Esta tesis intenta ofrecer una visión de la problemática educativa existente relacionada con la didáctica de la pronunciación del inglés en la educación secundaria obligatoria, el uso de tecnología educativa y programas multimedia. En la primera parte del estudio tratamos el estado general de la cuestión. En el capítulo I se trata el estado de la pronunciación y su didáctica de manera general y recogemos la situación específica dentro del marco de la lengua oral en el Currículo Educativo del Departament d'Educació de la Generalitat de Catalunya. Para finalizar este primer capítulo, se hacen referencias específicas a la tecnología, a la grabación oral en clase y a las áreas problemáticas que existen en el campo de la pronunciación, partiendo del análisis de diversos libros de texto de varias editoriales. Todos estos temas llevan al planteamiento de las preguntas de investigación y la hipótesis, la cuál generará la realización de un pequeño estudio de caso en un centro educativo para comparar los resultados que se obtienen trabajando la pronunciación de manera tradicional, con libros de texto y mediante el uso de aplicaciones multimedia.El capítulo segundo inicia la parte II, donde se presenta el marco teórico multimedia. También, se tratan problemas específicos que se encuentran dentro de la docencia y que afectan a alumnos y a profesores, como son la tecnofobia y la ansiedad. La parte III trata sobre la evolución de estudios y programas informáticos, la metodología necesaria para trabajar con ellos, así como el posterior análisis de algunos programas educativos informáticos. En el capítulo III se ofrece la evolución de este tipo de tecnología, desde programas rudimentarios de laboratorio en las décadas de 1960 y 1970, en los inicios de la informática. El capítulo IV, a partir de un análisis de problemas que se han recogido en proyectos de mejora de la enseñanza del inglés oral, presenta un enfoque sobre la diversa metodología que es necesaria para trabajar correctamente con ordenadores y con los programas informáticos que nos acercan a esa enseñanza. Una vez se han presentado los diferentes modelos, la evaluación del diseño de los programas educativos cobra especial importancia, partiendo de los aspectos básicos para su evaluación, analizando los niveles de evaluación desde un punto de vista crítico y empírico. Para finalizar el capítulo, se sitúan los modelos de pruebas de medición oral. El capítulo V presenta el análisis de cuatro programas informáticos especializados en pronunciación o que incluyen la pronunciación como un aspecto muy relevante. En la parte final del capítulo se ofrece una comparación de análisis de todos los programas analizados en una plantilla diseñada específicamente para cubrir todas las necesidades de análisis: generales, incluyendo objetivos, contenidos y un modelo pedagógico.La parte IV incluye el capítulo VI, donde se recoge el estudio de caso llevado a cabo en el año 2002 en un Instituto de Enseñanza Secundaria con alumnos de primer curso de Bachillerato donde se cubrieron diversas sesiones aplicando el trabajo específico con programas informáticos que trabajaban la pronunciación. Finalmente, la parte V incluye el capítulo VII, que muestra -después de generar una reflexión sobre los aspectos tratados- las respuestas y conclusiones a las preguntas de investigación presentadas al inicio de este estudio, así como una serie de recomendaciones de carácter metodológico, para finalizar con la resolución de datos, transcripciones de los textos en el apéndice y documentación específica. / This Ph. D. Thesis presents an approach to the teaching and learning process of the pronunciation of English for foreign language speakers in Compulsory Secondary Education.In the first part, the discussion is referred to the general state of this aspect. Chapter I deals with the state of the pronunciation and its didactics as well as the oral treatment of this skill in the Educational Curriculum. In the end of this chapter, there are specific references to the technology, the recording in class and the problematic aspects related to pronunciation. All these issues lead to the presentation of some research questions as well as the hypothesis.Part II introduces the theoretical framework of CALL, some specific problems in the teaching of that, which affect both teachers and students, such as anxiety and technophobia.Part III presents the evolution of some studies as well as some computer software and the methodology to work with them. Chapter III offers the evolution of this type of technology since the early 1960s till our current days.Chapter IV includes an analysis of problems taken from projects related to the improvement of oral aspects. Also, the proper use of a methodology to work with computers and software is offered.The following chapter presents the analysis of four computer software specialized in pronunciation. In the end, a template especially designed to cover all the needs these programs should have is offered.Part IV includes chapter VI, where a study case is included. This case took place in the year 2002 in a High School in the metropolitan area close to Barcelona (Spain) with students of 1st year of non-compulsory education.Finally, Part V covers the answers and conclusions to the research questions presented at the beginning of this thesis, as well as series of suggestions, methodology and didactic approaches dealing with technology adapted to oral aspects and computers.

