Persona: Sánchez Calderón, Silvia
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Sánchez Calderón
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Silvia
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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, Silvia::virtual::6590::600; Sánchez Calderón, Silvia; Sánchez Calderón, Silvia; 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 On the Role Played by Project-Based Learning in Teacher Training Online(Academic Research Publishing Group, 2021-07-29) Sánchez Calderón, Silvia::virtual::6256::600; Escobar Álvarez, Mª Ángeles::virtual::6257::600; Sánchez Calderón, Silvia; Escobar Álvarez, Mª Ángeles; Sánchez Calderón, Silvia; Escobar Álvarez, Mª Ángeles; 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 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 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 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.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 Focus at the syntax–discourse interface in L2 Spanish: Optionality and unaccusativity reconsidered(SAGE Publications, 2021-06-03) Gupton, Timothy Michael; Sánchez Calderón, Silvia::virtual::6260::600; Sánchez Calderón, Silvia; Sánchez Calderón, Silvia; 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 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 ¿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, Silvia::virtual::6236::600; Sánchez Calderón, Silvia; Sánchez Calderón, Silvia; 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.