¿Herramientas modernas más importantes que las tradicionales? : Una investigación del uso de recursos didácticos en la enseñanza de ELE

• Main Author: Ardin, Eleonore
• Format: Others
• Language: Spanish
• Published: Linnéuniversitetet, Institutionen för utbildningsvetenskap (UV) 2015
• Subjects: Didactic resources; traditional- modern resources; learning styles; Spanish as a foreign language; comprehension; motivation; grades.; Recursos didácticos; recursos tradicionales –modernos; estilos de aprendizaje; enseñanza de ELE; competencias; motivación; notas.
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-41503

This quantitative study that is based on a collection of 151 questionnaires focuses on the use of different resources in relation to the teaching and learning of Spanish as a Foreign Language in three different upper secondary schools and one secondary school in the city of Karlskrona, Blekinge, Sweden. The aim is to get a clearer view on students’ and teachers’ perceptions on the following resources: textbook, PowerPoint, music, video, film, articles, theatre or fiction. We want to investigate whether the 147 selected pupils and their four teachers believe that these recourses would be beneficial or not in relation to the following abilities: listening- and reading comprehension, oral- and writing expression since all pupils have different learning styles. The purpose is also to investigate the perception of the students and teachers on the subject of motivation and grades and whether or not those mentioned recourses increase their motivation and grades. From here, we would like to gain a better understanding on those means and if they should remain in its current state of use or not.           To be able to accomplish the aim of this study, we have chosen to base the investigation, besides from the questionnaires, the theoretical framework such as Neuro-linguistic programming created by Bandler and Grinder, which is based on the idea that all pupils are different and assimilate knowledge in different ways. We will also give an overview on the different resources selected.           As a conclusion, the results showed that the textbook, which we refer to as a traditional resource in this study, is more preferable than the remaining ones in the context of writing expression, reading comprehension and to obtain better grades according to the students’ and the teachers’ perceptions. The students also believe that this traditional resource is more beneficial in relation to the oral expression while the teachers think that theatre and film are the most advantageous ones concerning this skill. In relation to the listening comprehension, the students believe that film is the most preferable resource while the teachers sense that video and music are more favourable. Finally, the representatives of this investigation sense that a few of the modern resources are more beneficial than the traditional.