Eduardo Negueruela-Azarola

Universidad de Navarra (Spain) · ILCE

This narrative interview study of a Spanish learner documents and explains apparent contradictions in a student's story when reporting on why she continues to take Spanish even when she does not like it or perform well in foreign language courses. A dialectical approach to human activity based on sociocultural theory is used to make sense of her re...

The present article presents an understanding of beliefs as conceptualizing activity from a Vygotskyan dialectical perspective. The proposals I develop here, emerging from a contextual understanding of development, aim to help us reconsider in pedagogical terms the specific relationships between beliefs and actions and the nature of beliefs as dial...

En la clase de idiomas, enseñar gramática desde una perspectiva conceptual se centra en ayudar a los alumnos a internalizar las categorías de significado semánticas y pragmáticas que explican el uso de puntos gramaticales complejos que no pueden ser aprendidos a través de reglas gramaticales convencionales. El aprendizaje de estos conceptos no es u...

An implicit and metaphorical identification of learning with work activity frames the language used to construct learning and the orientation of the teaching practices foregrounded in formal educational settings. Play practices-improvisations, simulations, creative writing, games-as exploratory and creative processes are sometimes present in the L2...

Against the backdrop of discussions in instructed SLA concerning form-focused versus meaning-focused L2 instruction, a framework we refer to as Mindful Conceptual Engagement (MCE) is proposed as a feature of Vygotskian concept-based instruction. In this paper, specific attention is given to the pragmatic relevance of ser/estar in Spanish discourse....

Inspired by sociocultural psychology principles applied to understanding language learning and conceptual development, this participatory action research illustrates a pedagogical intervention to teach motion events as conceptual categories in the Second Language (L2) classroom. The goal is to develop and implement conceptual engagement tasks that...

The present chapter reviews theoretical and pedagogical insights into the field of ELT, inspired by Vygotsky’s (1986) research on the relationship between thinking and speaking, and by consequent research into Second Language Acquisition (SLA) from a Sociocultural Theory (SCT) perspective (Lantolf and Thorne, 2006; Negueruela-Azarola, 2003). From t...

Recorded presentation: https://vimeo.com/146356396

This chapter explores the inextricable connection between the activities of speaking and thinking in first (L1) and second language (L2) communication. Inspired by notions of verbal consciousness in SCT (Vygotsky 1986), motion events analysis in cognitive semantics (Talmy 1972; Talmy 2000), and research on thinking-for-speaking (TFS) patterns in L1...

This chapter explores the connection between social interaction and personal intra-action in second language (L2) communication from a Sociocultural Theory perspective (SCT). For SCT, the interaction/intra-action link is the key to understanding learning and development in the classroom because communication in social interaction is the origin of c...

A social perspective to teaching and learning a second language in the field of second language acquisition (SLA) utilizes the notion of internalization to capture both the social origin of learning—even in private settings—and the non-mechanistic or simplistic quality of the processes involved in learning and communicating in new languages (Lantol...

A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to the C...

Rob Batstone's edited volume is a valuable resource for exploring the connection between social and cognitive factors in second language acquisition (SLA). Chapters in this volume argue that social and cognitive factors are not two different phenomena but two sides of the same phenomenon. The volume will help readers appreciate the variety of parad...

En este trabajo se estudia el papel del pensamiento verbal en la publicidad en situaciones de lenguas en contacto como es el caso de la ciudad de Miami en Estados Unidos con una alta proporción de hispanohablantes, lo que hace que ciertas empresas: supermercados, automoción y telefonía móvil sobre todo, traduzcan sus anuncios del inglés al español...

Poemario. Primer premio. Nuevos valores de la poesía hispána 2008

The rekindling of interest in teaching grammar in foreign language classrooms is arguably the result of concern about the lack of control over the grammatical features of the L2 (secondary language) observed among learners who have passed through pedagogical programs in which opportunities to communicate are given greater emphasis than are the form...

This article examines Slobin's concept of thinking for speaking (TFS) in the gesture/speech interface of advanced L2 speakers of English and Spanish. The focus is on the use of motion verbs in the respective languages. English, a satellite-framed language, encodes manner of motion in the verb and indicates path of motion on satellite phrases (e.g....

The study has three foci: to investigate how Systemic-Theoretical Instruction (STI) based on the work of P. Gal’perin operates in second language teaching; to define L2 development from a Sociocultural perspective while proposing appropriate research tools for its study; and to assess the extent to which this approach fosters L2 grammatical develop...