Spanish Language and Literature (Including Catalan)

PMLA ◽  
1954 ◽  
Vol 69 (2) ◽  
pp. 324-334
Keyword(s):  
Spanish Language ◽  
Language And Literature

scholarly journals Entre las creencias y la formación inicial de los estudiantes del Máster de Profesorado de Secundaria: Una mirada hacia la enseñanza de la literatura en las aulas

2018 ◽  
Vol 22 (1) ◽  
pp. 73-96
Author(s):  
Manuel Francisco Romero Oliva ◽  
Ester Trigo Ibáñez
Keyword(s):  
Professional Identity ◽  
Spanish Language ◽  
Initial Training ◽  
Future Teachers ◽  
Prior Beliefs ◽  
Master Program ◽  
Qualitative And Quantitative ◽  
Language And Literature ◽  
The Impact

Resumen:Esta investigación analiza la repercusión del MAES en la formación inicial de los futuros docentes de Lengua Castellana y Literatura como base de una identidad profesional que se produce en la confrontación de sus creencias apriorísticas y los procesos reflexivos experimentados en los diferentes momentos del máster. Se ha tomado como población del estudio al grupo que cursó este máster en el año 2013-2014 en la UCA. La metodología combina diversas técnicas cualitativas y cuantitativas para triangular la información consignada en los instrumentos utilizados: cuestionario mixto, observación directa de los investigadores y narrativa biográfica. Los resultados demuestran que el MAES supone un salto cualitativo en la formación inicial de futuros docentes respecto a la enseñanza de la literatura. Abstract:This research analyzes the impact of MAES in the initial training of future teachers of Spanish Language and Literature as the basis of their professional identity in confrontation with their prior beliefs and the reflection processes experienced at different stages during the Master program. The population of the study has been taken from the group that attended the MAES in 2013-2014 at UCA. The methodology combines various qualitative and quantitative techniques to analyze and combine the information contained in the three different instruments used: mixed questionnaire, direct observation and biographical narrative. The results show that the MAES has been a meaningful leap in the quality of initial training of future teachers, especially regarding the teaching of Literature.

scholarly journals Evolución de la atención, concentración y rendimiento académico tras una intervención basada en descansos activos

2021 ◽  
Vol 24 (3) ◽  
Author(s):  
Silvia Arribas-Galarraga ◽  
Julen Maiztegi Kortabarria
Keyword(s):  
Measurement Instrument ◽  
Measured Data ◽  
Spanish Language ◽  
Control Group ◽  
Spelling Performance ◽  
Language And Literature ◽  
Concentration Variable ◽  
The Subject ◽  
Previous Phase ◽  
Experimental Group

El objetivo principal de la investigación ha sido analizar la evolución de la atención y concentración en jóvenes estudiantes, tras la implementación de un programa basado en descansos activos o Activity Breaks en la asignatura de Lengua Castellana y Literatura. La muestra, compuesta por 31 estudiantes, 14 chicas y 17 chicos, del primer curso de la Enseñanza Secundaria Obligatoria (edad media 12.13 años), se dividió en dos grupo clase: grupo control y grupo experimental. La intervención, de 7 semanas, implementada durante las lecciones en el aula, permitió aumentar la cantidad de actividad física diaria. Mediante el instrumento de medida “Test de atención D2”, se midió la atención y la concentración, y a través de un texto dictado el rendimiento ortográfico, los datos se recogieron tanto en la fase previa, como tras la intervención. Los resultados indican un aumento estadísticamente significativo tanto en la variable atención como en la variable concentración en el grupo experimental. En cuanto a los contenidos relativos a Lengua Castellana y Literatura, ortografía, no se observaron diferencias estadísticamente significativas. The main objective of the research has been to study the evolution of attention and concentration after the implementation of a programme based on Activity Breaks in the subject Spanish Language and Literature. The sample, formed by 31 students, 14 girls and 17 boys, from the first course o Compulsory Secondary Education (average age 12.13 years), was divided into two class groups, control group and experimental group. The intervention, of 7 weeks, implemented during the lessons in the classroom, allowed the amount of daily physical activity to be increased. By the measurement instrument “Attention Test D2” attention and concentration and by the text dictated spelling performance was measured, data was collected in the previous phase and after the intervention. The results indicate a statically significant increase in attention and concentration variable in experiential group. Regarding the Spanish Language and Literature contents, orthography, no statistically significant differences were observed.

scholarly journals La Interdisciplinariedad En El Aula De Educación Secundaria: Una Investigación A Través De La Opinión Del Profesorado De Las Áreas De Música, Lengua Castellana Y Literatura, Y Ciencias Sociales.

