The aim of this report is to investigate whether the use of computers influence the motivation and the results of the students who study Spanish as foreign language in the municipality of Laholm, Sweden. We also intend to investigate if there are any differences in the use of computers between the upper secondary school and the elementary school.   We have based our study on the theories of, for example, Gardner and Lambert. Their theories about the four different types of motivation. Regarding the use of computers in the education, the theories of Jedeskog, Egidius and Enochsson have a great significance.   For this purpose we have chosen to use a quantitative and qualitative method, in form of questionnaires. We have prepared one questionnaire for the students and another one for the teachers. The questionnaires were carried out in every elementary school and upper secondary school in Laholm, overall in four different schools. The students’ questionnaire contains 31 questions while the teachers’ questionnaire contains 33 questions.   The results of our investigation show that the use of computers slightly promotes the motivation. The teachers and students think that the use of computers only a little, or not at all, has influenced the grade of the students in a positive way. As far as the differences between upper secondary school and elementary school is concerned, there exists a slight difference. The results show that the computer is more used in the elementary school than in the upper secondary school. All the results refuted our hypotheses.

The aim of this report is to investigate how often and how computers are used during Spanish as foreign language classes regarding reading comprehension and written production. Our intentions are also to compare elementary schools and upper secondary schools, as well as to investigate if there are any diferencies between the perceptions of the teachers and the pupils.   We have mainly based our study on the theories of Acquaroni Muños and Cassani i Comas. They both have written articles about reading comprehension and written production.  Regarding computers and their functions the articles of Ruipérez García and Higueras García have a great significance.   We have chosen to use a quantitative method, in form of questionnaires. We have created one questionnaire for the students and another one for the teachers. The questionnaires were carried out in two different upper secondary schools and in one elementary school in the southwest of Sweden. The students’ questionnaire contains 64 questions while the teachers’ questionnaire contains 60 questions.   Our hypothesis was that the computer is not used while teaching reading comprension. However, we expected the computer to be used a lot while teaching writing. Regarding perceptions our hypotheses were that there were none differences between the pupils and the teachers while we expected differences between the upper secondary school and the elementary school.   The result of the investigation shows that the computer is used little in the education of Spanish as a foreign language regarding reading comprehension and written production. As far as the differences between the teachers and the pupils are concerned the study shows that their perceptions differed. The comparison between upper secondary school and elementary school indicates several differences in the use of computers. All the results refuted out hypotheses except the last one indicating the differences between the upper secondary and elementary school which was confirmed.

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.

The aim of this study is to investigate the preferred language learning strategies and with the use of three different variables as: motivation, language competence as a foreign language and contact with the Spanish language investigate if they influence the preference choice. The variables that has been chosen for the sake of the investigations wider understanding of preference and effects of the choice of preferred language learning strategies by students. The investigation was applied on students that study Spanish as foreign language in a city of southern Sweden. The study theory is based on different theories of language learning strategies like R L. Oxfords theory, motivation and competence. The chosen method for this study is a quantitative investigation with questionnaire surveys. The questionnaire surveys are constructed with 68 different questions of diver’s language learning strategies and variable. The questionnaire surveys were distributed in 3 different schools with a total of 273 students that responded to them. Results have shown that the variable motivation was more preferred than competence or contact with language. This means that motivation could have an important preference significance on students that are studying Spanish as foreign language in a city south of Sweden. The results also have shown that direct strategies like memory, cognitive and compensations strategies could be more acceptable than indirect strategies like metacognitive, affective and social strategies.

