, context plays an important role. While in multilingual communities-in Singapore (Li, 2018) or South Africa (Paradowski, 2020), for example-it is spontaneous in a largely monolingual society (at least functionally monolingual, because foreign languages may be known but they are not used by many people; Włosowicz, in press-a), such as Polish society (Testa, 2018), it has to be encouraged and practiced if we expect learners to use it.…”

Section: Discussionmentioning

confidence: 99%

The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level

Włosowicz

2020

MJSE

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The purpose of the paper is an analysis of the advantages and limitations of the use of translanguaging, or the mobilisation of students’ whole multilingual repertoires to facilitate understanding and learning (Lewis, Jones, Baker, 2012, p. 655), in the teaching of third or additional languages (De Angelis’s (2007) term) at the university level. The paper is based on two studies by the [name deleted to maintain the integrity of the review process], on the use of translanguaging in the teaching of Spanish [name deleted to maintain the integrity of the review process] and French [name deleted to maintain the integrity of the review process]. It analyses the use of translanguaging for the purposes of explanation and awareness-raising, taking into consideration the increased language learning experience and awareness of multilingual students (cf. Hufeisen, 2018), and its perception by the students. However, despite its advantages, it also has limitations related to students’ lack of experience with translanguaging and unwillingness to use their multilingual repertoires in learning particular languages.

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Section: Discussionmentioning

confidence: 99%

The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level

Włosowicz

2020

MJSE

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“…The students had to fi ll out a survey (see Testa, 2018) in order to control the nine variables suggested by Jarvis (2000), plus a new item, i.e. psychotypology.…”

Section: Methodsmentioning

confidence: 99%

Exploring the Relation Between Psychotypologies and Article Acquisition

Testa

2020

Psycholing.

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The aim of this study is to explore whether there may be any correlations between psychotypology (i.e. perceived linguistic distance) and the number of article-related errors in L1 Polish students of L3 Spanish. Following a survey on the participants' assessment of linguistic distance between the languages of their dominant language constellations, article-related errors were compared by means of a battery of nonparametric Mann-Whitney U tests. The results do not suggest significant differences between groups B1 and B2 in terms of article-related errors. However, positive correlations were found, at an all-encompassing B1+B2 level, between grammatical psychotypology and article omission errors, and in group B2 with regard to general article use and, more especifically, wrong article use and article omission errors. On the other hand, negative correlations were found between lexical psychotypology and article usage in group B2; phonetic psychotypology and wrong article use in group B1 in group B1; and grammatical psychotypology and unnecessary article use in group B1.Exploring the Relation Between Psychotypologies and Article... © Testa MartínThe results seem to suggest that perceived linguistic distance among more experienced learners may be linked to the development of successful cross-linguistic associations, whereas it may lead to 'false assumptions' at lower levels of instruction.

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Una heurística para la enseñanza de los artículos españoles

Testa

2021

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Es bien conocida la dificultad de los estudiantes eslavos en el aprendizaje de los artículos españoles. Sin embargo, en un contexto donde el inglés L2 (lengua con artículos) está cada vez más presente en el repertorio lingüístico de los estudiantes, hay rasgos, como la definitud, que son aprovechables en el aprendizaje de E/LE. No obstante, hay otras regularidades, como es el caso de los sujetos escuetos ingleses con valor genérico, que obstaculizan la transferencia de conocimiento y pueden resultar en interferencias lingüísticas de tipo L2 > L3. A diferencia de las lenguas germánicas, en español (y probablemente en otras lenguas romances) los sintagmas nominales con función de sujeto van casi siempre acompañados de artículo. La única excepción a esta regla parecen ser los verbos monádicos, ya que permiten sujetos escuetos posverbales con valor partitivo en el caso de los nombres plurales y continuos (no así con los nombres discontinuos en singular). Por ello, el objetivo de este trabajo es proponer una heurística (ensenar el artículo como requisito sintáctico de los sintagmas nominales con función de sujeto) a fines de reducir el número de reglas gramaticales y restar carga cognitiva en el uso de los artículos españoles a estudiantes cuya lengua materna carece de un sistema morfológico similar.

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The Psycholinguistic Background of L1 Polish Students of L3 Spanish

Cited by 3 publications

References 22 publications

The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level

The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level

Exploring the Relation Between Psychotypologies and Article Acquisition

Una heurística para la enseñanza de los artículos españoles

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