2017 ◽  
Vol 13 (19) ◽  
pp. 281
Author(s):  
Carmen M. Zavala Arnal ◽  
Jorge Ramón Salinas
Keyword(s):  
Social Sciences ◽  
Daily Practice ◽  
Spanish Language ◽  
Educational Context ◽  
Language And Literature

This paper shows the results of a study which analyzes daily practice through the opinion of teachers in Spain, which prompt us to consider the need for interdisciplinary activities. The study focuses on three areas: Music, Spanish Language and Literature, and Social Sciences. The results point at a favourable opinion of teachers regarding interdisciplinarity between the three subjects, although they highlight the obstacles arising from the curricular and educational context. The aim is to contribute to the integration in learning/teaching processes of interdisciplinary activities which can favour teachers as well as learners of these subjects.

scholarly journals Análisis de errores en la interlengua de aprendices de ELE universitarios checos y eslovacos

2021 ◽  
Author(s):  
Cristina Rodríguez
Keyword(s):  
Czech Republic ◽  
Learning Strategies ◽  
Spanish Language ◽  
Complex Structures ◽  
Considerable Influence ◽  
Linguistic Group ◽  
Language And Literature ◽  
Linguistic Groups ◽  
Lexical Errors ◽  
Faux Amis

The monograph studies the written interlanguage in Spanish of a group of Czech and Slovak university students, focusing on analysis of their errors. The main purpose of this study is to find a pattern in these errors and to understand their evolution from the beginning to the end of the three-year bachelor program of Spanish Language and Literature at Masaryk University in Brno (Czech Republic). For this objective we have analyzed a corpus of written texts compiled from 2014 to 2017 and we have classified all the lexical and morhosyntactical errors according to specific criteria, creating a “grammar of errors” on its own. The conclusions indicate that there are no significant differences between errors according to the linguistic groups. This is due to the fact that the majority of these errors show universal learning strategies that do not apply to just one linguistic group. However, the results also show a considerable influence of Czech and Slovak, especially in the lexical errors that occur due to interferences, faux amis and loans. Furthermore, Slovak students have a higher percentage of errors compared to Czech students at the end of their degree, mainly because the essays are longer. This is an outcome of Slovak students taking more risks when they write in Spanish, since they use more language and they choose more complex structures.

scholarly journals Cambiemos la historia. Una creación hipertextual basada en las TIC

2016 ◽  
pp. 36-43
Author(s):  
María Marco Martínez ◽  
Darío Bañón Olivares
Keyword(s):  
Primary Education ◽  
Teaching Experience ◽  
Spanish Language ◽  
Reading Habit ◽  
Musical Form ◽  
Classical Literature ◽  
Main Approach ◽  
Language And Literature ◽  
Ict Tools ◽  
Musical Patterns

The historical chronology shows a narrow intertextual link between literature and music, present in various cultural and artistic contexts. It is essential, therefore, employment and use of educational skills as the main approach to promoting reading habit among students.Through to ICT and the area of Arts Education can develop an active methodology where standards and focused on the understanding and the promotion of reading fiction in the area of Spanish Language and Literature contents are worked, thus promoting creativity and autonomy in students through meaningful learning that contributes to the development of the learners.The draft is based on a teaching experience of hypertext creation aimed at students in 5th year of Primary Education (2nd Tranche), where classical literature (folktales) merges with the ternary musical form (ABA), the point starting from a narrative and musical invention which is reflected in ICT tools through different program used for editing and mounting. This is intended also to demonstrate the similarity between the structure and organization which keep the literary and musical patterns.

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