Submitted by Mariana Daré Vargas (marianadarevargas@yahoo.com.br) on 2018-06-24T22:30:29Z No. of bitstreams: 1 TESE_completo.pdf: 2707038 bytes, checksum: 391ba83d7228f9f332062b7149905774 (MD5) / Approved for entry into archive by Priscila Carreira B Vicentini null (priscila@fclar.unesp.br) on 2018-06-26T11:54:32Z (GMT) No. of bitstreams: 1 vargas_md_dr_arafcl.pdf: 2614330 bytes, checksum: 69e2c1201f66c30a160500bf0fef836d (MD5) / Made available in DSpace on 2018-06-26T11:54:32Z (GMT). No. of bitstreams: 1 vargas_md_dr_arafcl.pdf: 2614330 bytes, checksum: 69e2c1201f66c30a160500bf0fef836d (MD5) Previous issue date: 2018-05-25 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Estudos vêm sendo realizados no âmbito da Lexicografia Pedagógica para compreender o papel do dicionário pedagógico no ensino-aprendizagem de línguas e o comportamento de seu público-alvo, os estudantes, o que serviu de base para a realização do presente trabalho, cujo objetivo inédito em contexto brasileiro é apresentar parâmetros lexicográficos para a elaboração de dicionários pedagógicos bilíngues no par de línguas português-espanhol/espanhol-português que satisfaçam as necessidades linguístico-comunicativas dos alunos brasileiros do Ensino Médio, especialmente, quando realizam tarefas de compreensão e produção textuais escritas. O aporte teórico compõe-se das teorias da Lexicografia (DUBOIS; DUBOIS, 1970; WERNER, 1982; HARTMANN, 2001; AZORÍN FERNÁNDEZ, 2003; HAENSCH; OMEÑACA, 2004; BÉJOINT, 2004; KRIEGER, 2006; DURÃO, 2010), Lexicografia Pedagógica (RUNDELL, 1998; HARTMANN, 2001; MOLINA GARCÍA, 2006; KRIEGER, 2006, 2011; DURAN; XATARA, 2007; HERNÁNDEZ, 2008; WELKER, 2008, 2011) e Teoria Funcional da Lexicografia (BERGENHOLTZ; TARP, 2003; FUERTES OLIVERA; TARP, 2008). Ressalta-se a necessidade da presença do dicionário pedagógico bilíngue na tipologia do dicionário pedagógico. Revisam-se pesquisas nacionais e internacionais sobre o papel dos dicionários pedagógicos nas tarefas de produção e compreensão escritas em língua estrangeiras. Realiza-se uma pesquisa metalexicográfica empírica, cujos participantes são alunos brasileiros de língua espanhola do Ensino Médio, nos âmbitos público e privado. Por meio de análise quanti-qualitativa dos dados coletados, ressaltam-se os benefícios do uso do dicionário nas aulas de língua espanhola como apoio às tarefas de habilidades escritas, enfatiza-se a necessidade de se levar a cabo um projeto eficaz de formação lexicográfica nas aulas de Espanhol como Língua Estrangeira (E/LE) e apresentam-se parâmetros lexicográficos voltados a dicionários pedagógicos bilíngues de E/LE, de modo a potencializar o valor didático dessas obras e suprir as carências na competência linguística dos consulentes. / Studies in Pedagogical Lexicography have been developed in order to understand the role the pedagogical dictionary plays in language teaching-learning process and it`s public behaviour, the students. These researches have influenced this PhD thesis, which main goal is to present lexicographic parameters for bilingual pedagogical dictionaries Portuguese-Spanish/Spanish-Portuguese to satisfy language needs of Brazillian High School students, when they do comprehension and written activities. The theoretical contribution is made up of the theories of Lexicography (DUBOIS; DUBOIS, 1970; WERNER, 1982; HARTMANN, 2001; AZORÍN FERNÁNDEZ, 2003; HAENSCH; OMEÑACA, 2004; BÉJOINT, 2004; KRIEGER, 2006; DURÃO, 2010), Pedagogical Lexicography (RUNDELL, 1998; HARTMANN, 2001; MOLINA GARCÍA, 2006; KRIEGER, 2006, 2011; DURAN; XATARA, 2007; HERNÁNDEZ, 2008; WELKER, 2008, 2011) and Function Theory (BERGENHOLTZ; TARP, 2003; FUERTES OLIVERA; TARP, 2008). It is necessary to emphasize the presence of the bilingual pedagogical dictionary in the pedagogical dictionary typology. National and international researches on the role of pedagogical dictionaries in comprehension and written activities are reviewed. It has been carried out an empirical metalexicography research whose participants are Brazillian High School students of Spanish, from public and private schools. Through quantitative and qualitative analysis, the benefits of using the dictionary in Spanish language classes as support for the activities of written skills are emphasized, emphasizing the need to carry