El objetivo del presente trabajo es investigar la motivación por aprender una nueva lengua y la disposición comunicativaen la lengua meta. Nuestra investigaciónla hemos realizado con la ayuda de dos herramientas: la observación y la entrevista. Hemos observado seis clases de seis profesores de español como lengua extranjera, y en cada clase contamos cuántas veces los alumnos han hablado en sueco, español o una mezcla de las dos lenguas, para poder sacar una conclusión de su competencia y su disposición comunicativa.Después de las clases hemos hecho entrevistas con los profesores, preguntándoles qué métodos usan para motivar a sus alumnos que hablen, qué hacen si ellos no quieren hablar en español, si han tenido alguna educación sobre la motivación y si conocen las directrices de Skolverket.Para analizar estos resultados hemos usado el modelo hecho por MacIntyre et al. (1998) que se llama heuristic model of influences on second language willingness to communicate que demuestra y explica los factores que influyen en la disposición comunicativa, como por ejemplo el estado de la confianza en sí mismo en una conversación, o la situaciónsocial.Los resultados mostraron que lo que influye más en el desarrollo de la disposición comunicativay de la competencia comunicativa es la relación entre el profesor y los alumnos, si los alumnos están decididosa comunicarse en la lengua meta y si tienen una educación variada e interesante.

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Ce travail tente d’approfondir la recherche et de systématiser les courants théoriques concernant l’utilisation des outils TIC dans la classe d’espagnol langue étrangère et ce, avec une emphase sur la technologie Web 2.0. Bien que plusieurs enseignants soient déjà conscients de l’importance de ces technologies, une grande majorité de la littérature sur le sujet se trouve dans une bibliographie mineure ou encore dispersée sur l’ensemble des portaux Web. En ce début de millénaire, le concept de Web 2.0, au même titre que l’avancement technologique, transforme le processus d’enseignement et la participation en éducation. Nous analyserons donc les répercutions de cette technologie dans le domaine de l’enseignement de l’espagnol et comment, en l’utilisant adéquatement, obtenir un programme d’apprentissage plus attractif et effectif autant à l’intérieur qu’à l’extérieur de la salle de cours. Finalement, nos propositions théoriques sont accompagnées d’études de cas précis où le recours à l’électronique a été utilisé tel que ce qui se trouve actuellement en ELE. Ainsi nous tentons de démontrer la pertinence de tout le corpus que nous avons développé. En épilogue sont offertes de brèves notes sur le panoramique décrit et celle prévue pour l’enseignement de l’espagnol à l’aide des TIC actuelles. / This work tries to investigate and to systematize the theoretical currents of ICT resources in Spanish foreign language classes, with emphasis on Web technology 2.0. Though many teachers are conscious of the relevancy of the topic, the majority of its literature can be seen in minor bibliographies or in a set of Web portals increasingly dispersed. As the technology advances, the concept of Web 2.0 is transforming the participants as well as the process of education of this current age. We analyze how this conception reverberates in the teaching of Spanish, in order to achieve a more attractive and effective method of learning whether inside or outside the classroom. Finally, we accompany our theoretical proposals of the study regarding precise cases with electronic resources that are in use nowadays in SSL. Using this method, we are able to verify the relevancy of the whole corpus that we have developed. In addition, we offer brief notes of the described panorama as well as foreseeable future regarding the education of Spanish from the current ICT tools. / La bibliographie comprends des adresses web consultables en ligne

