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1
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Lengua y cultura: una propuesta teórico-práctica para cerrar la brecha

100%
Silva C.
Studia Romanica Posnaniensia
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2016
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vol. 43
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issue 3
131-155
EN
In the present article we revise the concepts of culture and intercultural competence, include the five dimensions of the concept of culture proposed by Moran (2001) –products, practices, communities, persons, and perspectives- in Byram’s (1991) model, and apply the new model in the design of a class of Spanish as a foreign language. In the class described in this article we attempt to go beyond the concept of culture as mere content, and work with the concept of intercultural competence as social and cultural practices.
2
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Juego didáctico: una herramienta indispensable a la hora de enseñar la gramática española

92%
Wilczyńska A.
Studia Iberystyczne
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2013
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vol. 12
315-328
EN
The purpose of this article is to focus on teaching and methodology of teaching Spanish as a foreign language, and especially why and how and we should incorporate game elements. A close connection between game and development of grammar skills will be presented, taking into account differ ent factors. The article will present a selection of games based on Spanish grammar.
3
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The "flipped-hybrid" classroom: A didactic technique for teaching foreign languages

92%
Bachelor J. W.
e-mentor
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2018
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issue 2 (74)
73-77
EN
The objective of this investigation is to determine if the “flipped” model can be combined with hybrid learning as 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 included college level Spanish students and lasted the duration of the spring 2017 semester. Results from this pilot study suggest that the “flippedhybrid” 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.
4
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Sobre las preferencias léxicas en los registros coloquial y formal en L1 y L2

81%
Fernández Jódar R.
Studia Romanica Posnaniensia
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2019
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vol. 46
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issue 4
149-162
PL
As is well known, formal and colloquial registers should not be understood as two independent departments without any relation between them, but as two extremes of the continuum of speech. It should be added that this continuum will be different for speakers of different languages, since certain lexical, pragmatic or syntactic elements, among others, can be understood as corresponding to different registers, either due to the influence of the L1 or the learning process. The aim of this study is to analyze the existence of pairs of lexical preferences according to the register. In addition, it will be checked if these lexical preferences are given in both L1 and L2.
5
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La explotación visual en la PDI

81%
Cancelas Alvárez P.
Studia Iberystyczne
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2011
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vol. 10
205-223
EN
Using audiovisual aids in the classroom not only gives an opportunity for the students to learn in a more pleasant way, but also provides means for addressing numerous aspects and skills in teaching a foreign language. The use of Interactive Whiteboards is spreading rapidly in the recent years. Interactive Whiteboards offer a possibility of a more interesting and modern use of the audiovisual techniques, so they are becoming an invaluable tool for a teacher. This is why it is so important for us, teachers, to learn how to make the best use of this tool during our classes. This article presents briefly the advantages of Interactive Whiteboards and the use of audiovisual aids in teaching. Moreover, it shows some techniques and examples ready to be introduced in the classroom, all of them extracted from classes of Spanish as a foreign language.
6
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Metodología ecléctica y mediación intercultural en la enseñanza de español a sinohablantes de nivel inicial

80%
García Viudez B., Alcaide C. H., Martín Leralta S.
Studia Romanica Posnaniensia
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2016
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vol. 43
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issue 3
103-116
EN
The aim of this study is to know the appraisal of the agents involved in the implementation of a course designed for developing the oral communication effectiveness of Chinese workers. For the course, we advocated an eclectic methodology in which teaching resources of different kinds were applied to optimize language learning considering the specific needs of the learners. We decided the participation of two teachers per group and a linguistic and cultural Chinese mediator and we also took into account the methodology currently followed in the Chinese centers: the traditional approach (grammar-translation) and structural (Yang, 2013). In this observational descriptive study, the course participants (6 teachers, 6 assistants and 59 students) answered a questionnaire about different factors such as methodology, design of materials, resources used, use of the mother tongue, learners reactions to certain tasks, role of teachers and assistants. The results show satisfaction with the methodology, resources and materials used.
7
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Las oraciones con se en español y su representación en polaco

80%
Jódar R. F.
Studia Romanica Posnaniensia
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2016
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vol. 43
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issue 3
23-35
EN
In this paper we analyze the different syntactic-functional characteristics of se. The form se has different uses in Spanish, which, by their variety and differences with respect to Polish and, since not all of these values are represented in the same way, may be a problem for Polish learners of Spanish as a foreign language. On the one hand, he is a personal unstressed pronoun belonging to the series me, te, se, nos, os, se, and as such it can function as direct or indirect object. Thus, we have a series of pronouns that vary according to the number and person in Spanish, and they are equivalent to two unique forms in Polish depending on their grammatical function. Furthermore, it can appear in sentences whose main characteristic is to represent processes and states as in the passive or impersonal sentences, and also we have a Polish non-existent structure such as the passive-reflexive sentence. The fact that this structure has no equivalent in Polish motivates some difficulties for Polish learners of Spanish as a foreign language. Moreover, such sentences are often ignored during learning, so that difficulties remain over time.
8
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Literatura y cultura para una didáctica intercultural del español como lengua extranjera (ELE)