One of the roles who teachers have is that of organizer of activity and in subject matters that are rather practical by nature, like the teaching of a foreign language is, this role as elicitor of activity is even more relevant. This study, then, focuses on how three language teachers structure classroom activity, that is to say, how they set the stage for subsequent activity and how they bring activity to an end. In the study the terms "preparatory" and "wrap-up" segments are used to describe this anticipatory and retrospective talk and the term "structuring" is used as a superordinate of the two segments.The study distinguishes four main themes in the teachers' talk: procedural, linguistic, topic and psychological structuring. Under the section of procedural structuring, the clarity and detail of the teachers' instructions are described as well as the references to reviews and previews and the chances for student decision making. Under linguistic structuring, the talk about the formal properties of the L2 (e.g., grammar, vocabulary, pronunciation) is examined as well as its length, its participation mode and its location at the preparatory or wrap up segments. The section on topic structuring examines the teachers' references to the topic of the task, that is, what a task has been or is going to be about. Finally under psychological structuring, the teachers' verbal attempts to influence the students' attention or predisposition towards a lesson or task are described. The use of humour during structuring is also dealt with.This study differs and complements others in the literature in that: (a) It not only analyzes the preparatory but also the wrap-up segment, because the two are similar and complementary; (b) it seeks to find individual teaching styles; (c) it not only focuses on the teacher but also examines how students participate during structuring both in public and side-talk; and finally (d) it combines numerical information with thick description.The data was collected from the classrooms of three experienced English teachers, Bob. Sharon and Mark, and their intermediate level students at a language school at a University in Spain. The size of the classes ranged between eighteen and twenty-three. The primary data of the study consists of eighteen audio recorded lessons from the three teachers (six each) and the secondary data consists of field notes, a questionnaire and an interview with each teacher. The teachers were not asked to do anything special during the observations. The data have been analyzed through inductive means by looking mainly at the content of classroom interactions and the final report includes both description and interpretation of the data. There is also quite a detailed account of the history of the research elaborated from the investigator's journal.The analysis of the data is presented in two chapters, one centred on the three teachers and the other on their students. As regards the teachers, the results show (a) common characteristics among teachers (b) individual teaching styles and (c) a number of variables in the nature of tasks affecting the structuring provided. As regards (a), Bob, Mark and Sharon sometimes introduced and brought tasks to an end in very similar ways. The three teachers tended to draw attention to grammar after the performance of a task instead of at its introduction. 'They all gave specific instructions with little frequency, and they tended to give no information about medium range learning objectives. Probably the most pervading commonality was that the three teachers tended to keep the preparatory segment quite short with little or swift interaction.As to (b), the teachers showed stable individual styles in how they provided structuring. Bob stood out for the connections he made with immediately previous and future lessons and for the efficient linguistic structuring he provided. He presented tasks as challenging and pressed on students the idea that groups were places for exploratory talk in the L2. Sharon stood out for her quick -paced, smooth, contextualized and humorous segments and she also fostered group interaction. On a few occasions, however, she left students to induce much of the connections between tasks and lessons. Mark differentiated himself from both Bob and Sharon substantially in that he showed to be a less effective communicator of procedural and linguistic structuring and he sometimes showed to have a narrower repertoire of devices to provide structuring. In sharp contrast with Bob and Sharon, Mark seemed to underrated students' capabilities, something that permeated in the preparatory and wrap-up segments.Regarding (c), the variables, it became dear that tasks with different characteristics tended to be structured differently. A relevant number of traits in tasks were identified as potential determiners of the nature of structuring. Whether a task was skill-oriented or form-oriented, how difficult it was, whether it was a planned or an improvised task, among others, seemed to have an effect on structuring at times.In the chapter on the students, both the public and side-talk during the preparatory and wrap-up segments are analyzed. In the public plane, students tended not to use the preparatory segment to ask questions of the teacher but preferred to ask them later on either to the teacher or a peer. They also tended to signal understanding of the task when sometimes there were doubts in students. In the private plane, the analysis revealed that students could use this side-talk for academically productive purposes. The section on the students also includes an analysis of the mismatches between the teacher's expectations and the actual carrying out of the tasks by students. Four types of students' modifications were identified: simplification, adaptation and overworking. In simplification, students carried out a task in a less demanding way than expected. In adaptation, students were observed to, on their own initiative, slightly change an aspect of the task from how the teacher had explained it during procedural structuring. In overworking students performed a task in a manner that was unnecessarily too time-consuming.The thesis also includes practical ideas on structuring in the appendices like the one on alternative ways to provide structuring and a list of questions for reflection in teacher training.