out an effective lexicographic training project in Spanish as a Foreign Language classes and present lexicographic parameters for Spanish as a Foreign Language bilingual pedagogical dictionaries, in order to enhance their didactic value and to satisfy students`s language needs and improve their linguistic competence. / Estudios han sido realizados en el ámbito de la Lexicografía Didáctica para compreender la función del diccionario pedagógico en la enseñanza-aprendizaje de lenguas y el comportamiento de su público, los estudiantes. La presente investigación tiene como objetivo inédito en contexto brasileño presentar parámetros lexicográficos para la elaboración de diccionarios pedagógicos bilingües portugués-español/español-portugués que contemplen las necesidades lingüístico-comunicativas de los alumnos brasileños de la Enseñanza Secundaria, sobre todo cuando realizan actividades de comprensión y producción textuales escritas. La fundamentación teórica está apoyada en los estudios de Lexicografía (DUBOIS; DUBOIS, 1970; WERNER, 1982; HARTMANN, 2001; AZORÍN FERNÁNDEZ, 2003; HAENSCH; OMEÑACA, 2004; BÉJOINT, 2004; KRIEGER, 2006; DURÃO, 2010), Lexicografia Pedagógica (RUNDELL, 1998; HARTMANN, 2001; MOLINA GARCÍA, 2006; KRIEGER, 2006, 2011; DURAN; XATARA, 2007; HERNÁNDEZ, 2008; WELKER, 2008, 2011) y Teoría Funcional de la Lexicografía (BERGENHOLTZ; TARP, 2003; FUERTES OLIVERA; TARP, 2008). Se resalta la necesidad de la presencia del diccionario pedagógico bilingüe en la tipología del diccionario pedagógico. Se revisan investigaciones nacionales e internacionales sobre el papel de los diccionarios pedagógicos en las tareas de producción y comprensión escritas en lenguas extranjeras. Se realiza una investigación metalexicográfica empírica, cuyos participantes son alumnos brasileños de lengua española de la Enseñanza Secundaria, de la escuela pública y privada. A través del análisis cuanti-cualitativo de los datos recolecctados, se resaltan los beneficios del uso del diccionario en las clases de lengua española como soporte a las tareas de destrezas escritas, se pone énfasis en la necesidad de llevar a cabo un proyecto eficaz de formación lexicográfica en las clases de Español como Lengua Extranjera (E/LE) y se presentan parámetros lexicográficos para diccionarios pedagógicos bilingües de E/LE, a fin de potenciar el valor didáctico de esas obras y suplir las carencias en la competencia lingüística de los estudiantes. / 2013/26960-0

Made available in DSpace on 2016-06-02T20:25:06Z (GMT). No. of bitstreams: 1 3090.pdf: 1634132 bytes, checksum: 2ca7c7d50b724e274d41d7b87f955eec (MD5) Previous issue date: 2010-06-01 / The new configuration of the post-modern society has been demanding changes in the teaching extent. We are living in an era in which the school is not the main place where learning happens, and the knowledge is acquired through the interaction in the networks and communities of practice (FAIRCLOUGH, 2001) what makes us think about new ways of teaching and learning. It is necessary that the atmosphere of the classroom translates the transformations of the society, so that it can be considered as a community of practice, place where the knowledge is built. The role that the school should assume, together with the teacher, is to promote opportunities for the construction of new knowledge and for the approach of new cultures. Concerning teaching and learning of foreign language, the proximity among cultures is still more relevant. In new times the progress of the technology has been propitiating a narrowing in the contact among the people, and it is necessary to know not only the language, but also the culture of the other. Learning a foreign language means to familiarize with other manners of acting, thinking and communicating. We understand this practice can be favored by a communicative approach of teaching, whose focus is the united construction of the knowledge through the interaction and negotiation of meaning, so that the learning is relevant to the learner. When we think about procedures that make possible the implementation of a communicative teaching in agreement with the new demands of the modern society, so that it promotes opportunities for the construction of the knowledge through the interaction and negotiation meaning, and, at