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Publications (10 of 14) Show all publications
Aronsson, B. (2023). Language learning activities in the Spanish L2 classroom related to a task-based framework: What types are the most commonly occurring according to Swedish learners?. Language Teaching Research
Open this publication in new window or tab >>Language learning activities in the Spanish L2 classroom related to a task-based framework: What types are the most commonly occurring according to Swedish learners?
2023 (English)In: Language Teaching Research, ISSN 1362-1688, E-ISSN 1477-0954Article in journal (Refereed) Epub ahead of print
Abstract [en]

The present study investigates language learners’ perceptions of what types of language learning activities they carry out in the Spanish second language (L2) classroom and what activities are the most common ones. A further aim is to investigate how the activities align with a model based on task-based language teaching. The group studied are Swedish learners of Spanish as L2 in a Swedish setting, where out of class exposure to first language (L1) Spanish is generally limited. The activities carried out in class are therefore expected to have a high impact on learners’ L2 acquisition in Spanish. The participants were tested after finishing secondary school. The reported learning activities, which in the long run should lead to goal attainment according to the national curriculum, were ranked and classified. The activity types were then graded along the scale explicit/analytic – implicit/experiential, according to a model based on task-based language teaching, an approach that is closely related to the action-oriented view of language, central to the Common European Framework of Reference for Languages and the Swedish syllabus. Ninety-nine learners were included in the study, which is based on quantitative data consisting in self-report questionnaires in which participants estimate what activities they have typically been involved in. Results show a dominance of activity types based on a structural view of language with focus-on-form rather than on meaningful communication, and a dominance of writing-based activities. The study also has direct implications for the classroom, where it points to the importance of including more communicative oral activities without the support from writing in the teaching.

Place, publisher, year, edition, pages
Sage Publications, 2023
Keywords
action oriented approach, instructed language learning, language learning activities, Spanish as L2, task-based language teaching
National Category
General Language Studies and Linguistics
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-202300 (URN)10.1177/13621688221144282 (DOI)000908083000001 ()2-s2.0-85145902036 (Scopus ID)
Available from: 2023-01-08 Created: 2023-01-08 Last updated: 2023-09-05
Hällgren, L. & Aronsson, B. (2023). Pronunciación e identidad en el aprendizaje de lenguas extranjeras: un estudio piloto: [Pronunciation and identity in foreign language learning: a pilot study]. Revista RedELE (35)
Open this publication in new window or tab >>Pronunciación e identidad en el aprendizaje de lenguas extranjeras: un estudio piloto: [Pronunciation and identity in foreign language learning: a pilot study]
2023 (Spanish)In: Revista RedELE, E-ISSN 1571-4667, no 35Article in journal (Refereed) Published
Abstract [en]

The aim of this study is to investigate the level of anxiety in emotional expressions produced by learners of Spanish as a foreign language in two conditions: before and after receiving instruction on pronunciation. The study also investigates how native speakers evaluate the expressions produced by Spanish learners in these two conditions. The results show that the learners feel more comfortable when they are allowed to pronounce as they wish without instruction. When students practice the same sentences after receiving explicit feedback on how to pronounce them, they feel less like themselves and less comfortable. However, when the productions read by the learners in these two conditions are evaluated by native speakers, they prefer the versions in which the students were instructed on how to pronounce. These readings are perceived as more similar to the target language and as sounding more natural.

Abstract [es]

El presente estudio piloto tiene por objetivo investigar el nivel de ansiedad  experimentado en aprendientes de español como lengua extranjera (ELE) en producciones emotivas realizadas en dos condiciones: antes y después de recibir instrucción sobre la pronunciación. También investiga cómo evalúan hablantes nativos las producciones realizadas por los aprendientes de español en estas dos condiciones. Los resultados demuestran que los estudiantes se sienten más cómodos cuando se les permite pronunciar como deseen sin instrucción. Cuando los estudiantes practican las mismas oraciones después de recibir una retroalimentación explícita sobre cómo pronunciar, se sienten menos como ellos mismos y menos cómodos. Cuando las  producciones leídas por los aprendientes en estas dos condiciones son evaluadas por hablantes nativos, ellos sin embargo prefieren las versiones en las que se instruyó a losestudiantes sobre cómo pronunciar. Estas lecturas se perciben como más parecidas a la lengua meta y más naturales.