Aquest estudi investiga la pèrdua (attrition) del castellà com a llengua estrangera en estudiants Erasmus holandesos i alemanys. S’investiguen tres tipus de dades: orals, lingüístiques i psicolingüístiques recollides de tres grups d’attriters i un grup de referència, a més de 5 persones de les quals s’han recollit dades longitudinals pel període d’un any. També s’ha explorat la importància de factors com el contacte amb la llengua, la longitud del període de pèrdua, l’actitud i la motivació i la competència inicial. Com a indicis de pèrdua de la llengua s’han trobat la reducció de la fluïdesa i de la diversitat lèxica i l’augment de les pauses plenes situades abans d’elements lèxics (substantius, verbs) en les dades orals; major temps de reacció i menor percentatge de respostes correctes en la tasca psicolingüística (picture naming). La competència inicial va ser la variable més important per a la predicció de retenció de llengua. / The present study explores the retention/attrition of Spanish as a foreign language in Dutch and German Erasmus students. Data from three different modes is analysed: oral, linguistic and psycholinguistic. In addition to cross sectional data, consisting of three attriting groups and a baseline group, it studies longitudinal data for 5 participants over the span of one year. The role of background and personal factors such as length of attrition, contact with the language, attitude and motivation and initial proficiency on the process of attrition is also investigated. Evidence for attrition is found at both linguistic (an increased number of disfluency markers, reduced lexical diversity and higher incidence of disfluency markers preceding lexical items in speech) and psycholinguistic level (slower reaction times and lower percent correct responses in a picture naming task). Although the results for the background variables are mixed, initial proficiency is established as the strongest predictor of retention/attrition.

La formación literaria de profesores de E/LE debería tratar la literatura bajo una triple perspectiva: como objeto de estudio, preparando los alumnos para analizar críticamente obras literarias; como recurso para la enseñanza, capacitando los futuros profesores para trabajar con textos literarios en su aula de E/LE; y como formadora de lectores, desarrollando en los estudiantes sus competencias literaria y lectora y su intertexto lector. Todo bajo una perspectiva de recepción creativa de los textos literarios y con atención al desarrollo de la capacidad del alumno de producir nuevos textos a partir de sus experiencias de lectura.Cuando reflexionamos sobre la formación de profesores y, especialmente, en el universo que analizamos en ese estudio, el de alumnos de Filología Portuguesa e Hispánica (Letras) de la Universidade Estadual do Ceará que serán profesores de español en Secundaria o centros de idiomas, debemos recordar que el desarrollo de la competencia literaria tiene que ser un camino para formar a esos alumnos para el análisis e interpretación del objeto de estudio, que son los textos literarios, pero también para que puedan utilizar sus conocimientos literarios y su competencia lectora como recurso en sus clases de español como lengua extranjera. Esta tesis doctoral tiene por finalidad: averiguar, a través de las teorías sobre el enfoque receptivo e intertextual en los estudios literarios, sobre pluralismo metodológico en los análisis y sobre desarrollo de las competencias literaria y lectora, como debería ser la formación literaria en la Universidad; demostrar, con base en los supuestos de la investigación-acción y a través de diversos instrumentos como encuestas y entrevistas con alumnos y profesores, además de la observación de una experiencia piloto realizada en 2003, como se daba la educación literaria en el Curso de Letras (Filologías Portuguesa y Española) en la Universidade Estadual do Ceará; y proponer, a raiz de la implantación de un nuevo Proyecto Pedagógico en el Curso, alternativas con vistas a la implantación de un nuevo modelo de educación literaria.Apuntamos algunos caminos de innovación para la educación literaria proporcionada por la Universidad, buscando la realización plena del rol del texto literario como objeto de estudio seductor, recurso creativo para