ELIA 19, 2019, pp. 11-14 DOI: h p://dx.doi.o g/10.12795/elia.2019.i19.01
Es udios de
lingüís ica inglesa aplicada
FOREWORD / PRÓLOGO
DOI: h p://dx.doi.o g/10.12795/elia.2019.i19.01
ELIA is an academic jou nal whose aim is o p esen g ound-b eaking
esea ch on di e en aspec s o English linguis ics wi h sa iew o
con ibu ing o imp o ing speci ic a eas such as educa ion, which is
undoub edly a g ea s a ing poin o making long-las ing changes in
socie y as a whole. This issue he e o e abides by he a o emen ioned goal
by p o iding bo h membe s o he academic communi y and he gene al
public ano he se o quali y publica ions dealing wi h issues ha include
he eaching and lea ning o o al skills in EFL class ooms, di e en
eaching app oaches and/o iews owa ds hem.
The i s a icle in his issue is en i led “De eloping EFL o al skills
h ough linguis ic media ion in he seconda y educa ion class oom” and
discusses he ex en o which linguis ic media ion can con ibu e o he
de elopmen o o al skills in English as a Fo eign Language. As a ma e
o ac , Gema Alca az-Má mol acili a ed cul u al media ion ac i i ies
amongs 40 senio seconda y school s uden s in Spain and ealised ha he
ac i i ies had a posi i e impac on he s uden s’ acquisi ion o speci ic o al
skills such cohesion, and cohe ence, luency, p onuncia ion, jus o name a
ew.
Ma ía Luquin and Hanne Roo hoo ’s “The e ec s o o al co ec i e
eedback and language anxie y on p onuncia ion de elopmen ” add esses
a s a egy which seems o ha e been o e looked by esea ch on he eaching
ELIA 19, 2019, pp. 11-14 DOI: h p://dx.doi.o g/10.12795/elia.2019.i19.01
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and lea ning o p onuncia ion, i.e., he use o co ec i e eedback. The
s udy emphasizes he phonological endi ion o he -ed mo pheme amongs
beginne -le el s uden s and a emp s o es ablish a co ela ion be ween
co ec i e eedback and o eign language anxie y. Luquin and Roo hoo
conclude he a icle by indica ing ha indi ec co ec ion h ough
e o mula ion, also known as ecas , is he bes co ec i e eedback s a egy
when i comes o p onuncia ion. They add ha anxie y seems o play a
mino ole in he s uden s’ lea ning expe ience.
The hi d a icle in his issue also deals wi h he eaching and lea ning
o o al skills in EFL class ooms. Ne e heless, as opposed o he a icles
p esen ed ea lie , “S uden a i udes owa ds English p onuncia ion and
di e en a ie ies in he English class oom” mo es away om speci ic
eaching app oaches o discuss s uden a i udes owa ds English phonology
and a ie ies. As pa o hei s udy, Ane Alonso-He e o and Da id
Lasagabas e decided o su ey 55 seconda y school s uden s in he Basque
Coun y and ound ha he s uden s belie e p onuncia ion is a e y
impo an aspec o lea ning. The au ho s also no ed a p e e ence o na i e
a ie ies as well as na i e eache s.
Though hey mo e away om speci ically discussing o al skills and
p onuncia ion, he nex wo a icles in his issue a e simila o Alonso-
He e o and Lasagabas e ’s in ha hey gi e he loo o s uden s.
“S uden s’ iews abou ins uc ional p ac ices o adi ional, PPP,
and ask o ien ed eache s” by Ana Ma ía Calle, Ma ía Daniela Calle,
Home o Pa icio Cab e a and Ma ía Ve ónica León was mo i a ed by he
au ho s’ desi e o gain insigh in o s uden belie s conce ning hei
eache s’ pedagogical app oaches. The su ey, which was conduc ed
amongs a popula ion o 481 high school s uden s in Sou he n Ecuado
e ealed ha s uden s disca ded adi ional eaching and a ou ed he use
o mode n app oaches such as ask-based language eaching and
p esen a ion, p ac ice and p oduc ion me hods. Based on hei indings,
Calle e al. de eloped a model which eache s may use in o de o os e
lea ning in hei class ooms.
