Persona: Sánchez Calderón, Silvia
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Sánchez Calderón
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Silvia
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Publicación 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 The impact of error analysis and feedback in English second language learning(Academic Research Publishing Group, 2021-01-13) Sánchez Calderón, Silvia; Pacheco Plaza, MarinaThis study examines written errors in a corpus of 30 compositions produced by 15 students of English as a second language (L2), whose first language (L1) is Spanish. Their ages range from 10 to 11. This paper identifies grammar errors as the most frequent due to L1’s interference in L2 learning. Positive, focused, indirect written feedback is proven to be the most effective, and the L1 seems to help the students to understand the teacher’s metalinguistic explanation to correct errors and avoid mistakes. These results provide insight into language learning given that they offer information regarding the teaching practice.Publicación Written Corrective Feedback in English Learning: A Case Study in an English-Spanish bilingual school(Adaya Press, 2021) Sánchez Calderón, Silvia; García Segura, Rafael; SevillaVallejo, Santiago; https://orcid.org/0000-0001-7392-9679Publicación Focus at the syntax–discourse interface in L2 Spanish: Optionality and unaccusativity reconsidered(SAGE Publications, 2021-06-03) Gupton, Timothy Michael; Sánchez Calderón, Silvia; https://orcid.org/0000-0003-4970-823XWe examine the second language (L2) acquisition of variable Spanish word order by first language (L1) speakers of English via the acquisition of unaccusative and transitive predicates in various focus-related contexts. We employ two bimodal linguistic tasks: (1) acceptability judgment task (B-AJT) and (2) appropriateness preference task (B-APT). Both present contextualized prompts similar to previous studies, followed by response options with accompanying audio to control for intonation and pauses. Results suggest a number of key findings: (1) by the high intermediate level, L2ers acquire the relevant syntactic and syntax information structure interface competencies for both predicate types; (2) native speakers and L2 groups exhibit optionality, and only differ in nuanced ways; and (3) advanced learners show signs of acquiring syntactic and syntax–information structure competencies in numerous contexts, but display minor differences regarding optionality with corrective focus, an interface incorporating multiple interfaces (syntax–prosody pragmatics). Unlike the predictions of the Interface Hypothesis (IH), this subtle, non-native-like divergence is characterized by divergent knowledge of optionality similar to that found among native speakers. Attempting to understand more completely the development of native-speaker optionality, we also conduct a corpus study of child-directed Spanish from CHILDES and find that, although syntactic theory explains much of the data, it cannot account for all of the variability in the data. Results suggest that children are exposed to apparent optionality from the earliest stages.Publicación Simple vs Complex transitive constructions in the acquisition of English structures(Universidad Complutense de Madrid, 2021) Sánchez Calderón, SilviaThis study examines the acquisition of English simple monotransitive and complex dative alternation (DA) structures (double object constructions (DOC) and to/for-datives) in the longitudinal spontaneous production of monolingual children. In order to address these issues, we analyzed data from twelve English monolingual children and from adults’ child-directed speech, as available in CHILDES (MacWhinney, 2000). The findings revealed that simple monotransitive constructions started being produced earlier and showed a higher incidence when compared to complex DA constructions, which suggests that the degree of syntactic complexity has had an effect on the acquisition of transitives. However, the two complex DA constructions emerged at an approximately similar age, which could be explained by the Case assigning related properties. Furthermore, the chronological progression and the difference regarding the incidence of the three constructions (monotransitives > DOCs > to/for-datives) could be attributed to the amount of exposure to these structures in the adult input.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, María 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 Developing autonomy in English writing skills: a study on EFL learners’ selection criteria of open access and online self-correction tools(Universidad Complutense de Madrid, 2023-03-03) Sánchez Calderón, Silvia; Cunha Fanego, Iria DaIn this study, we carry out a comparative analysis of the functionalities of a repository of 11 open access and online self-correction tools that contribute to the development of English writing skills and self-learning abilities in online and distance English Foreign Language (EFL) learning contexts. The repository has been designed based on Al-Ahdal’s (2020) taxonomy of self-correction online tools and the embedded resources for each tool (description of the tool, video tutorials and a checklist of the functionalities) have been hosted in an institutional blog. The second objective of our study entails the wide circulation of the repository among EFL learners to explore their learning experience with the navigation and the use of the tools with their own written productions, as measured via a tailor-made research survey. The EFL learners’ experience will contribute to shed light on establishing selection criteria for the use of one tool over another based on the users’ learning objectives in proofreading their own written productions with the aid of technological tools. The results of this study have revealed that there are common functionalities among the interface of the 11 open access and online tools available in the repository, namely, the identification of spelling and grammar errors, along with the display of synonyms for words that have not been used in an adequate linguistic context. However, some differences have been observed and, in particular, the inclusion of more advanced functionalities in certain tools of the repository. As for the EFL learners’ experience with the navigation and their self-correction practice with some of their own written productions, our findings have evidenced that, although all the tools provide a user-friendly interface, Hemingway, LanguageTool and Spell Check Plus have been reported to be more intuitive in terms of the navigation through their functionalities. Furthermore, the resources available in the repository have been considered to be highly effective in contributing to encourage learners in the process of writing texts and, in particular, for those learners that reported to have low digital competence. Finally, Hemingway, Spell Check Plus and Grammarly have been pointed out by the respondents of the survey that exhibiting a significant utility impact on improving the quality of English written texts, as explained by the functionalities that they offer.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 ¿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, SilviaEste estudio analiza las diferencias de género biológico (niñas y niños) en la adquisición monolingüe de las construcciones de alternancia del dativo (CAD) en español (doblado del clítico dativo [DCLDs] y a/para-dativos). Se espera que las niñas presenten una emergencia más temprana y una incidencia mayor en la producción de CAD, en comparación con los datos de los niños (Cornett 2014 y Lovas 2011), con independencia de la relación sintáctica que presenten las dos CAD. Además, examinamos el papel que juega el input adulto en la producción de CAD en el habla de niñas y de niños españoles monolingües. Para arrojar luz a estas cuestiones, analizamos datos de producción espontánea de seis niñas y de tres niños, así como de los adultos que interaccionan con ellos, extraídos de CHILDES (MacWhinney 2000). Nuestros hallazgos revelan que las niñas y los niños muestran un patrón análogo en la adquisición de la relación sintáctica no derivacional entre DCLD y a/para-dativos, como se observa en su emergencia similar alrededor de los 2 años. Las diferencias de género biológico no se reflejan tampoco en la baja incidencia de a/para-dativos, por lo que estos patrones podrían explicarse por la frecuencia de exposición a estas estructuras en el input adulto.Publicación El Trabajo de Fin de Grado en el ámbito filológico: evaluación del grado de satisfacción en el proceso de elaboración y tutorización(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.