Place, publisher, year, edition, pages
Madrid: España Ministerio de Educación y Ciencia, 2023
Keywords
pronunciation training, anxiety levels, identity and pronunciation, Pronunciación, entonación, oralidad, adquisición de la lengua
National Category
Specific Languages Learning
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-213923 (URN)
Available from: 2023-08-31 Created: 2023-08-31 Last updated: 2024-01-16Bibliographically approved
Aronsson, B. (2023). Undervisning i moderna språk. LMS : Lingua (1), 17-19
Open this publication in new window or tab >>Undervisning i moderna språk
2023 (Swedish)In: LMS : Lingua, ISSN 0023-6330, no 1, p. 17-19Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Uppsala: Språklärarnas riksförbund, 2023
National Category
Specific Languages
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-206282 (URN)
Available from: 2023-04-03 Created: 2023-04-03 Last updated: 2023-04-03Bibliographically approved
Brito Engman, C. & Aronsson, B. (2022). Learning activities in course books for Spanish as a foreign language produced for the Swedish context: focus on forms or focus on meaning?. In: Pia Sundqvist; Christian Waldmann; Boglárka Straszer; Birgitta Ljung Egeland (Ed.), Språk i skola, på fritid och i arbetsliv: aktuella arenor för svensk forskning inom tillämpad språkvetenskap (pp. 55-78). Association suédoise de linguistique appliquée (ASLA) (29)
Open this publication in new window or tab >>Learning activities in course books for Spanish as a foreign language produced for the Swedish context: focus on forms or focus on meaning?
2022 (English)In: Språk i skola, på fritid och i arbetsliv: aktuella arenor för svensk forskning inom tillämpad språkvetenskap / [ed] Pia Sundqvist; Christian Waldmann; Boglárka Straszer; Birgitta Ljung Egeland, Association suédoise de linguistique appliquée (ASLA) , 2022, no 29, p. 55-78Chapter in book (Refereed)
Abstract [en]

The present study examines the theoretical underpinnings of learning activities found in course books for Spanish as a Foreign Language produced for a Swedish context. The Swedish curriculum adopts a functional, action-oriented approach officially related to the Common European Framework of Reference for Languages which, in turn, draws on a communicative task-based framework. Provided that the course books have been guided by the official guidelines, it would be expected that communicative task-based activities are the most commonly found type of learning activity.

The study analyzes the distribution of learning activities within receptive, productive and interactional skills, the activity types within each skill, and the theoretical bases underlying the activities found in four widely used course books for teaching Spanish as a Foreign Language in Sweden. In total, 1672 learning activities are analyzed. The study aims at verifying whether there is a dominance of any of the skills, and to what extent the types of activities within each skill reflect the functional, action-oriented approach adopted in the educational steering documents.

The results indicate a dominance of the written language, even in oral activities. The study’s findings also show a dominance of more controlled, noncommunicative activities with an explicit focus on forms at the expense of the freer communicative activities with a primary focus on meaning, typical of a taskbased framework. Very often, they reflect earlier approaches based on a structural view of language and a behaviorist view of learning, such as the grammartranslation or the audiolingual methods, while activity types with a task-based approach are underrepresented.