the same time, it can contemplate the approach of multiple linguistic and cultural varieties of the Spanish language, it seems opportune the use of the movie as a didactic resource. Although the films can be considered as an efficient didactic resource for the implementation of the communicative teaching of languages, for its entertainment nature and for its capacity of promoting the students' larger involvement in the accomplishment of significant activities, we noticed that its use is still quite limited in the teaching process. Considering that gap, the objective of this qualitative research of ethnographic base is investigate the use of the film The Motorcycle Diaries as didactic content in the context of Spanish teaching as foreign language, according to the theory of the significant learning (GEE, 2004; RICHARDS, 2005; SAVIGNON, 2001). The data were obtained by questionnaires, focal group and teacher notes, and they show that the film represents an effective way to present the linguistic input in a contextualized way, besides involving the students in interaction activities and negotiation of meaning, stimulating the critical thought and the world knowledge, and contributing significantly for the development of the student's autonomy as a language learner. / A nova configuração da sociedade pós-moderna tem exigido mudanças no âmbito de ensino. Vivemos em uma era em que a escola já não é considerada o principal local onde ocorre a aprendizagem, e o conhecimento é adquirido por meio da interação e do pertencimento às diversas redes sociais (FAIRCLOUGH, 2001) fato que nos leva a refletir sobre novas maneiras de construir e lidar com o conhecimento. É preciso que o ambiente da sala de aula traduza as transformações da sociedade, de forma que possa configurar-se, efetivamente, como comunidade de prática, lugar de construção do saber. O papel que a escola deve assumir, juntamente com o professor, é o de promover oportunidades para a construção de novos saberes e para o conhecimento e aproximação de outras culturas. Em se tratando de ensino e aprendizagem de língua estrangeira (LE) a proximidade entre culturas torna-se ainda mais relevante. Nos novos tempos o avanço da tecnologia tem propiciado um estreitamento cada vez maior do contato entre os povos, e é preciso conhecer não somente a língua, mas também a cultura do outro. Aprender uma língua-alvo significa familiarizar-se com outros modos de agir, pensar e comunicar-se. Entendemos que essa prática pode ser favorecida por uma abordagem comunicativa de ensino, cujo foco é a busca pela construção conjunta do conhecimento por meio da interação e da negociação de sentidos, de forma que a aprendizagem seja significativa ao aprendente. Ao refletirmos sobre procedimentos que viabilizem a implementação de um ensino comunicativo de acordo com as novas exigências da sociedade moderna, de forma que promova oportunidades para a construção do conhecimento por meio da interação e da negociação de sentidos, e que, ao mesmo tempo, possa contemplar a abordagem de múltiplas variedades linguísticas e culturais do idioma espanhol, parece-nos oportuna a inserção do cinema como recurso didático para esse fim. Embora o cinema possa configurar-se como um recurso didático eficiente para a implementação do ensino comunicativo de línguas, por seu caráter lúdico e por sua capacidade de promover maior envolvimento dos alunos na realização de atividades significativas, percebemos que seu uso ainda é bastante limitado no âmbito de ensino de língua estrangeira. Considerando essa lacuna, o objetivo desta pesquisa qualitativa, de base etnográfica, foi investigar o uso do filme Diários de Motocicleta como conteúdo didático no contexto de ensino de espanhol como língua estrangeira, tomando por base os pressupostos teóricos da aprendizagem significativa (GEE, 2004; RICHARDS, 2005; SAVIGNON, 2001). A análise dos dados, obtidos por meio de questionários, grupo focal e notas de campo, revela que o filme representa uma maneira eficaz de apresentar o insumo linguístico contextualizado, de envolver os alunos em atividades de interação e negociação de sentidos, de estimular o pensamento crítico e o conhecimento de mundo, além de contribuir significativamente para o desenvolvimento da autonomia do aluno como aprendente de línguas.