El presente estudio trata sobre el aprendizaje de vocabulario de español como lengua extranjera (ELE) en la escuela sueca e investiga si el uso de las aplicaciones didácticas, para los teléfonos inteligentes, que sirven para aprender vocabulario podría ser un apoyo al aprendizaje de nuevas palabras para alumnos en el paso 1, tanto en la educación secundaria como en el bachillerato. También investiga en qué medida los profesores de ELE utilizan las aplicaciones didácticas de vocabulario para que los alumnos puedan aprender nuevas palabras. Para hacer el estudio se ha realizado dos pruebas de vocabulario en cuatros clases del paso 1 en escuelas suecas en las cuales la mitad aprendió con apoyo de una aplicación didáctica mientras que la otra mitad aprendió con la estrategia tradicional, o sea, con listas de vocabulario. Además, se ha entrevistado a tres profesoras suecas de ELE sobre su uso de aplicaciones didácticas en su enseñanza. Los resultados muestran que los alumnos que utilizaron la aplicación didáctica para aprender vocabulario recordaban mejor las palabras que los alumnos que las aprendieron con la estrategia tradicional. Sin embargo, las tres profesoras informantes en la investigación nunca usan aplicaciones didácticas en su enseñanza ya que les falta experiencia del entorno digital. El análisis indica que, aunque el aprendizaje con apoyo de aplicaciones didácticas es efectivo para aprender vocabulario y hay investigadores que lo avalan y recomiendan a los profesores que utilicen aplicaciones para teléfonos inteligentes, los profesores no las utilizan debido a que tienen poco conocimiento sobre recursos técnicos. Así, la conclusión es que aprender vocabulario con aplicaciones didácticas se muestra más efectivo que aprender con la estrategia tradicional, y que los profesores suecos necesitan formación en el entorno digital para que puedan utilizar aplicaciones móviles en su enseñanza. / The present study deals with vocabulary learning of Spanish as a foreign language and investigates if the use of didactic smartphone applications focused on vocabulary learning could help the learning of new words in Spanish for students at level 1, both in secondary schools and in upper secondary schools. The study also investigates to what extent the teachers of Spanish as a foreign language use didactic vocabulary applications in order for the students to learn new words. To conduct the study two vocabulary tests have been made in four classes at level 1 in Swedish schools. Half the students learnt the vocabulary with the use of a didactic application, while the other half learnt it by using the traditional strategy with lists of words. Conversations were also held with three Swedish teachers in Spanish as a foreign language about their use of didactic applications in their teaching. The results show that the students that used the didactic application to learn the vocabulary remembered the words better than the students that learnt the vocabulary by using the traditional strategy. Nevertheless, the three teachers in the investigation never use didactic applications in their teaching since they lack experience of technical tools. The analysis indicates that even though learning with the use of didactic applications is good for vocabulary learning and that investigators recommend teachers to use mobile applications in their teaching, the teachers do not do it because of their little knowledge about technical resources. Hence, the conclusion is that learning vocabulary with didactic applications is more successful than learning vocabulary by using the traditional strategy, but also that Swedish teachers in Spanish as a foreign language need practice in the technical environment so that they can use mobile applications in their teaching.

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.