Place, publisher, year, edition, pages
Association suédoise de linguistique appliquée (ASLA), 2022
Series
ASLA:s skriftserie, ISSN 1100-5629, E-ISSN 2004-108X ; 29
Keywords
language learning, learning activities, communicative approach, Spanish as L2, teaching books in Spanish
National Category
Languages and Literature
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-193728 (URN)9789187884290 (ISBN)
Projects
Kompetensprofiler i spanska som språkval
Available from: 2022-04-12 Created: 2022-04-12 Last updated: 2022-04-12Bibliographically approved
Aronsson, B. (2020). A Study of Learner Profiles in Spanish as a Second Language in a Swedish Instructional Setting: Writing versus Speaking. Journal of Linguistics and Language Teaching, 11(1)
Open this publication in new window or tab >>A Study of Learner Profiles in Spanish as a Second Language in a Swedish Instructional Setting: Writing versus Speaking
2020 (English)In: Journal of Linguistics and Language Teaching, E-ISSN 2190-4677, Vol. 11, no 1Article in journal (Refereed) Published
Abstract [en]

The present study evaluates test results of oral and written production for a group of 15-16year-old Swedish L2-learners of Spanish in an instructional setting. The test results are evalu- ated according to the Swedish grade descriptors for the tested level and the descriptors of theCommon European Framework of Reference for Languages (CEFR). It is shown that thesubjects generally perform better in writing than in speaking. This result is valid both withrespect to the Swedish descriptors and the CEFR scale ratings. The results are discussed inrelation to the conditions for learning an L2 in a formal instructional setting with little exposureto the target language outside the school context. A possible dominance of writing-basedactivities in the classroom and a low degree of extramural exposure are suggested aspossible explanatory factors to the results. 

Place, publisher, year, edition, pages
Tomas Tinnefeld, 2020
Keywords
Adolescent L2-learners, oral and written production, instructional setting, language
National Category
Specific Languages
Identifiers
urn:nbn:se:umu:diva-177657 (URN)
Available from: 2020-12-16 Created: 2020-12-16 Last updated: 2023-11-14Bibliographically approved
Aronsson, B. (2020). Muntlig eller skriftlig språkfärdighet i spanskasom språkval, vad är eleverna bäst på?. Lingua (3), 44-48
Open this publication in new window or tab >>Muntlig eller skriftlig språkfärdighet i spanskasom språkval, vad är eleverna bäst på?
2020 (Swedish)In: Lingua, ISSN 0023-6330, no 3, p. 44-48Article in journal (Other academic) Published
Abstract [sv]

Det är väl känt att språklig kompetens är sammansatt av flera olika färdigheter somkan befinna sig på olika nivåer. När elevers provresultat sammanställs kan elevernasprofiler därför vara mer eller mindre ”taggiga”, där taggig betyder att det finns starkare och svagare sidor hos samma elev i de olika språkliga färdigheterna (begreppethar använts av till exempel Erickson och Börjesson, 2001). Våra svenska styrdokument delar in främmande språk i underkategorierna receptiva och produktiva färdigheter, där receptiv kompetens beskrivs utifrån förmåga att läsa och lyssna och produktiv kompetens utifrån färdigheterna skriva och tala och samtala. Jag vill här delgeer resultat från en forskningsstudie (Aronsson, 2020) som handlar om elevnivåer ispanska som språkval efter årskurs 9 i de produktiva färdigheterna skriva och tala(interagera). Jag kommer att fokusera på och utvidga det nationella perspektivet.

Place, publisher, year, edition, pages
Språklärarnas riksförbund, 2020
National Category
Specific Languages
Identifiers
urn:nbn:se:umu:diva-177658 (URN)
Available from: 2020-12-16 Created: 2020-12-16 Last updated: 2020-12-16Bibliographically approved
Aronsson, B. (2016). Core Prosodic Features for the Teaching of Spanish Prosody to Speakers of Swedish. Journal of Spanish Language Teaching, 3(1), 44-56
Open this publication in new window or tab >>Core Prosodic Features for the Teaching of Spanish Prosody to Speakers of Swedish
2016 (English)In: Journal of Spanish Language Teaching, ISSN 2324-7797, E-ISSN 2324-7800, Vol. 3, no 1, p. 44-56Article in journal (Refereed) Published
Abstract [en]

Based on previous research, this paper aims to provide thefirst stepstowards a model for the teaching of Spanish prosody to Swedishlearners by identifying main prosodic characteristics, referred to asCoreProsodic Features(CPFs), for the teaching of Spanish in a Swedish setting.The study addresses salient prosodic features of L1 Spanish in comparisonto L1 Swedish, and discusses whether the Swedish L1 features are likely tobe transferred into L2 Spanish. Another central issue of the paper iswhether such transfer is likely to interfere with communication. ThreeProsodic Core Features are identified: (1) focal-accent location, (2) vowelduration patterns, and (3) prosodic patterns in rising boundary tones.