The nex a icle in his issue also comes up wi h a eaching
app oach ha can ha e a posi i e impac on lea ning so long as i is well
applied. An onio Roigón-Rod íguez and Ángela La ea-Espina ’s “The
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ELIA 19, 2019, pp. 11-14 DOI: h p://dx.doi.o g/10.12795/elia.2019.i19.01
use o si coms o cul u al lea ning in EFL: a wo kshop o uni e si y
s uden s” deals wi h s uden s’ a i udes owa ds a wo kshop o eaching
English and whose de elopmen is cen ed a ound he si com “Mas e o
None”. The su ey ha ollowed he wo kshop e ealed ha s uden s
a e in di e need o eaching app oaches ha mo e away om ex books
and include ac i i ies likely o imme se hem di ec ly in o he a ge
language cul u e.
All membe s o he academic communi y a e well awa e o he ac
ha gende may ha e an impac on lea ning, hus making i necessa y o
unde s and possible gende di e ences and con ol hem so as o os e
lea ning in an inclusi e manne . This is exac ly wha he nex a icles in
his issue a e all abou .
“The a ailable English lexicon o male and emale Spanish
adolescen s” by Rosa Ma ía Jiménez and And és Canga is a quali a i e and
quan i a i e esea ch which aims a assessing ocabula y amongs
seconda y school s uden s in an EFL class in Spain. In o de o elici he
a ge ocabula y, speci ic p omp s belonging o se e al seman ic ca ego ies
we e p o ided and esea che s hen wen on o iden i y wo d equency
ac oss gende s. Thei conclusion is ha he e a e mo e simila i ies han
di e ences ac oss gende s when all seman ic ca ego ies a e conside ed.
In e es ingly enough, hough, male and emale esponden s ended o use
di e en lexical i ems when alking abou jobs and clo hing.
“Social science lea ning and gende -based di e ences in CLIL. A
p elimina y s udy” also deals wi h gende di e ences, bu a he ocuses
on p ima y educa ion. Mo e speci ically, p esen he indings o a
longi udinal s udy which aimed a compa ing he eaching o social science
in bilingual and Spanish-medium p ima y schools in Spain. The a icle
e eals ha Con en In eg a ed Language Lea ning has no nega i e impac
on s uden achie emen amongs Spanish p ima y school s uden s, while
gende seems o a ec achie emen in Spanish-medium social science
classes. In ac , hough s uden s augh social science in English showed
he same le el o achie emen as hose augh he same subjec in Spanish,
he esea che s no iced a le el imbalance in Spanish-medium schools
which was le elled in bilingual schools. F om hei indings, once can
conclude ha English-medium educa ion can con ibu e o dampening he
e ec o gende di e ences in he social science class oom.
ELIA 19, 2019, pp. 11-14 DOI: h p://dx.doi.o g/10.12795/elia.2019.i19.01
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The second nex a icle in his issue is Vicen Bel án-Palanques’s
“Towa ds a mul imodal pe spec i e o assess p agma ics: a s udy based on
complain s- esponses o complain s”. This is he ou come o a s udy ha
a ge ed uni e si y s uden s and aimed a assessing he esponden s’
p agma ic language skills om a mul imodal pe spec i e. I consis ed in
making 64 pa icipan s a lowe and uppe in e media e le els comple e
ac i i ies which would enable he esea che o d aw conclusions abou
how well he pa icipan s can make complain s o p o ide esponses o
complain s. O e all, he s udy e ealed a s ong co ela ion be ween
English p o iciency and he esponden s’ abili y o use app op ia e
p agma ic exp ession and manage u n aking.
To w ap up his issue, Robe DeKeyse p o ides eade s wi h some
key concep s ha may help hem ha e a be e unde s anding o li e a u e
in applied linguis ics. The a icle en i led “Age-e ec s in second language
lea ning, so ob ious and so misunde s ood” places special emphasis on
concep s ela ed o language and age, and would de ini ely be a key o
decoding a wide ange o esea ch wo ks.
Finally, we would like o exp ess ou deep app ecia ion o all au ho s
as well as membe s o he academic communi y who ook pains o e iew
he a icles ea u ing in his issue. We i mly belie e ha his issue will be
a sound con ibu ion o collec i e e o s owa ds aking linguis ics away
om academic se ings and making socie y eel he impac o academic
esea ch.
Rubén Chacón-Bel án
Di ec o / Gene al Edi o