The objective of this research was to investigate the change of teaching for specific purposes in the students´ believes on teaching/learning of languages and the reflection of these changes in the motivation for learning a new language. The objectives of this study were to map and investigate the beliefs and the motivation before and after the course; verifying if and how the teaching for specific purposes influenced in the beliefs and if the modification of the beliefs influenced in the motivation of the students towards learning Spanish as a foreign language. The Socio-interactionist theory was used as theoretical foundation, as well as teaching for specific purposes, the beliefs and the motivation. The collection of data for the research was carried out during the classes of two editions of the project Espanhol para Viagens, through a pre and post-questionnaire, interviews and observations. The data analysis showed that the beliefs and the motivation of the students influenced and suffered influence of the teaching/learning of Spanish for specific purposes, in such a way that some beliefs were redefined and others came up. In the course of the analysis, some beliefs related to the Spanish language were identified, that consider it an easy language to learn, because of its similarity to Portuguese. At the same time, the students believe that this similarity can cause confusion to the learner. Regarding interaction, the students believe that it favors communication between teacher-learner/learner-learner, which is an essential point for learning Spanish as a foreign language. We consider that the direct contact with Spanish in the classroom and the constant interaction with the teacher were determining aspects for the redefining of the students´ beliefs and for the increase of motivation during the classes of the course. / O objetivo geral desta pesquisa foi investigar a modificação do Ensino Instrumental nas crenças de alunos sobre ensino/aprendizagem de línguas e os reflexos dessa modificação na motivação para aprender um novo idioma. Os objetivos específicos do trabalho foram mapear e investigar as crenças e a motivação antes e depois do curso, verificando se e de que maneira o Ensino Instrumental influenciou as crenças e, por sua vez, se a modificação das crenças influenciou a motivação dos alunos para aprendizagem do Espanhol como Língua Estrangeira (ELE). A teoria Sociointeracionista foi utilizada como embasamento teórico, assim como o Ensino Instrumental, as crenças e a motivação. A coleta de dados para a pesquisa foi efetuada durante as aulas de duas edições do Curso de Espanhol para Viagens, através de pré e pós-questionário, entrevista e observação. A análise de dados revelou que as crenças e a motivação dos alunos influenciaram e sofreram influência do processo de ensino/aprendizagem de ELE instrumental, de modo que algumas crenças foram ressignificadas e outras acabaram surgindo. No decorrer da análise, foram identificadas crenças relacionadas com a Língua Espanhola, as quais a consideram uma língua fácil de aprender, pela semelhança com o Português. Ao mesmo tempo, os alunos acreditam que essa semelhança pode causar uma desorganização no aprendiz, ou seja, pode confundi-los ainda mais. Com relação à interação, os alunos acreditam que ela favorece o estabelecimento da comunicação entre professor-aluno e aluno-aluno, fator considerado essencial para a aprendizagem de ELE. Consideramos que o contato direto com a Língua Espanhola em sala de aula e a interação constante com o professor foram aspectos determinantes para a ressignificação das crenças dos alunos pelo aumento da motivação no desenvolvimento das aulas do curso.

Une analyse de type ethnographique de la classe, des croyances et représentations des enseignants d’espagnol au Gabon sur l’enseignement-apprentissage de la langue-culture espagnole au niveau débutant (classe de 4e). 1) Comment ces enseignants (es) conçoivent-ils l’enseignement-apprentissage de l’espagnol langue étrangère (ELE) dans ce contexte plurilingue ? 2) Quels rapports entretiennent-ils avec leur substrat linguistique ? 3) En quoi leurs croyances et leurs représentations déterminent-elles leurs pratiques de classe et leurs stratégies d'enseignement ? 4) Qu’est-ce qui motive les acteurs de la classe à enseigner et à apprendre l’espagnol dans ce contexte socio-linguistiquement dominé par le français ? 5) Quelles similitudes et contrastes peut-on relever entre des enseignants novices et des enseignants expérimentés ? 6) Qu'est-ce qui caractérise le discours officiel et les adaptations sociodidactiques de l'enseignement-apprentissage de l'espagnol au Gabon de 1997 à nos jours ? Autour de ces questions, la sociolinguistique et la didactique des langues étrangères avec une approche ethnographique actualisent ici le rôle des substrats linguistiques dans l’enseignement-apprentissage d'autres langues. Cette recherche inscrit donc l’enseignement de l’espagnol en Afrique francophone au cœur des enjeux idéologiques des contacts/conflits de langues. Elle oriente la formation des futurs enseignants d’espagnol du Gabon vers la didactique du plurilinguisme avec une dimension holistique, gage du dialogue des cultures à l’heure de la mondialisation et du numérique. / Ethnographic analysis of class, beliefs and perceptions of teachers of Spanish in Gabon on the teaching and learning Spanish language and culture to entry level (4th grade). 1) How do these teachers design the teaching and learning of Spanish as a foreign language (SFL) in this multilingual context? 2) What relationship do they have with their linguistic substratum? 3) How beliefs and representations determine their classroom practices and teaching strategies? 4) What motivates classroom actors in teaching and learning Spanish in this French dominated sociolinguistic context? 5) What similarities and contrasts can be measured between novice teachers and experienced teachers? 6) What characterizes the official discourse on teaching and learning Spanish and social adaptations in Gabon from 1997 to today?Around these issues, sociolinguistics and teaching foreign languages with an ethnographic approach update here the role of language substrates in the teaching and learning other languages. This research therefore registered the teaching of Spanish in Francophone Africa in the heart of the ideological challenges of contact / conflict of languages. It directs the training of future teachers of Spanish as a foreign language (SFL) to Gabon didactics of multilingualism with a holistic dimension, guaranteeing the dialogue of cultures in the era of globalization and digital technology.

