Persona: Sánchez Calderón, Silvia
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Sánchez Calderón
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Silvia
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Publicación Simple Monotransitive and Complex Dative Alternation Predicates in Spanish Monolingual Child Acquisition Data(De Gruyter, 2021-04-15) ; Sánchez Calderón, SilviaThis work analyzes the acquisition of simple and complex constructions in Spanish monolingual children’s data. It examines the emergence and the role played by adult input in child production of simple monotransitive constructions when compared to two types of complex predicates that undergo dative alternation (DA), namely, a/para-datives and dative-clitic doubled (DCLD) structures. In order to shed light on these issues, we have analyzed data from Spanish monolingual children and from the adults that they interact with, as available in CHILDES (MacWhinney, Brian. 2000. The CHILDES project: Tools for analyzing talk [Dataset], 3rd edn. Mahwah: Lawrence Erlbaum. http://childes.talkbank.org (accessed 20 October 2019)). The results show that there is an order in the onset of simple and complex predicate constructions, as reflected in the earlier emergence of monotransitives when compared to DA constructions. The latter also show a subsequent order of first occurrence, namely, DCLDs before a/para-datives. Thus, the degree of syntactic complexity seems to have played a role in the acquisition of simple and complex constructions, as measured by the number of Case assignment relations between the verb and its internal argument(s). Moreover, the differences in the Spanish monolingual children’s incidence of the three structures under analysis do not appear to be explained by the relative frequency of exposure in the adult input.Publicación Direct and Indirect Feedback in the L2 English Development of Writing Skills(173, 2020-12-08) Sánchez Calderón, SilviaThe present study examines the role that feedback plays on the development of second language (L2) English learners‟ writing accuracy over time. Earlier formal accounts and empirical works have focused on the relevance of corrective feedback (CF) in L2 writing learning (Ellis et al., 2008; Sheen, 2007), and what kind of CF (i.e. direct or indirect) has proved to be the most effective one, especially at low L2 levels (García Mayo and Labandibar, 2017; Ismail et al., 2008). We have analyzed 3 pieces of writing produced by 8 L2 English participants (aged 11 to 12). The participants were randomly divided into two groups, one of them received direct CF on their written tasks and the other group was exposed to indirect CF. Results revealed that both groups seemed to improve their mean scores from the pre-task to the post-task, regardless of the type of CF implemented. However, the direct CF group has proven to benefit more from teacher‟s written CF, when compared to the indirect CF group. This is especially the case in the development of grammar accuracyPublicación Are massive online open courses an effective tool in the design of bachelor’s final projects? An empirical study to evaluate the quality of massive online open courses from the learners’ perspective(Peter Lang, 2024-09) Sánchez Calderón, Silvia; Cunha Fanego, Iria Da; Bobkina, Jelena; Domínguez Romero, ElenaIn Spain, a bachelor’s final project is mandatory to finish a university degree. However, students are not provided with enough training or resources to do it properly. This study examines the effectiveness (or lack thereof) of a massive online open course (MOOC) oriented to the writing of this work. An empirical analysis was carried out to assess the quality of this MOOC from the students’ perspective. In this context, a survey was designed to facilitate the better understanding of the registered students’ educational needs with regards to the learning contents, the learning methodology, and the resources provided in the elaboration of a bachelor’s final project. The results evidenced a significant positive effect on the learners’ use of the MOOC contents and the course also proved to have a positive impact on the students’ academic performance. This means that the MOOC has contributed effectively to the learning and comprehension of the course contents and it has prepared students in the acquisition of all the competences that are required for bachelor’s official university degrees.Publicación Written Corrective Feedback in English Learning: A Case Study in an English-Spanish bilingual school(Adaya Press, 2021) García Segura, Rafael; Sánchez Calderón, Silvia; SevillaVallejo, Santiago; https://orcid.org/0000-0001-7392-9679Publicación On the Role Played by Project-Based Learning in Teacher Training Online(Academic Research Publishing Group, 2021-07-29) Sánchez Calderón, Silvia; Escobar Álvarez, Mª ÁngelesThis work investigates the perceptions on the role played by Project-Based Learning (PBL) in English as a second language (L2 English) participants who are receiving teacher training online. The participants in this study were enrolled in the Psycholinguistic Analysis of English Acquisition module at xxx-removed for blind review. They were given the choice of two projects: (a) an L2 English learner linguistic profile and (b) a grammatical structure analysis and its L2 English teaching application. The participants’ opinions about PBL were then collected in a questionnaire that included the following variables: motivation and attitude towards L2 English learning before and after the project, perception of the development of English language proficiency skills, content acquisition, and other issues related to PBL such as L2 learning reflection; and, autonomy and real language use. They reported having learned by doing and, as a consequence, believed that they had learned autonomously because they were responsible for their own learning. Likewise, they claimed PBL facilitated critical thinking, creativity, language awareness, and professional development through the project completion. They also showed a positive attitude towards the integration of the four language skills and the building of content knowledge by gathering and planning information using authentic resources.Publicación RE-Write: a mobile app as an L2 English teaching-learning resource for writing authentic texts based on textual genres(Zenodo, 2023) Sánchez Calderón, Silvia; Brady, Imelda Katherine; Carranza Márquez, Aurelia; Cunha Fanego, Iria Da; Escobar Álvarez, Mª Ángeles; Pistola Grille, Sara; Romea