Abstract [es]

El presente trabajo propone establecer una primera etapa en el desarrollo deun modelo para la enseñanza de la prosodia del español a estudiantessuecos, y su principal objetivo es el de identificar una serie decaracterísticas prosódicas fundamentales—Core Prosodic Features(CPFs)—relevantes para la enseñanza del español en un contexto suecohablante.Debido a su transcendencia comunicativa, es necesario prestar especialatención a todos estos rasgos en la enseñanza del español como lenguaextranjera. Se identifican tres características: (1) la colocación del acentofocal a nivel sintagmático, (2) los patrones de duración vocálica y (3) lospatrones prosódicos relativos a los tonos de frontera.

Place, publisher, year, edition, pages
Taylor & Francis, 2016
Keywords
L2 prosody, L2 Spanish Language Teaching, Core Spanish, L2 teaching, prosodia en una L2, enseñanza del español como L2, didáctica de una L2
National Category
Specific Languages
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-107717 (URN)10.1080/23247797.2016.1166881 (DOI)2-s2.0-85015404872 (Scopus ID)
Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2023-03-23Bibliographically approved
Aronsson, B. (2016). Hur undervisar vi i de främmande språkens prosodi?. LMS : Lingua (01), 42-47
Open this publication in new window or tab >>Hur undervisar vi i de främmande språkens prosodi?
2016 (Swedish)In: LMS : Lingua, ISSN 0023-6330, no 01, p. 42-47Article in journal (Other academic) Published
Abstract [sv]

En aspekt av språkundervisning som ofta glöms bort är tillägnandet av språkets prosodi, d v s hur man ska uttala övergripande ljudsekvenser med målspråkslika betoningsmönster och en målspråkslik användning av stigningar och fall i tonhöjd. Under 70-talet sades det att den delen av språktillägnandet inte var så viktig att öva på, att prosodin faller på plats ”automatiskt”. Även inom den kommunikativa synen på språkundervisning som tog över under åttiotalet och fortfarande dominerar, har uttalsundervisning haft låg prioritet. Ett argument som brukar framföras när det gäller uttalsundervisning är att det inte är så nödvändigt att ägna sig åt prosodi, eftersom en talare av ett främmande språk har rätt att behålla sin identitet i form av sin främmande brytning, ja, enligt Kjellin, 2000, skulle det rent av vara kränkande för eleven att uppmanas att träna bort sin accent!

Men hur står det egentligen till med detta? Lär sig eleverna det främmande språkets prosodi automatiskt? Och om de inte gör det, spelar deras accent någon roll för hur de blir uppfattade när de kommunicerar på det främmande språket? När det gäller spanska som främmande språk så är den målgrupp eleverna kommer att ha kontakt med till större delen infödda talare av språket. Sålunda är de infödda språkvarieteterna rimliga att sträva mot. Där skiljer sig spanska, tyska och franska från engelska, där den infödda modellen kanske är mindre central, eftersom språket i stor utsträckning även används som internationellt kommunikations medel. I min forskning har jag studerat kommunikativa effekter av svenska elevers prosodiska mönster i spanska, samt hur prosodi uppmärksammas i våra styrdokument och läromedel, och det är det senare jag tänkt att denna artikel framför allt ska handla om.