80%
Ibarra-Rius N., Ballester-Roca J.
Studia Romanica Posnaniensia
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2016
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vol. 43
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issue 3
117-130
EN
This work evolves around a main purpose: to analyze the role of literature in the pedagogy of Spanish as a Foreign Language from an intercultural perspective. From this standpoint, we reflect about the importance of the term Spanish Literature to defend the different literatures implied in the syntagm; hence, we study how comparative literature becomes the main tool to understand linguistic, cultural and literary diversity. We consider that these two ideas should be in the pedagogical profile of the Spanish as a Foreign Language professor.
9
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El perfil del profesor de español como lengua extranjera: dimensión formativa, dimensión técnica y dimensión afectivo-emocional

80%
Casal I. I.
Studia Romanica Posnaniensia
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2016
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vol. 43
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issue 3
67-83
EN
In this article we will reflect on the three dimensions that constitute key areas in the professional development of teachers of Spanish as a foreign language (ELE): the formative dimension, the technical dimension and affective-emotional dimension. We focus on the context of educational practice, an area from which we can invite reflection, to analyze the beliefs of teachers or change the direction of their work in the classroom.
10
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El estudio contrastivo-pragmático entre primeras y segundas lenguas de los registros formal y coloquial

70%
Fernández Jódar R.
Studia Romanica Posnaniensia
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2021
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vol. 48
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issue 2
77-86
EN
In this article we intend to present the theoretical bases for the contrastive study of colloquial and formal registers from a pragmatic point of view. Although we start from the point of view of contrastive linguistics, we consider that neither the comparison of the theoretical grammars of two languages, nor the description of specific actions of learners of an L2, can show the nuances of the formal and colloquial registers.Formal and colloquial registers should not be understood as watertight departments with no relationship between them, but as two extremes within the continuum of speech. Obviously, this continuum will differ depending on the language in question, since certain lexical, pragmatic or syntactic elements, among others, can be understood as corresponding to different registers.Now, how should we face the contrast of this continuum belonging to different languages? In the paper we present both the techniques used to measure the attitude of the interviewees regarding different elements of the colloquial and formal records, as well as the concepts that will help us to analyse the data obtained. Finally, the analysis can draw conclusions that refer to the learning process and the teaching process.
11
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Las colocaciones «sustantivo + de + sustantivo» y su ubicación en el lexicón mental de una muestra de hablantes de E/LE

58%
D'Andrea L.
e-Scripta Romanica
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2018
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vol. 6
103-140
EN
The collocations «noun + preposition de + noun» are considerably productive in Spanish; however, they usually occupy a marginal place in the teaching of Spanish as a foreign language (S/FL) due to their specific referential nature. Indeed, they are used both to quantify portions of a whole, such as diente de ajo (clove of garlic) and to refer to groups of animated or unanimated entities belonging to the same category, such as bandada de pájaros and racimo de uvas (flock of birds and bunch of grapes, respectively). Therefore, this article aims to offer a syntactic and semantic analysis of this type of collocation and to assess their usage in a sample of 15 intermediate and advanced S/FL speakers.
ES
Las colocaciones «sustantivo + de + sustantivo» representan un patrón muy productivo en español; sin embargo, suelen ocupar un lugar marginal en la enseñanza del español como lengua extranjera (E/LE) debido a su específica naturaleza referencial. De hecho, se usan tanto para cuantificar porciones de un todo (diente de ajo) como para designar conjuntos de entidades animadas o inanimadas que pertenecen a una misma categoría (bandada de aves, racimo de uvas). Por tanto, en este artículo nos proponemos ofrecer un análisis sintáctico y semántico de este tipo de colocaciones y averiguar qué conocimiento tiene de ellas una muestra de 15 hablantes de E/LE de niveles intermedios y avanzados.
12
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Wiedza o świecie a czytanie ze zrozumieniem w języku hiszpańskim jako obcym

47%
Ćavar A.
Acta Universitatis Lodziensis. Kształcenie Polonistyczne Cudzoziemców
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2016
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vol. 23
83-96
EN
The aim of the article is to give insight into reading comprehension and the role of prior knowledge in reading literary texts in Spanish as a foreign language. In order to achieve this, the author conducted a survey to investigate understanding and inferencing in understanding of the culturally marked text elements in three literary texts fragments. The subjects were students of the first and the second year of Spanish language and literature. The results indicate that it requires both linguistic and cultural knowledge to establish adequate comprehension and that the knowledge of the language cannot compensate for insufficient knowledge of the world.
PL
Celem artykułu było przeanalizowanie znaczenia rozumienia i posiadanej wiedzy w czytaniu tekstów literackich w języku hiszpańskim jako obcym. przeprowadzono badanie dotyczące rozumienia i wnioskowania w rozumieniu nacechowanych kulturowo elementów tekstowych we fragmentach trzech tekstów literackich. Badani byli studenci pierwszego i drugiego roku studiów języka i literatury hiszpańskiej. Wnioski wskazują, że odpowiednie rozumienie tekstu zależy od wiedzy językowej i kulturowej oraz że znajomość kodu językowego nie kompensuje braku wiedzy o świecie.
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