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- 저자 : ( Mercè Mundet Tarragó ) (검색결과 2 건)
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( Mercè Mundet Tarragó ) 한국스페인어문학회(구 한국서어서문학회) 2019 스페인어문학 Vol.0 No.90
The development of communicative competence in a context of teaching a foreign language requires the realization of appropriate and authentic tasks. Through a qualitative-descriptive study we analyze the communicative strategies of written interactions that Korean students develop in the communication by email with native speakers, and we show the adequacy of the use of this digital medium as a continuous activity outside the classroom, especially within a non-immersion learning context.
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Aportaciones del Flipped learning y Zoom a la ensenanza de la Conversación
( Mercè Mundet Tarragó ) 한국스페인어문학회 2021 스페인어문학 Vol.- No.101
In times of COVID-19 we were forced temporarily to relocate face-to face Spanish Conversation classes to the virtual classroom. We designed a class based on the Flipped learning methodology applied entirely online. This was done through the use of Power Point presentations to transmit the content, and the Zoom platform for oral practice. The students’ evaluation of the course was highly satisfactory. Therefore, we asked ourselves what can we learn from the online experience and how it can contribute to improve face-to-face classes. The present work is a descriptive qualitative study in which we analyze quantitative and qualitatively the aspects of the methodology used online that have been beneficial for South Korean students learning Spanish Conversation. Subsequently, we analyze which of the beneficial aspects can be transferred to the face-to-face class. The results show that the learning expectations of the majority of the students were met. Self-study of the contents; authentic audiovisual materials before the communicative practice; easy access to the internet to search for words; as well as a variety of activities, favored the learning of the Conversation. Moreover, there was a greater use of L2, which is also attributed to practice through randomly assigned group rooms in Zoom, and a more equitable distribution of speaking turns. These are aspects that, in a different way, can be applied in the classroom, favoring the learning of Conversation, especially with students who are reluctant to speak.
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