Examinando por Autor "Luque Agullo, Gloria"
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Ítem English as a Foreign Language materials: The case of textbooks(Síntesis, 2022) Luque Agullo, GloriaChoosing the right materials for students can be a difficult task, particularly if the teacher lacks experience. Nowadays the choice is enormous, making the selection task even more challenging. What would be the most appropriate materials for a given group of learners? There is no easy answer. One of those materials, the textbook, constitutes one of the most widely used teaching/learning resources, as they provide a set of guidelines and materials that facilitate the teaching task, give a sense of security to the learners and follow educational guidelines. However, choosing a suitable textbook is deemed to be one of the most challenging tasks that EFL teachers often face. To get a good picture of the suitability of a textbook, a careful analysis of the material aspects of the text needs to be undertaken, which should then be followed by an evaluation of that text for a particular teaching/learning context. This chapter suggests a procedure to help teachers decide whether a textbook is appropriate for his/her classroom. Once this decision has been made, there are some examples of how to adapt the text, to adjust it to your needs and those of your classroom.Ítem Syllabus Design for Pre-service English Language Teachers in Spain(Universidad de Valencia, 2018) Luque Agullo, GloriaThis paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE). Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.Ítem Unintentional Reverse Transfer from L2 (English) to L1 (Spanish) in Tertiary Levels(Universidad de Murcia, 2020) Luque Agullo, GloriaThis study attempts to reveal whether there is unintentional reverse transfer L2→L1 (English-Spanish) in the oral L1 production of university learners in formal contexts. The languages used by learners influence each other, and this transfer may occur from the first to the second language (direct transfer), or from the second to the first (reverse transfer), the focus of this work. Thus, an exploratory study was implemented with two groups of participants with different L2 proficiency levels. They had to retell, using their L1, a soundless video. Their production was recorded, transcribed and examined. Consistent with other studies, results suggest unintentional reverse transfer occurs more frequently when there is a lower level of L2 competence, or, alternatively, its effects have a more evident negative outcome for these learners. Pedagogically speaking, being able to identify successful reverse transfer strategies with a positive outcome may have important implications for bilingual educational contexts.