Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-26T18:08:10.321Z Has data issue: false hasContentIssue false
  • English
  • Français

Review of doctoral research on second language teaching and learning in Spain (2008–2010)

Published online by Cambridge University Press:  28 November 2012

Raquel Serrano  and
Imma Miralpeix
Raquel Serrano
Affiliation:
University of Barcelona, [email protected]; [email protected]
Imma Miralpeix
Affiliation:
University of Barcelona, [email protected]; [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

Type
Surveys of Ph.D. Theses
Information
Language Teaching , Volume 46 , Issue 1 , January 2013 , pp. 87 - 107
Copyright
Copyright © Cambridge University Press 2012

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Alcón-Soler, E. & Martínez-Flor, A. (eds.) (2008). Investigating pragmatics in foreign language learning, teaching and testing. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Auerbach, E. R. (1993). Reexamining English Only in the ESL classroom. TESOL Quarterly 27.1, 9–32.CrossRefGoogle Scholar
Barón, J. (2009). Pragmatic development in an EFL context. Ph.D. dissertation, Universitat de Barcelona.Google Scholar
Carrell, P. L. (1984). Schema theory and ESL reading: Classroom implications and applications. The Modern Language Journal 68, 332–343.CrossRefGoogle Scholar
Cortina, B. (2009). Estudio sobre la expressión oral en lengua inglesa de estudiantes de magisterio no especialistas en lenguas extranjeras: Una propuesta didáctica para el Espacio Europeo de Educación Superior. Ph.D. dissertation, Universidad de Granada.Google Scholar
Criado, R. (2008). Patrones de secuenciación de actividades en la enseñanza de ingles como lengua extranjera y su incidencia en el aprendizaje: Estudio cuasi-experimental. Ph.D. dissertation, Universidad de Murcia.Google Scholar
Cummins, J. (1978). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research 49, 222–251.CrossRefGoogle Scholar
Del Moral, C. (2010). La enseñanza-aprendizaje del léxico en el contexto escolar. Un programa de innovación docente para el desarrollo de la competencia léxica en la didáctica de segundas lenguas. Ph.D. dissertation, Universidad de Granada.Google Scholar
Dörnyei, Z. & Ushioda, E. (eds.) (2009). Motivation, language identity and the L2 self. Bristol, UK: Multilingual Matters.CrossRefGoogle Scholar
Fernández Agüero, M. (2009). Descripción de los elementos curriculares en la enseñanza bilingüe del inglés: Aproximación a la situación en la Comunidad de Madrid. Ph.D. dissertation, Universidad Nacional de Educación a Distancia, UNED.Google Scholar
Fernández Fontecha, A. (2008). CLIL in Spanish education: Proposal of a framework for implementing a technology-enhanced model of content and language integrated learning. Ph.D. dissertation, Universidad de La Rioja.Google Scholar
Galindo, M. (2009). La alternancia lingüística L1/L2 en el aprendizaje de español como lengua extranjera. Ph.D. dissertation, Universidad de Alicante.Google Scholar
Gardner, R. C. (2007). Motivation and second language acquisition. Porta Linguarum 8, 9–20.Google Scholar
Gómez-Lacabex, E. (2009). Perception and production of vowel reduction in second language acquisition. Ph.D. dissertation, Universidad del País Vasco/Euskal Herriko Unibersitatea.Google Scholar
Llanes, À. (2010). Children and adults learning English in a study abroad context. Ph.D. dissertation, Universitat de Barcelona.Google Scholar
Meara, P. (1996). The dimensions of lexical competence. In Brown, G., Malmkjaer, K. & Williams, J. (eds.), Performance and competence in second language acquisition. Cambridge: Cambridge University Press, 35–53.Google Scholar
Minera, L. E. (2009). Motivación y actitudes en el aprendizaje del español como lengua extranjera en Alemania. Ph.D. dissertation, Universidad Antonio de Nebrija.Google Scholar
Mongelos, M. A. (2008). Incidencia de un enfoque basado en la autonomía de aprendizaje en la adquisición del inglés. Ph.D. dissertation, Universidad del País Vasco/Euskal Herriko Unibersitatea.Google Scholar
Norris, J., Davis, J., Sinicrope, C. & Watanabe, Y. (eds.) (2009). Toward useful program evaluation in college foreign language education. Honolulu, HI: University of Hawai'i, National Foreign Language Resource Center.Google Scholar
Oller, J. (2008). El coneixement de la llengua catalana i llengua castellana per part de l'alumnat estranger escolaritzat a l'educació primària de Catalunya: Factors explicatius i relacions d'interdependència lingüística. Ph.D. dissertation, Universitat de Girona.Google Scholar
Ortega, L. & Iberri-Shea, G. (2005). Longitudinal research in second language acquisition: Recent trends and future directions. Annual Review of Applied Linguistics 25, 26–45.CrossRefGoogle Scholar
Osa-Melero, L. (2009). A comparative analysis of the effects of three pre-reading activity types on the reading comprehension of fourth-semester students of Spanish in an English-speaking environment. Ph.D. dissertation, Universitat de València.Google Scholar
Oxford, R. L. (1997). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal 81, 443–456.CrossRefGoogle Scholar
Pinyana, A. (2009). Self assessment of foreign language oral production: Assessment accuracy, the role of proficiency level and implicit training. Ph.D. dissertation, Universitat Autònoma de Barcelona.Google Scholar
Polio, C. (1994). Comments on Elsa Roberts Auerbach's ‘Reexamining English Only in the ESL classroom’. TESOL Quarterly 28.1, 153–157.CrossRefGoogle Scholar
Sánchez, A. (2001). Sequencing of activities and motivation. In Codina Espurz, V. & Alcón Soler, E. (eds.), Language learning in the foreign language classroom. Castellón: Universidad Jaume I, 116–132.Google Scholar
Vilar, E. (2008). Pragmatics in English as a lingua franca. An analysis of request modifiers. Ph.D. dissertation, Universitat Jaume I.Google Scholar
Zenotz, M. V. (2009). Estrategias de lectura on-line en ingles como lengua extranjera. Ph.D. dissertation, Universidad del País Vasco/Euskal Herriko Unibersitatea.Google Scholar