la enseñanza de E/LE y formador de nuevos y ávidos lectores. Todo con el deseo de que ocurra un proceso de retrolimentación que vuelva más atractivo el tratamiento didáctico de la literatura en los diversos niveles educativos. / "ALL MASTERS AND ALL LEARNERS: Literature in Spanish as Foreign Language (SFL) teachers' instruction regarded as Object of Study, Teaching Resource, and Reader's Instructor. Diagnose and innovative proposal in the State University of Ceará (UECE) - Brazil".TEXT:The literary instruction of SFL teachers should concern literature under a triple perspective: as object of study, preparing the students to analyze critically the literary work; teaching resource, enabling future teachers to work with literary texts in the SFL classroom; and reader's instructor, developing the students' reading and literary abilities. All this in a perspective of creative reception of literary texts and with dedication to the development of learner's ability of producing new texts based on his previous readings.This doctoral thesis aims at: investigating, under the theories on the receptive and intertextual focus on literary studies, about the methodological pluralism in the analysis, and about the development of literary and reading abilities, how literary instruction should be in the University; demonstrating, based on action-research and some data-elicitation tools, such as questionnaires and interviews with students and professors, and observation of a pre-research conducted in 2003, how the literary instruction in the of Language and Arts Program (Portuguese-Spanish) of the State University of Ceará was; and proposing alternatives to the creation and disclosure of a new model of literary education, on the occasion of the implementation of the new Pedagogic Project of Language and Arts Program.Some was of innovation to literary education provided by UECE were stated, in the attempt to realize the literary text role completely as a seductive object of study, creative resource to SFL teaching, and instructor of new and excited learners. All this, on the hope that a feedback process makes less harmful the didactic usage of literature in the various educational levels. / RESUMO:"TODOS MESTRES E TODOS APRENDIZES: A Literatura na Formação de Professores de E/LE tratada como Objeto de Estudo, Recurso para o Ensino e Formadora de Leitores. Diagnóstico e proposta de inovação na Universidade Estadual de Ceará -Brasil".A formação literária de profesores de E/LE deveria tratar a literatura sob uma tripla perspectiva: como objeto de estudo, preparando os alunos para analizarem criticamente obras literárias; como recurso para o ensino, capacitando os futuros professores para trabalhar com textos literários em sua sala de aula de E/LE; e como formadora de leitores, desenvolvendo nos estudantes suas competências literária e leitora , seu intertexto leitor e seu hábito leitor. Todo isso dentro de um trabalho de recepção criativa dos textos literários e com dedicação ao desenvolvimento da capacidade do aluno de produzir novos textos a partir de suas experiências de leitura.Esta tese doutoral tem por finalidade: averiguar, através das teorias sobre o enfoque receptivo e intertextual nos estudos literários, sobre pluralismo metodológico nas análises e sobre desenvolvimento das competências literária e leitora, como deveria ser a formação literária na Universidade; demonstrar, com base nos pressupostos da pesquisa-ação e através de diversos instrumentos como questionários e entrevistas com alunos e professores, além da observação de uma experiência piloto realizada em 2003, como se dava a educação literária no Curso de Letras (Português e Espanhol) na Universidade Estadual do Ceará; e propor, por ocasião da implantação de um novo Projeto Pedagógico no Curso, alternativas com vistas à criação e divulgação de um novo modelo de educação literária.Apontamos alguns caminhos de inovação para a educação literária proporcionada pela UECE, na busca da realização plena do papel do texto literário como objeto de estudo sedutor, recurso criativo para o ensino de E/LE e formador de novos e empolgados leitores. Tudo isso na esperança de que um processo de retro-alimentação torne menos árido o tratamento didático da literatura nos diversos níveis educativos.