Keywords
prosodi, språkundervisning
National Category
Specific Languages
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-125785 (URN)
Available from: 2016-09-16 Created: 2016-09-16 Last updated: 2018-06-07Bibliographically approved
Aronsson, B. (2015). ¿Cómo percibe el hablante nativo los tonos de frontera producidos por aprendientes de español?: Efectos pragmáticos de la transferencia prosódica del sueco al español. Onomazein (32), 11-36
Open this publication in new window or tab >>¿Cómo percibe el hablante nativo los tonos de frontera producidos por aprendientes de español?: Efectos pragmáticos de la transferencia prosódica del sueco al español
2015 (Spanish)In: Onomazein, ISSN 0717-1285, E-ISSN 0718-5758, no 32, p. 11-36Article in journal (Refereed) Published
Abstract [en]

The paper investigates possible communicative effects caused by transfer from Swedish into L2 Spanish of prosodic patterns manifested in rising boundary tones, as occurring in the speech act of "requests". More specifically it studies whether there is any difference between transactional (+/-request for information) and interpersonal values (+/-value of friendliness) perceived in boundary tones produced in EL1, EL2 and SL1, depending on whether the evaluator is Spanish, Chilean or Swedish respectively. It also discusses whether these differences affect the valuation of the utterance in a way that may interfere with communication. The results show that the realisation of the rising boundary tones is the feature that mostly contributes to the foreign accent of Spanish spoken by Swedes. The results also show that the intersubjective value associated with a rising boundary tone is negatively affected when the intonational features of L2 Spanish do not match those of Spanish L1. Different discursive preferences in the Spanish and Swedish L1 are proposed as explanations to these results. The study finally suggests that teachers of Spanish as L2 pay attention to suprasegmental features that carry important pragmatic values, since the acquisition of these patterns can be of relevance for successful interaction with native speakers.

Abstract [es]

El trabajo investiga posibles efectos comunicativos debidos a una transferencia del sueco al español L2 de patrones prosódicos manifestados en los tonos de frontera ascendentes, tal como ocurren en el acto de habla “petición”. Más específicamente, se estudia si hay alguna diferencia entre los valores transaccionales (+/-solicitud de información) e interpersonales (+/-valor de amabilidad) percibidos en los ascensos producidos en los tonos de frontera del español nativo (EL1), del español lengua extranjera (EL2) y del sueco nativo (SL1), dependiendo de si el evaluador es español, chileno o sueco, respectivamente. También discutimos si tales diferencias afectan la valoración del enunciado de una manera que pueda interferir en la comunicación. Los resultados demuestran que el valor intersubjetivo asociado al ascenso del tono de frontera difiere entre el español chileno y peninsular. Demuestran además que el valor asociado al ascenso es negativamente afectado cuando las características prosódicas del español L2 no coinciden con las del español L1, tanto en el español chileno como en el peninsular. Diferentes preferencias discursivas en el español y sueco L1 son propuestas como explicación a los resultados. Se propone finalmente que los profesores de ELE en su enseñanza presten atención a las características suprasegmentales que sean portadores de importantes valores pragmáticos, ya que estos pueden ser de relevancia para una interacción exitosa con el hablante nativo.

Place, publisher, year, edition, pages
Santiago de Chile: Pontificia Universidad Católica de Chile, 2015
Keywords
boundary tones, interaccional perspective, L2 Spanish, prosodic transfer, tonos de frontera, perspectiva interaccional, español L2, transferencia prosódica
National Category
Specific Languages
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-107716 (URN)10.7764/onomazein.32.2 (DOI)000376027900002 ()2-s2.0-84969247029 (Scopus ID)
Note

Title in English: How do native speakers perceive boundary tones produced by L2 speakers of Spanish? Pragmatic effects of prosodic transfer from Swedish into Spanish

Available from: 2015-08-27 Created: 2015-08-27 Last updated: 2024-01-03Bibliographically approved
Aronsson, B. (2015). Efectos pragmáticos de transferencias prosódicas del sueco al español L2: implicaciones para la clase de español lengua extranjera. (Doctoral dissertation). Umeå: Umeå universitet
Open this publication in new window or tab >>Efectos pragmáticos de transferencias prosódicas del sueco al español L2: implicaciones para la clase de español lengua extranjera
2015 (Spanish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [es]