Parente, Elena; https://orcid.org/0000-0001-8650-0038; https://orcid.org/0000-0003-3811-5869This paper analyzes the design of the mobile application RE-Write (Resources for English Writing) as an autonomous learning resource for the development of written production of English texts based on textual genres. Examples of these textual genres include opinion essays, job application letters, formal emails or articles. The learning resources hosted in each textual genre are structured as follows: (a) a brief videotutorial that explains the structure and the content of each text, along with the main linguistic features from three main approaches, namely, lexicon (semantic fields), grammar (verbal tenses) and discourse (use of connectors, rethorical figures), (b) a golden text extracted from an online and open access source, that will serve users as a model pattern for writing their own texts and (c) self-corrected activities with gamification that will allow to measure the users’ progress by obtaining points or trophies. Previous empirical studies have evidenced that students show high motivation for learning English through the use of mobile phones and the development of written production of texts in this language has considered to be positive via Mobile Assisted Language Learning (MALL) (Hao, Lee, Chen and Sim 2019; Khalitova and Gimaletdinova 2016). Therefore, RE-Write aims to contribute to help English second language learners with an A2-B1 level develop autonomous learning in the writing of textual genres through MALL and also aid these learners along their academic performance.Publicación ¿Existen diferencias entre niñas y niños en la adquisición de primeras lenguas? Las estructuras de alternancia del dativo en español en datos de adquisición monolingüe(Universitatea de Vest din Timisoara, 2019) Sánchez Calderón, SilviaThis study investigates the biological gender differences (girls and boys) in the monolingual acquisition of dative alternation (DA) constructions in Spanish (dative clitic doubled [DCLD] structures and a/para-datives). We expect that girls show an earlier emergence, and a higher incidence, in the production of Spanish DA, when compared to boys’ data (Cornett 2014 and Lovas 2011), regardless of the syntactic relationship between the two DA structures. We also examine the role played by adult input in monolingual girls’ and in monolingual boys’ production of Spanish DA constructions. In order to shed light on these issues, we analyze spontaneous production data from six girls and three boys, and the adults that interact with them, as available in CHILDES (MacWhinney 2000). Our findings reveal that monolingual girls and monolingual boys exhibit analogous patterns in the acquisition of the syntactic non-derivational relationship between DCLD and a/para-datives, as seen in their similar emergence at around the age of 2. Biological gender differences are not reflected either in the lower incidence of a/para-datives, which suggests that these patterns could be explained by the frequency of exposure to these structures in the adult input.Publicación Is there any difference between ‘She gave a book to her daughter’ and ‘she gave her daughter a book’? English-Spanish bilingual children’s acquisition of ditransitive constructions(Elsevier, 2015) Sánchez Calderón, SilviaThe present study seeks to provide an answer for the syntactic dichotomy in the derivation of the so-called ditransitive constructions in line with their acquisition. The focus is placed on the ditransitive verb “give” as it appears in the spontaneous production of three Spanish/English bilingual children. The analysis of the data tries to establish whether the acquisition of ditransitive structures complies with the Uniformity of Theta Assignment Hypothesis, Case Theory and the input to which children are exposed. Our findings have confirmed that the latter is the most reliable index which determines the order of acquisition.Publicación Designing and implementing blogs in English second language learning(European Association of Distance Teaching Universities (EADTU), 2022) Sánchez Calderón, Silvia; Escobar Álvarez, Mª ÁngelesThis paper discusses the design and implementation of an institutional blog that hosts a repository of online and open access grammar checkers with the objective of fostering the development of autonomous learning through the acquisition of skills related to the self-correction of written essays in English. Examples of these tools include Grammarly, ProWriting Aid, PaperRater or Writing Assistant, among others. This repository is hosted in an institutional blog at the National University of Distance Education (UNED), and each grammar checker is structured as follows: (a) a brief description of the tool; (b) the main functionalities that each tool offers for the self-correction of English texts with the visual support of a checklist; and (c) a short video tutorial. The main distinctive feature of these video tutorials is that they have been designed, taking as a starting point a corpus of English written texts produced by undergraduate students of Instrumental English I and II of the English Bachelor’s Degree and Modern Language I. Foreign Language: English of the Spanish Language and Literature Bachelor’s Degree. Thus, this institutional blog aims to contribute to the expansion of innovative digital resources that will help both English second language learners in the development of their written competence and self-correction of errors and English language teachers in the implementation of online Information and Communication Technology tools in the classroom.Publicación Bachelor’s Final Project in the philology field: assessment of the degree of satisfaction in the process of elaboration and tutorial function(Asociación Nacional de Universidades e Instituciones de Educación Superior (México), 2021) Sánchez Calderón, Silvia; Escobar Álvarez, Mª ÁngelesEl objetivo de este trabajo es analizar el nivel de satisfacción de 93 estudiantes del Grado en Estudios Ingleses con una metodología de aprendizaje a distancia durante la elaboración del Trabajo de Fin de Grado, la función tutorial y el uso de los recursos en el curso virtual. A través de una encuesta en línea, los estudiantes mostraron alta satisfacción con su línea de trabajo y las orientaciones del tutor. Los recursos didácticos del curso virtual reflejaron una satisfacción media, lo que sugiere mejoras en el uso de vídeos, recursos bibliográficos y seminarios sobre la elaboración de un trabajo académico.