Estudios Humanísticos. Filología

Introduction

2024-10-24T17:30:04+00:00

Presentación

Horizontality and informality in collective language learning through Social Networks

2024-04-08T16:03:00+00:00

In the Twenty-first century, language learning is driven by globalisation and international mobility, which leads people not only to receive information, but also to produce and share it through social networks. This approach requires new didactic, collaborative, and pragmatic stances and attitudes through horizontal learning and teaching, which encourages Social Learning and the principle of Learning by doing. The aim is to explore this new trend in higher education.

Learning german language and literature through Social Networks

2024-07-23T17:48:51+00:00

This paper analyzes the didactic possibilities of book trailers and the social network YouTube in German language courses at university through a proposal based on PBL. The integration of multimodal texts has a twofold objective: (1) to improve the linguistic, technological, and social abilities within the communicative competence and (2) to foster an understanding of the culture of German-speaking countries through their literature in the digital space.

Evaluation of the use of Instagram for the learning and teaching of selected phraseological units in English as a foreign language (EFL)

2024-04-01T17:27:31+00:00

Throughout this research, we will focus on the use of Instagram as a tool for learning specific phraseological units employing visual resources. The main objective is to discover -as well as delve into- the potentialities of this social network concerning its use for a completely online learning practice of false friends, phrasal verbs, and idioms. To achieve this objective, we conduct a single-group and mixed-method research.

Creating horizontal learning communities

2024-04-27T13:59:14+00:00

This study conceptualises learning as a horizontal relationship and analyses the perceptions of a group of university students regarding their learning of a foreign language (English) by integrating picture-books and the social network Twitter-X as dynamising axes. By means of a questionnaire on learning strategies and academic motivation, the study shows the improvement of these students’ (meta)cognitive, intrinsic motivation, and self-regulation of effort strategies.

Learning by teaching in TikTok: English pronunciation nanolearning

2024-07-17T18:15:35+00:00

TikTok seems to be the preferred option for young people, rather than other social networks such as Instagram or Facebook. This circumstance makes it a perfect tool to increase motivation and promote informal language learning as a complement to formal teaching at different educational levels. This paper presents the results of a teaching experience carried out with university students in the subject of English Language. Using the methodology of learning by teaching, the students created and published their own TikTok videos with small learning pills or nanocontents for the practice of English pronunciation. The results reveal the effectiveness of using both an environment and a format that the students easily identify with.

Development of intercultural communicative competence in the italian language (FL) through WhatsApp by means of micro-activities of online interaction in adult learners

2024-07-17T18:23:53+00:00

The aim of this study is to demonstrate the effectiveness of the mobile application WhatsApp as a virtual social learning space that stimulates learners' natural participation in online interaction activities in Italian (LE). The proposed micro-activities promote both the practice and the observation of characteristic Italian cultural aspects and, consequently, contribute to the development of intercultural communicative competence.

Keywords: intercultural competence, intercultural communicative competence, online interaction, WhatsApp, Italian (FL).

Telegram as a mediating environment in the process of learning and teaching a foreign language

2024-07-30T09:05:58+00:00

There is an openness to lifelong and ubiquitous learning that reverts to the autonomous and informal learning of students who share content, collaborate, communicate and learn, leading teachers to design and organize meaningful learning scenarios in multiple and socialized contexts, beyond the classroom, with the aim of involving the student. Shared learning in networks is translated and resolved through the interactions of its users, enabling technology to empower, humanize and foster human relationships. It presents a learning proposal for the foreign language classroom, in a messaging channel such as Telegram, and proposes the creation of a Spanish course, level A1.1, to investigate new ways of acting to transfer informal learning into formal learning, understanding that the chosen environment can mediate the learning and teaching process. The new scenario is identified as the context where the process takes place and acquires a new role, bringing learning closer to the everyday. The research aims to explore the educational possibilities offered by new learning environments for language training and knowledge. It was based on connectivism to explain how people who have incorporated distributed messaging into their daily lives learn and followed a spiral methodology, so that the results of one phase were necessary to start the next phase. The project was carried out with students of different nationalities and, in the different courses proposed, a quantitative method of descriptive and qualitative interpretive research was used. The interpretations made from the method aim to discover the attitudes and aptitudes of students in the environment by systematizing their experiences. The results show that there is an emerging change that has to do with learning according to the needs of the student and that involves changes in the learning and teaching processes, but above all it responds to scenarios where problems are solved from interactions and personal environments are created that favor self-learning.

Keywords. Shared learning, ubiquitous learning, meaningful learning, experiential learning.

Teaching French grammar through social media

2024-04-11T17:25:19+00:00

By choosing the first year of compulsory secondary education as a reference group, specifically in the French subject as a foreign language, we see fit the introduction of these instruments as a complementary part to the work done in the classroom. The aim is for students to learn basic grammar through short texts, since the characters that the Instagram app offers us are limited.