La presente tesis tiene por objetivo identificar para la enseñanza del español una serie de características prosódicas que son comunicativamente importantes. El trabajo también se propone poner de relieve el papel central de la prosodia en la comunicación, así como la necesidad de incorporar esta destreza en las competencias comunicativas de la enseñanza de lenguas extranjeras. La tesis integra una colección de cinco estudios, tres de los cuales realizados con un enfoque empírico experimental y dedicados a los temas siguientes: (a) las diferencias en la realización de prominencia prosódica por parte de hablantes de español L2 y español L1 (Estudio I), (b) la transferencia de estrategias pragmáticas del sueco L1 al español L2, manifestada en la realización de los tonos de frontera ascendentes (Estudio II), y (c) la contribución de rasgos prosódicos al acento extranjero percibido en hablantes suecos de español L2 con especial atención al rol desempeñado por los tonos de frontera ascendentes y sus correspondientes valores pragmáticos (Estudio III). El objetivo de estos tres estudios es, por un lado, identificar cuáles son las características prosódicas más importantes para conseguir una interacción exitosa en la L2 y, por el otro, investigar en qué medida estas características han sido adquiridas por los aprendientes investigados. Estudio IV resalta que, a pesar del enfoque comunicativo en la enseñanza LE, se abordan los aspectos suprasegmentales en el currículo sueco así como en los cinco libros de enseñanza E/LE analizados como una competencia aislada que no está integrada en la competencia comunicativa. El Estudio V, al combinar los resultados de los Estudios I-III con los de otros estudios temáticamente relevantes, busca identificar unas características principales, unos Core Prosodic Features, para la enseñanza de la prosodia española a los aprendientes suecos. El estudio recomienda un enfoque basado en la atención a la forma para la enseñanza de estas características en contextos interaccionales.

Abstract [en]

This thesis sets out to identify a series of communicatively important prosodic features for the teaching of Spanish in a Swedish context. The present work also aims to highlight both the central role played by prosody in communication and the need for this skill to be integrated in the communicative competences of second language teaching and learning. The thesis comprises a collection of five studies, three of which use an experimental approach to investigate the following: (a) differences in the realization of prosodic prominence by L2 and L1 speakers of Spanish (Study I); (b) the transfer of pragmatic strategies from L1 Swedish to L2 Spanish, manifested in the realization of rising boundary tones (Study II); and (c) the contribution of the type of L2 prosody displayed by Swedish learners to a percieved foreign accent, focusing, focusing especially on the role played by rising boundary tones and their pragmatic values  (Study III). These initial studies describe some of the main prosodic characteristics of the L2 product as compared to Spanish L1, and identify prosodic features of Spanish L1 that are of importance to acquire for interactional success in the L2. Study IV highlights the fact that, despite the emphasis on a communicative approach in L2 teaching, the approach to the teaching of prosody in the Swedish curriculum and the L2 Spanish text books studied tends to be addressed as a separate skill, that is not integrated in the descriptions of the communicative competences. Study V, by combining the results of Studies I-III with those of other thematically relevant studies, proposes some main features, so-called Core Prosodic Features (CPFs), for the teaching of Spanish prosody to Swedish learners. The identification of the CPFs also enables a future evaluation of the form-focused teaching approach suggested.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2015. p. 58
Series
Umeå studies in language and literature ; 30
Keywords
prosody, L2 acquisition, sociopragmatic interacctional perspective, phonetics, L2 teaching and learning, form-focused interacctional approach
National Category
Specific Languages
Research subject
language teaching and learning
Identifiers
urn:nbn:se:umu:diva-107725 (URN)978-91-7601-279-6 (ISBN)
Public defence
2015-10-06, Hörsal E, Humanisthuset, Umeå, 13:15 (English)
Opponent
Supervisors
Available from: 2015-09-15 Created: 2015-08-27 Last updated: 2018-06-07Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9898-0670

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