El multilingüismo es un tema frecuentemente tratado en el ámbito de la enseñanza y la didáctica. Cuando trata de las lenguas maternas y los conocimientos lingüísticos previos de los estudiantes, las clases de hoy no son tan homogéneas como antes, cuando podíamos dar por hecho que la mayoría del alumnado tenía la misma lengua materna. Esto influye directamente en la manera de enseñar, y sobre todo en cómo enseñamos lenguas. En este estudio, tratando temas como el translingüismo, la enseñanza basada en el alumnado y la tipología lingüística, se investiga la influencia que las lenguas maternas y los conocimientos lingüísticos previos de los alumnos pueden tener en la enseñanza de español como lengua extranjera (ELE) en Suecia y español como segunda lengua (L2) en España. A través de encuestas mayormente con respuestas cerradas, hechas con docentes de ambos países, se ha querido averiguar la diferencia entre los dos grupos, al igual que las similitudes, y las posibilidades de sacar provecho de las experiencias entre los dos grupos. Además, con encuestas abiertas con dos profesoras de una escuela internacional de Barcelona, se ha podido ver ejemplos más explicativos sobre cómo les afectan a estas profesoras las lenguas maternas de sus estudiantes, cuando enseñan español. Se define también la diferencia entre la enseñanza de una lengua extranjera (LE) y una L2, como en la situación del español en los dos casos, pero además de la diferencia también se pretende ver las semejanzas. Pese al número reducido de participantes se ha podido ver tendencias de que en un alto grado hay alumnos con diferentes lenguas en las clases de ELE en Suecia, y de que el profesorado de Suecia tiene los conocimientos lingüísticos previos y las lenguas maternas de su alumnado más en cuenta actualmente que lo visto en estudios anteriores, pero todavía no lo tiene tan presente en la enseñanza como el profesorado de España. Además, se ha podido concluir que conocimientos de la tipología lingüística puede ayudar al profesorado a entender mejor los errores que comenten el alumnado, para ayudar mejor el alumnado, y también para poder comparar el español con otras lenguas. / The multilingualism is a frequently explored subject in the ambit of teaching and didactics. When it comes to mother tongue and the previous linguistic knowledge of the students, todays classes are not as homogeneous as they used to be. Before, we could take for granted that a majority of the students had the same mother tongue. This change affects directly the way we teach, and especially how we teach languages.  Dealing with topics like translanguaging, student-based teaching and language typology, this study aims to investigate the influence that the mother tongue and the student’s previous linguistic knowledge could have in the teaching of Spanish as a foreign language in Sweden and Spanish as a second language in Spain.  Through inquiries with mainly closed answers, distributed to teachers in both countries, the intention has been to find out the difference between the two groups, as well as the similarities, and the possible ways to benefit from the experiences between the two groups. Furthermore, through open answers inquiries with two teachers at an international school in Barcelona, it has been possible to see concrete examples of how the teachers are affected by the student’s mother tongue in their Spanish teaching. Additionally, the difference between the teaching of a foreign language and a second language is explained, since it is the situation of Spanish in these two cases. Even more than the difference, also the resemblances are discussed.  Despite the reduced number of participants, it has been possible to see tendencies that there are many students with different mother tongue present in the Spanish classes in Sweden today. The teachers in Sweden are more aware of the student’s mother tongue and previous linguistic knowledge now than seen in previous studies, but they still do not have it as present in the teaching as the teachers in Spain. Additionally, it has been possible to conclude that knowledge of the language typology could be helpful for the teachers in understanding the mistakes that the students make, to better help the students, and also to be able to compare the Spanish with other languages.

Este estudio analiza las habilidades y necesidades comunicativas de 15 refugiados que asisten a clases de español como segunda lengua (EL2) en una organización no gubernamental (ONG) en España. Se ha utilizado un enfoque cuantitativo, empleando un cuestionario basado en las herramientas 25 y 31 proporcionadas por el proyecto de Integración Lingüística de Migrantes Adultos (LIAM) del Consejo de Europa. Los resultados revelan que los refugiados adultos que asisten a clases de EL2 valoran en gran medida la necesidad de comunicarse de manera efectiva en entornos laborales. Sin embargo, se sienten más seguros en sus habilidades comunicativas en situaciones relacionadas con restaurantes y compras. Además, los estudiantes perciben una discrepancia entre sus necesidades y habilidades comunicativas, especialmente en el uso de servicios legales y en entornos médicos, lo que indica que no se les está enseñando lo que específicamente necesitan y desean en el aula. Estos resultados sugieren la necesidad de que la educación de EL2 en España se adapte más a las necesidades específicas de los refugiados. El estudio subraya la importancia de desarrollar programas de idiomas que aborden las necesidades de comunicación únicas de los refugiados, facilitando en última instancia su integración en el país de acogida. / This study examines the communication abilities and necessities of 15 refugees attending Spanish as a Second Language (SSL) classes at a non-governmental organization (NGO) in Spain. A quantitative approach was employed, utilizing a questionnaire based on the Toolkits 25 and 31 provided by the Linguistic Integration of Adult Migrants (LIAM) project of the Council of Europe. The findings reveal that adult refugees attending SFL classes highly value the need to communicate effectively in work environments, however, they feel more confident in their communication abilities when it comes to scenarios related to restaurants and shopping. Moreover, students perceive a discrepancy between their communication needs and communication abilities, particularly in the use of legal services and in medical settings, indicating that they are not being taught what they specifically need and desire in the classroom. These results suggest the need for SFL education in Spain to be more tailored to the specific needs of refugees. The study underscores the importance of developing language programs that address the unique communication needs of refugees, ultimately facilitating their integration in the host country.