El propósito de este estudio es investigar las actitudes lingüísticas de tres grupos de profesores procedentes de España, Suecia y América Latina, hacia las variedades lingüísticas del español en la enseñanza del español como lengua extranjera (ELE) en Suecia.Los resultados, basados en un cuestionario con un grupo de informantes relativamente limitado, muestran que una clara mayoría opina que se debe enseñar tanto el español de Europa y de América Latina. Ninguno de los informantes tiene preferencia hacia el español de América Latina, mientras que una minoría considerable se inclina por un español de España. Esta actitud positiva hacia la variedad peninsular es más marcada entre profesores de origen español y entre los profesores que enseñan en el nivel primario en las escuelas suecas.En el cuestionario también se ha comparado la incorporación de aspectos gramaticales, lexicales y fonológicos. Se ha considerado que el grupo de informantes no es suficiente amplio como para poder generalizar los resultados. / The purpose of this study is to investigate three groups of teachers from Spain, Sweden and Latin America regarding their attitudes towards the varieties of Spanish in the teaching of Spanish as a foreign language (ELE) in Sweden.The results, based on a questionnaire with a relatively limited group of informants, show that a big majority of informants believe that both the Spanish of Spain and Latin American Spanish should be taught. None of the informants had the preference for teaching Latin American Spanish, while a considerable minority was inclined towards Spanish from Spain. This positive attitude towards the peninsular variety is more recognized among teachers of Spanish origin and among the teachers who teaches at the primary school level in Sweden.Grammatical, lexical and phonological aspects have also been compared in the questionnaire but the number of informants in each group was too small for the results to be generalized.

Las nuevas tecnologías forman hoy en día parte de la vida cotidiana de la sociedad en general. Estas herramientas utilizadas como recurso educativo nos ofrecen una multitud de posibilidades para fomentar la interacción oral de los alumnos de español como lengua extranjera. Los resultados presentados en este estudio indican el potencial de los entornos digitales, que acompañados de propuestas didácticas apropiadas, pueden contribuir a la motivación y el desarrollo de los alumnos en el proceso de aprendizaje. Algunos recursos digitales gratuitos como Skype o Voxopop son algunos ejemplos de plataformas que pueden utilizarse en el aula de ELE y que pueden contribuir al desarrollo de la comunicación entre estudiantes de cualquier parte del mundo y mejorar las competencias comunicativas. Otros recursos útiles y significativos pueden ser también Youtube o Kahoot discussion para crear actividades colectivas e iniciar temas de conversación en el aula.

This study investigates Swedish secondary and upper secondary school teachers' knowledge and attitudes with respect to implementing self-assessment activities in teaching of Spanish as a foreign language. The purpose of the study has been to get an overview of the state of the implementation of self-assessment in Swedish schools. In order to achieve this objective, a survey method has been used. The results of this study, like the findings of previous studies, indicate that there is a deficiency in the implementation of self-assessment in teaching. Additionally, the results suggest some possible explanations for this deficiency. However, in order to be able to draw a definite conclusion regarding the matter, more detailed information and further studies would be needed. / Este estudio investiga conocimientos y actitudes de profesores suecos de secundaria y de bachillerato acerca de la implementación de actividades de autoevaluación en la enseñanza de español como lengua extranjera (ELE). El propósito del estudio ha sido obtener una imagen general sobre el estado de la implementación de la autoevaluación en los institutos suecos. Para lograr este objetivo, se ha recurrido a una técnica de encuesta. Los resultados de este estudio, similares a los de los estudios anteriores, indican que existe una deficiencia en la implementación de la autoevaluación en la enseñanza. Los resultados obtenidos sugieren además algunas explicaciones posibles para esta deficiencia. No obstante, para poder sacar alguna conclusión definitiva, habría que profundizar más en el tema y realizar nuevos estudios.