Approaching French culture and language through Social Networks

2024-04-29T17:13:45+00:00

This article presents learning experience of French language and culture using social media in a university context. Its potential as a complementary educational tool is highlighted. The results show that these activities improve students' motivation, engagement, and linguistic and cultural competences, concluding that social media can be an authentic learning space.

Sergio Fernández Martínez, La poesía leonesa y la Colección Adonáis. Una historia revisada, epílogo de Eloísa Otero, Eolas, León, 2021, 124 pp.

2023-10-14T20:32:53+00:00

Sergio Fernández Martínez, La poesía leonesa y la Colección Adonáis. Una historia revisada, epílogo de Eloísa Otero, Eolas, León, 2021, 124 pp.

Mariana Colomer, Maestra, Madrid, Huerga y Fierro editores, 2023, 67 pp.

2024-06-27T11:04:57+00:00

Magnífico ejemplo de poesía mariana

Goya Gutiérrez, Lugares que amar, Barcelona, in-Verso, 2022, 92 pp

2024-06-27T11:08:22+00:00

La autora alcanza con esta obra la mejor plasmación de su lirismo

Jeff Morgan, The (Un) Welcome Stranger. Intercultural Sensitivity in Six American Novels, Jefferson, North Carolina, MacFarland & Company Publishers, 2023, 147 pp.

2024-06-27T10:51:30+00:00

Interesante sobre todo para el conocimiento de Hemingway

VV.AA. Historias no camino. Vigo: Editorial Elvira, 2021, 115 pp.

2024-06-27T11:00:36+00:00

Excelente aporte sobre el Camino de Santiago

A. Sampietro, Lengua e imagen en la comunicación digital, Madrid, Arco Libros (Cuadernos de Lengua Española, 153), 2023, 96 pp.

2024-05-30T06:07:45+00:00

Reseña de esta obra

Gerardo Rodríguez Salas, Los hilos de la infamia, Granada, Valparaíso Ediciones, 2024, 79 págs.

2024-10-02T18:13:11+00:00

Reseña

Ana Santamaría, Libres, Barcelona, Comba, 2023, 128 pp.

2024-08-14T11:53:16+00:00

Colección de relatos breves

Erasmism, Alumbradism and two judeo-converses

2023-10-31T09:39:55+00:00

This article analyses the figures of Isabel de Vergara and Petronila de Lucena, who belonged to two of the most important Judeo-converted lineages of their time (late 15th and first half of the 16th century) in Toledo, relatives, among others, of Juan de Lucena in the second case and of Juan de Vergara, Francisco de Vergara and Bernadino de Tovar, as well as the Ortiz family (Francisco and Alonso) in the first case. Both were part, albeit to different extents, of the heterodox movements that are at the origin of the writing of Lazarillo de Tormes. And both suffered inquisitorial persecution, although not in the same way. This study also analyses the relationships between the two, both similarities and differences, and their links with their famous brothers.

Revision of Alfonina Storni's poetic exitus

2023-10-30T11:15:42+00:00

This article explores Mascarilla y trébol, the latest work by Alfonsina Storni. The objective of this study is to review preconceived ideas about her poetry while shedding light on the reflexive and existential dimension of her final stage, which has been only superficially examined by critics. The absence of rhyme and the social critique, encompassing both the material and the philosophical-ideological aspects of Buenos Aires society, are key features that characterize her poems.

Quevedo's Pastoral Sonnets: Delimitation and Analysis

2023-10-31T17:52:37+00:00

The main objective of the following work is to analyze the 23 pastoral sonnets of Quevedo, a homogeneous section belonging to his muse VII, Euterpe, edited in the posthumous publication Las tres musas últimas castellanas (1670) by his nephew, Pedro Aldrete. The examination of these compositions will allow us to know a literary facet of the author from Madrid that has been little treated until now, delving into a poetic study that will provide some novel results regarding the Quevedesque bucolic: the synthesis of pastoral subject, as well as the progressive reduction and elimination of inherent elements to the genre, in consonance with the decline that this literary modality experiences throughout the seventeenth century.

The Discursive Marking in The Oral Mimesis in Pío Baroja´S Novel: The Case of Bueno, Pues and Mira

2024-03-08T11:40:16+00:00

This essay delves into Pío Baroja's use of discourse markers within the dialogues of characters across the three novels comprising La lucha por la vida, with special focus on bueno, pues and mira. In this sense, through a comprehensive analysis, this study adopts both semasiological and onomasiological perspectives, aiming to provide a nuanced understanding of how these elements operate within Baroja's trilogy. This essay offers a thorough examination of their role and significance within the literary context by identifying them, assessing their macrofunctions, exploring their polyfunctionality, and considering potential shifts in their functions between the early 20th century and the present day.

Obituary of Adelino Álvarez Rodríguez

2024-04-11T15:07:58+00:00

Obituary of Adelino Álvarez Rodríguez