Conferencia de inauguración del año académico impartida en la Universidad de Concepción, Chile.

1. La comunicación sincrónica en el proceso de adquisición de una lengua extranjera: resultados del proyecto NIFLAR Kristi Jauregi Universidad de Utrecht Conferencia Universidad de Concepción, 14-4-2011

3. Contexto Profesor Libro /sílabo Gramática ¿Motivación ? ¿TIC ? ¿Interacción ? ¿CCI ?

7. ¿Cómo? Interacción Telecolaboración Enfoque en el aprendiente CCI Autenticidad del aprendizaje Blended learning

8. Second Life Open Sim Adobe connect

11. Enfoque epistemológico Constructivismo Adquisición de L2 Enfoque por tareas TELL

19. Ejemplos

20. Tarea 5

27. Experiencias de los aprendientes de L2: Entorno “ Transcription of unknown (new) words or difficult words (spelling)” “ To see facial Expressions and gestures, it helps the communication” (VWC) “ Eye-contact motivates to talk more” (VWC) “ It’s more anonimous, so less nervous” (VW) Escala Likert de 5 puntos

28. Experiencias de los aprendientes de L2: Interlocutor “ In my opinion, talking to natives is the best way to learn a language” “ Broadening horizons, learning about culture and habits” “ You get to know each other and can talk freely and you are not afraid to make mistakes” “ My partner knows my speaking skills and can help and see me evolve during the sessions”

29. Experiencias de los aprendientes de L2: Tareas

30. Experiencias de los aprendientes de L2: Aprendizaje

31. Experiencias de los aprendientes de L2: Aspectos positivos (1) “ Step by step you learn to speak more easily in the target language without feeling any boundaries . It improves your talking skills ” “ Learn Spanish in a near to real situation ” “ I gained more confidence to speak in the target language” “ Talk with natives ” “ We learned a lot of new words , known culture and lifestyle in the Netherlands. I had the opportunity to speak with a native speaker . I have no fear of speaking ”

32. Experiencias de los aprendientes de L2: Aspectos positivos (2) “ I had an opportunity to talk with a native speaker which is not very frequent in the language course. We had also interesting tasks , so it was something different than a normal lesson” “ Personally I think that the greatest thing is that we made new friends from the Netherlands so we can keep in touch and keep improving”

37. Competencia

38. Because of my positive attitude I can communicate well with native speech partners

39. I like speaking to native speakers in the target language

40. I can explain myself well in the target language

41. I understand (almost) everything when communicating with my native speech partner

42. I enjoy the language course this semester

43. I get worried when I make mistakes when interacting in the target language

46. Start interaction sessions 5 point Likert scale Spanish

47. I get very worried if I make mistakes when interacting in the target language Start interaction sessions 5 point Likert scale Spanish

48. I feel nervous when speaking in the target language Start interaction sessions 5 point Likertscale Spanish

50. Interaction effect between condition and pre- and post-tests was found to be significant. In other words, the difference between pre- and post- test scores depends on the specific condition (F 2, 34 = 5.01; p = .012). The results show that the difference between pre and post oral tests depends on the specific condition. Especially in the SL and VWC condition students show on average more progression than in the control condition. Hence, both SL and VWC have an additive effect on students’ test scores.

51. Results show that the differences between conditions are due to students with a low starting proficiency. In both the SL and VWC conditions students with a (relatively) low proficiency level show more learning gain than students in the control condition (SL v. control: t = 3.16; p =.004; VWC v. control: t = 4.46; p < .001). However the difference between both experimental conditions is not significant (t = 1.17; p = .25).