The present work aims to analyze the potential value of anthroponyms within the didac-tics of Spanish as a Foreign Language. With that purpose, theoretical basis concerning anthroponyms is provided in favor of a solid formal background that will support the following didactic proposal. Likewise, the actual presence of anthroponyms in the Curricular Plan of the Instituto Cervantes is analyzed, as well as other ways of use that it doesn't consider, but that will also inspire the activities presented at the end of this work. We will examine with more depth those anthroponyms integrated in phraseological units (Como Pedro por su casa; En tiempos de Maricasta?a; etc) for what a classification of the different existing phraseological units will be described. This classification will lead to the design of a compendium of phraseological units with these characteristics that will serve as a reference for the didactic proposal.

Videogames are an audio-visual instrument with a strong educational potential that, nevertheless, have not been considered as such yet. The goal of this work is to encourage teacher and researchers to exhaust the didactic possibilities of this new instrument which constitutes as well a nowadays real social phenomenon, in order to achieve thus its integration at the language teaching classrooms and, more precisely, at the Spanish as a Foreign Language ones. With this purpose in mind, we will delimit the main features of videogames contrasting it with other two elements with which it shares key characteristics and which are properly taken into account within the teaching sector: movies and games. Once this is accomplished, we will meditate on the pros and cons to which the use of videogames as didactic materials lead, we will provide certain keys for its proper usage and, eventually, we will gather up these thoughts and considerations which will be afterwards poured into a didactic proposal based on the graphic adventure game Hollywood Monsters 2.

The purpose of this study is to investigate the most common phonetic and phonological difficulties in the teaching of Spanish as a foreign language. The study has been based on the following questions: Which difficulties can teachers encounter when teaching phonetics and phonology? Which difficulties can students encounter when learning phonetics and phonology? How is phonetics and phonology taught? In order to be able to investigate the difficulties, a questionnaire has been handed out to five experienced teachers. The results of the questionnaires, together with the theory, has been analysed in the analysis. The outcome of the analysis shows that several difficulties can be detected in both the teaching and in the learning process. The results of the questionnaires also show us that the teachers mostly teach phonetics the same way: through repetition and imitation, the conductive method, and very few think outside of the box to encounter new methods.

The metaphoric competence does not have the importance it deserves in the field of Spanish as a foreign language; the metaphoric language must cease to be considered as an exclusive language of the literary text. This paper addresses and discusses theories related to metaphor and particularly, the implications of metaphoric competence (MC) in the teaching and learning of languages. Furthermore, we will describe a small experiment that was conducted at the University of Stockholm in which we sought to prove that the explicit instruction of theory and practice of metaphor makes the acquisition of metaphoric competence easier for students of Spanish as a foreign language. The results of this experiment were not as expected; however, it could be concluded that much remains to be done in research on the acquisition of MC in the field of Spanish as a Foreign Language. Finally, and on the basis of the revised theories, a teaching proposal that seeks to develop the metaphoric competence in students of Spanish as a foreign language will be presented.

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.