Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Lexical morphology remains quite an underexplored area from the perspective of SFL teaching but for one topic: affective suffixation. This paper takes on this topic but with a twist: it examines several cases of suffixation traditionally not included in this category. Stemming from a wider view of the concept of “expressive meaning”, this paper focuses on cases such as heterocategorial affective derivation (e.g., frenar > frenazo; pecho > pechugona; abusar > abusón; tripa > tripudo; tonto > tontería; ratón > ratonil) and homocategorial derivation (e.g., sentimental > sentimentaloide; bailar > bailotear; llorar > lloriquear; campeón > campeonísimo). These data show that, contrary to what is expected (e.g. mieditis, titulitis), these suffixes also express affective meanings, and therefore, they should also be included in this category and taught as such in SFL. These results further support the idea that Spanish is a language prone to encode evaluative meanings.

This paper examines the advantages provided by the teaching of morphology in foreign language acquisition. The development of morphological competence facilitates the recognition and production of words, the creation of word families, as well as the use of these formations in syntactic and communicative contexts. We focus on the study of action nominalizations in the field of Spanish as a foreign language teaching, which enables us to check the relationship between morphological competence and other linguistic competences. Thus, the teaching of these formations must consider different components: morphological, lexical-semantic, syntactic, and pragmatic.

The purpose of this article is to advocate for the use of ongoing evaluative processes at the programmatic level in order to ensure language program quality and worth. After a thorough review of the field of language program evaluation, we argue that the benefits of evaluation cannot but strengthen the relationship between an academic program and stakeholders’ needs (students, teachers, community). We propose the use of the CEA standards as a guide for any evaluative effort in foreign language programs while designing context-specific tools to address the needs of each program. Finally, we aim to promote the development and dissemination of case studies, resources, and/or journals to enhance the status of language program evaluation within the field of applied linguistics. 

En 2009 se presentaba, de la mano de un conjunto significativo de investigadores de la Universidad de Zaragoza (David Serrano-Dolader, María Antonia Martín Zorraquino y José Francisco Val Álvaro) el volumen Morfología y español como lengua extranjera que recogía las aportaciones realizadas en la cuarta edición de la Red Temática Española de Morfología. En la presentación de dicho volumen, David Serrano-Dolader señalaba algunas cuestiones que, lamentablemente, aún siguen siendo vigentes a propósito del estudio específico de la morfología con respecto a su adquisición y enseñanza en el ámbito del español como lengua extranjera. Con este número monográfico de la Revista Internacional de Lenguas Extranjeras queremos contribuir a paliar, aunque sea parcialmente, esta laguna.

El número 12 de la Revista Internacional de Lenguas Extranjeras (RILE) presenta cuatro estudios centrados en diferentes ámbitos de la enseñanza y aprendizaje de lenguas, trabajos en los que, como se indica a continuación de manera resumida, se abordan cuestiones de muy diferente índole: la enseñanza de los gestos emblemáticos en la competencia léxico-semántica: una propuesta para el aula de ELE; evaluación de programas de lengua: perspectivas profesionales e investigadoras; acercamiento empírico a las equivalencias de los verbos de desplazamiento en español y alemán; validación de materiales didácticos de ELE adaptados al contexto cubano

Senegalese migration to Buenos Aires has grown considerably in recent years. This paper presents an outline of Spanish language teaching programs which are focused on this community. To this end, the principal migratory, linguistic, and educational characteristics of this community are analyzed and the way in which this analysis was utilized in the design and implementation of curricula for two Spanish schools is also explored. In particular, we examine these schools’ incorporation of a communicative approach which balances speaking, writing, and literacy. Our findings show the necessity of adopting a contrastive perspective that allows the teacher to deepen their knowledge of the learner's mother tongue (Wolof). The comparative benefits of this approach are illustrated through an analysis of positive and negative transfers between Wolof and Spanish during the teaching of the first two communicative targets of beginner level.

The purpose of this article is to present the history and the current outlook of Spanish teaching in the R.P. China. To that end, we present detailed information about the origin of the Spanish language in this country, as well as its subsequent development until reaching the boom it is currently experiencing. In addition, we explain the different contexts in which the language of Cervantes is taught in this country. Likewise, we focus on higher education, so we explain in detail the reality of the university degree in Hispanic Philology in the P. R. China and the peculiarities that make it different from the same degree in other countries. To sum up, the main purpose of this article is to present the past and present of teaching Spanish in the P. R. China and can serve as an indication of what the future holds for us in this area. A future that, regarding to the information presented in this article, brings a progressive increase in the role of Spanish teaching in the Asian giant.

This piece or research presents the results of a longitudinal case study carried out among a group of 71 students, 28 of whom are CLIL students and 43 are Non CLIL students  in one Secondary Education  state school into the effects of CLIL method in the learning of English as  a foreign language (oral skills).The evolution of the linguistic development of both groups is traced from Primary School to Secondary School through the administration of different tests. In addition to these intergroup comparisons, intragroup development is also examined to determine the evolution of both CLIL and non CLIL students across educational levels. In this case, the study has an eclectic approach as for the gathering and analysis of data. This study shows the CLIL approach improves the linguistic communicative  competence of students but it is necessary to continue research to determine which factors are responsible for this improvement within the CLIL program and so implement the necessary changes in the process of FL teaching to achieve full development in our students’ oral expression skills in a foreign language.

The purpose of this article is to demonstrate the interest of including the funeral lexicon in the ELE class to improve the lexical and sociocultural competence of our students. It is necessary to highlight your interest since this lexicon is widely forgotten in programming. In the same way, it presents a didactic explanation, as well as a proposal of activities, based on cognitive linguistics and on the lexical approach that allows to demonstrate how this lexicon can be taught with an efficient methodology.

Learners of a foreign language need to develop competences that exceed the formal aspects of a language in order to communicate in a successful way. Due to this, pragmatic competence plays an essential role and, in this sense, the inclusion of contents related to politeness has become indispensable in course programs, syllabi and teaching materials. This article offers the current status of research on the production of many research papers that have addressed, in the last years, how politeness (especially speech acts) is approached in Spanish as a Foreign Language (SFL) textbooks. In addition, we study various teaching units that have been designed to practise speech acts in specific contexts. We consider that this panorama makes substantial contributions to the teaching and learning area of SFL and helps as a reference for researchers focused on politeness. Moreover, we aim to encourage proposals and define methodological lines that promote advances in material design.