Esta tesis nace del deseo de convertir la propia actividad docente en objeto de investigación. El eje central del estudio es la experiencia profesional y personal como profesora de Lengua inglesa en secundaria con objeto de entender mejor lo que significa la enseñanza. En este sentido, es producto e instrumento paralelamente. Refleja el análisis sistemático del camino transitado durante la inmersión en las profundidades del sentido docente de la actuación profesional, una actuación que pretendía implementar una experiencia metodológica participativa e interdisciplinaria al trabajar por proyectos. Constituye, por lo tanto, la huella escrita de un devenir profesional que ya es historia y al que el análisis realizado procura dar sentido, comprensión y proyección desde una nueva identidad nacida de las intencionalidades manifestadas en el proyecto de tesis inicial. A partir de la escritura reflexiva y sistemática se evidencian los avatares profesionales vividos como investigadora-docente, los cambios a los que me vi impelida, y las propias modificaciones del proyecto investigador, cambios y convulsiones pedagógicas que vivimos los profesionales de la docencia en nuestros centros de secundaria con motivo de la implantación de la LOGSE en nuestros contextos docentes. En mi caso, un centro de Formación profesional durante los cursos 1996-2000 en Hospitalet de Llobregat. El estudio desvela las posibilidades de resignificación de las propias creencias ligadas al desarrollo de una práctica reflexiva. Un continuo y sistemático diálogo entre docencia e investigación que reinterpreta, resignifica y reconstruye los procesos relacionales con el alumnado, el profesorado y conmigo misma. Así, transforma el propio sistema de creencias profesionales. Y es que lo que muestra el estudio no es la implantación de una idea, sino el devenir de acontecimientos que componen la práctica profesional y, en particular, el propio devenir, esto es, lo que con ella asumo y lo que no, lo que me descoloca o lo que me resitúa, es decir, la propia transformación docente. El proceso se narra en nueve capítulos estructurados en cuatro partes. La primera da cuenta de antecedentes profesionales, un partir de si y del propio contexto que justifica el inicio investigador. La segunda parte desarrolla las bases teóricas de un estudio narrativo y reflexivo en el marco cualitativo de una investigación fenomenológica hermenéutica (Van Manen, 2003) junto con el análisis individual y comparativo de tres tipos de diarios de investigación: profesionales, de campo y personales. El tercer apartado muestra el devenir de la investigación, el proceso de educación de la mirada docente por medio de la reflexión textual, tres ciclos de investigación que abarcan cuatro cursos escolares de estudio de campo. La cuarta y última parte da cuenta del devenir docente, de lo que la experiencia de investigación ha permitido entender de una forma inseparable de la enseñanza y de sí misma. Cuatro capítulos que relatan vivencias, textos más reflexivos surgidos de la experiencia vivida e interpretada. El primero se centra en el aula como eje de la propia formación como docente. En el segundo, el eje de estudio es el centro de secundaria y las idas y venidas de sus dimensiones relaciones. Ya en los dos últimos capítulos se aborda la historia de este devenir, entretejida la narración con el hecho de ser una historia investigada, por lo que la reflexión no abandona nunca la dualidad de un pensarse como profesora y a la vez como investigadora que se estudia a sí misma. Ejemplifican una manera de ser profesora que se ha ido construyendo a lo largo del proceso de investigación, nombrando las habilidades o competencias docentes desarrolladas como partes de un perfil profesional, de una manera concreta de estar en el aula. / This thesis was born from the desire of transforming my professional practice as a Secondary English teacher into research. The study reflects a systematic dialogue between the process of inquiry and teaching focused on the implementation of a participative, interdisciplinary experience based on project work. It represents the written memoir of a personal process of becoming a secondary teacher. The developed analysis gives sense, comprehension and projection to a new identity linked to the continuous dialogue between teaching and investigation in a Vocational School in Hospitalet de Llobregat (Catalonia, Spain) from 1996 to 2000. Through reflective writing, the professional ups and downs lived both as researcher and teacher along those four years, the changes I was impelled to carry out and the modifications of the initial project emerged. Changes and pedagogical upheavals many teachers went through during the implementation of the LOGSE Reform in our teaching context. The study reveals the real possibilities of rethinking professional beliefs in a reflective practice which reinterpreted, rewrote and reconstructed the relational processes among pupils, colleagues and myself, the teacher researcher. The personal system of beliefs can be transformed by making inquiry an integral part of our professional lives, by reflecting on the stream of events and professional experiences which stem from our practices. My teacher’s background; theoretical basis of a narrative, reflective research in a qualitative framework steaming from phenomenological, hermeneutic research (Van Manen, 2003) and the individual and comparative analysis of three different Diaries of Investigation: Professional, Field and Personal are developed along nine chapters, which are structured in four parts. The flow of the research is shown in three cycles of investigation which educate my teaching perspective. The last part exemplifies the process of becoming a Secondary teacher: Classroom lessons turned into the axis of the teachers’ reflective education; the high school as a social, relational context; the story of a professional becoming where narrative always keeps a balanced effort between thinking me as a teacher and as a researcher who is investigating herself. It gives account of a new professional profile naming the teaching-learning abilities and competences achieved.