El propósito de este trabajo ha sido investigar cómo se correlaciona el deseo de comunicarse con tres factores afectivos: la motivación, la ansiedad lingüística y la actitud hacia la lengua meta. Para indagar lo mencionado, en el objetivo se ha tomado como punto de partida las siguientes preguntas: ¿cómo se correlaciona la motivación con el deseo de comunicarse en español como lengua extranjera?, ¿de qué manera se correlaciona la ansiedad lingüística con el deseo de comunicarse en español como lengua extranjera? y finalmente, ¿cómo se correlaciona la actitud hacia el español con el deseo de comunicarse en español como lengua extranjera? Nuestra hipótesis a la primera pregunta es que creemos que una alta motivación se correlaciona positivamente con un alto deseo de comunicarse. Un bajo deseo de comunicarse estará correlacionado, a su vez, con una baja motivación. La segunda hipótesis es que creemos que una alta ansiedad lingüística se correlaciona con un bajo deseo de comunicarse. Una baja ansiedad lingüística se correlaciona, a su vez, con un alto deseo de comunicarse. La tercera y última hipótesis plantea que creemos que una actitud positiva hacia el español (un valor alto) se correlacionará con un alto deseo de comunicarse. Una actitud negativa se correlacionará, a su vez, con un bajo deseo de comunicarse.  Hemos optado por utilizar un método cuantitativo a través de una encuesta que evalúa las percepciones de 65 alumnos que estudian español como lengua extranjera en los pasos 3, 4 y 5, lo que corresponde con las etapas A2 y B1 de acuerdo con el MCER. El cuestionario contiene, en total, 22 afirmaciones sobre las actitudes hacia el español, la motivación, el deseo de comunicarse y la ansiedad lingüística. Mediante las respuestas a las afirmaciones en la encuesta hicimos pruebas estadísticas de acuerdo con el Chi-Square para determinar posibles correlaciones. Nuestros resultados mostraron que hay una positiva y fuerte correlación entre la motivación y el deseo de comunicarse, que no hay ninguna correlación notable entre la ansiedad lingüística y el deseo de comunicarse y finalmente que hay una correlación fuerte/media entre la actitud hacia la lengua y el deseo de comunicarse. / The purpose of this work has been to investigate how the willingness to communicate correlates with three affective factors: motivation, linguistic anxiety, and the attitude towards the target language. To investigate what was mentioned in the purpose, the following questions have been posed: How is motivation correlated with the willingness to communicate in Spanish as a foreign language? In what way is linguistic anxiety correlated with the willingness to communicate in Spanish as a foreign language? And finally, how is the attitude towards Spanish correlated with the willingness to communicate in it as a foreign language?  Our hypothesis to the first question was: we believe that high motivation is positively correlated with a high willingness to communicate. A low willingness to communicate will be correlated with low motivation. The second hypothesis was: we believe that a high linguistic anxiety correlates with a low willingness to communicate. A low linguistic anxiety correlates with a high willingness to communicate. The third and last hypothesis was: we believe that a positive attitude towards Spanish correlates with a high willingness to communicate. A negative attitude will correlate with a low willingness to communicate. We have chosen to use a quantitative method through a survey that evaluates the perceptions of 65 students studying Spanish as a foreign language in the steps 3, 4 and 5 that correspond to the stages A2 and B1 according to the CEFR. The questionnaire contains, in total, 22 statements about attitudes towards Spanish, motivation, desire to communicate and language anxiety. Using the responses to the statements in the survey, we performed statistical tests according to the Chi-Square to determine possible correlations. Our results showed that there is a positive and strong correlation between motivation and the willingness to communicate, that there is no notable correlation between language anxiety and the willingness to communicate, and finally that there is a positive strong/medium correlation between attitude towards the language and the willingness to communicate.