Papers by Pedro Luis Luchini
UC Maule, 2024
Bookmarks Related papers MentionsView impact
THE MULTIMODAL ASSESSMENT TASK: EXTENDING THE PEDAGOGICAL SHIFT IN L2 PRONUNCIATION TEACHING TO ASSESSMENT TAREA DE EVALUACIÓN MULTIMODAL: AMPLIANDO EL CAMBIO PEDAGÓGICO, 2024
This article explores contemporary approaches to teaching and assessing L2 pronunciation, acknowl... more This article explores contemporary approaches to teaching and assessing L2 pronunciation, acknowledging a shift from prioritizing native-like pronunciation to emphasizing intelligibility. Leveraging this transition, the study introduces a Multimodal Assessment Task (MAT) aimed at assessing English pronunciation. The MAT empowers learners to handle the intricacies of spoken language with confidence through a number of structured activities. The participants were twenty-three pre-service teachers taking a pronunciation course in a TEFL program at a state-owned university in Argentina. Their responses to a self-assessment report revealed important advancements in their awareness of pronunciation, bolstered self-confidence, and self-efficacy in relation to learning L2 pronunciation. However,
Bookmarks Related papers MentionsView impact
Monitoring the impact that an exploratory task on ELF had on Spanish-L1trainee pronunciation skills, 2012
The purpose of this study was to evaluate the impact that a consciousness-raising task on English... more The purpose of this study was to evaluate the impact that a consciousness-raising task on English as Lingua Franca (ELF) had on a group of 21 trainees enrolled in 'Discurso Oral II', a pronunciation course taught at Universidad Nacional de Mar del Plata, Argentina. After completing this task, participants revealed some degree of acquisition of explicit phonological knowledge and awareness of how ELF operates in international contexts.
Bookmarks Related papers MentionsView impact
Integrating a pronunciation component into a Spoken English course in China: A case study, 2004
The purpose of this paper is to evaluate the effectiveness of integrating a pronunciation compone... more The purpose of this paper is to evaluate the effectiveness of integrating a pronunciation component into a Spoken-English course taught at Shanghai Normal University (SNU), China. The students participating in this case study were 268 senior Chinese college students majoring in different areas except English. In this research different methods of data collection were used, analyzed and interpreted and some areas for further research were finally presented.
Bookmarks Related papers MentionsView impact
Integrating a research led activity in the L2 pronunciation class An innovative pedagogical view, 2021
In the present study, we set out to explore L2 learners’ pronunciation awareness in a group of 21... more In the present study, we set out to explore L2 learners’ pronunciation awareness in a group of 21 English as a foreign language students in a university-level English course in southern Brazil. Pronunciation awareness was verified through a research-led L2 pronunciation activity, in which the participants performed a rating task on L2 comprehensibility and later wrote a reflective paragraph describing the linguistic factors that had influenced their ratings. Upon completion of the activity, most of the students revealed qualitative language awareness, a type of awareness that seems to be conducive to learning. Finally, the pedagogical implications of these results will be discussed.
Bookmarks Related papers MentionsView impact
Implementing Accuracy and Fluency-Based Tasks for the Training of the English Plosive Consonants, 2010
This article reports the investigation of a set of experimental teaching activities that combine ... more This article reports the investigation of a set of experimental teaching activities that combine accuracy with fluency-based tasks as a part of a pronunciation class. The approach involves segmental training of the English plosive consonants by Spanish speakers. The 15 low-intermediate/intermediate participants in this study were enrolled in an English course at a university in Argentina. Data were elicited using a battery of tasks. Analyses of pre-and posttest scores revealed that although there was improvement in controlled settings, the participants showed the least advancement in free communicative contexts. Recommendations based on these findings are provided in the hope that pronunciation instructors may give more attention to this neglected area in mainstream ELT instruction.
Bookmarks Related papers MentionsView impact
Cooperative Action Research: A Developmental Project at Shanghai Normal University, China, 2003
This paper reports on an action research project conducted by two non-native teachers of English ... more This paper reports on an action research project conducted by two non-native teachers of English working coopertatively at Shanghai Normal Univeristy in China. In this study, the collaborative efforts of these two instructors were explored to illustrate alternative ways of organize teahing and learning in the English language classrrom. The participants of this researched consisted of sixty Chinese college students attending a course of general English, their teacher in charge, and another teacher (mysefl) with some experience in research methods, working as assessor and facilitator for the implementation of change. A puzzled area was identified, baseline data were collated and interpreted, and some form of intervention took place. Finally, the results were critically analzyed and in the light of the findings obtained, the importance of professional development and the contribution to knolwedge that research projects of this type my bring to the improvment of teaching practice were discussed.
Bookmarks Related papers MentionsView impact
Exploring the effects of integrating a research-led activity in the English pronunciation class An evaluative study with Argentinian pre-service teachers, 2024
The present study aimed to examine the effect of implementing a Research-Led Activity (RLA) on th... more The present study aimed to examine the effect of implementing a Research-Led Activity (RLA) on the development of phonological awareness in students of a university-level English course in an English teaching program in Mar del Plata, Argentina. Seventeen students, aged between 19 and 26 years, with English language proficiency levels ranging from B2+ to C1, participated in the study. At the time of the research, these students were enrolled in the pronunciation course, Oral Discourse II, which is part of the second year of the Teaching English as a Foreign Language program at a state-owned university in Mar del Plata, Argentina. At the end of the instructional period, the students were asked to share their perceptions through an evaluative questionnaire designed to assess the impact of incorporating the RLA into their ODII class. The questionnaire included Likert scale questions and an open-ended question. The present study only concentrated on analyzing the responses to the open-ended question. The results revealed that the RLA not only promoted phonological awareness but also expanded the understanding of the intelligibility/comprehensibility constructs, facilitated the integration of theory with practice, and served as an effective link to research. Based on these findings, some pedagogical recommendations were given with the aim of enriching the teaching of English pronunciation and improving its integration into the educational context.
Bookmarks Related papers MentionsView impact
Enhancing second language learning The PFIAP model and its pedagogical implications, 2023
The purpose of this work is to introduce a comprehensive and sequential pedagogical model for lan... more The purpose of this work is to introduce a comprehensive and sequential pedagogical model for language teaching, known as PFIAP (perception, focalization, internalization, application and production). PFIAP aims to promote effective second language learning. Relying on current educational theories and approaches the model comprises five sequential phases. By integrating crucial elements for effective L2 learning, such as active participation, metacognitive reflection and awareness, and practical application of language skills in reallife like contexts, the model exhibits its efficacy and potential. Additionally, a proposal is presented to illustrate how a particular grammatical feature could be integrated with a phonological aspect, thus exemplifying the practical implementation of the model in the EFL (English as a foreign language) classroom. Finally, some pedagogical implications are discussed, along with possible limitations that could arise during its application.
Bookmarks Related papers MentionsView impact
Discussing the emergence of L2 speech intelligibility: On the shared role of speakers and listeners, 2022
‘Intelligibility’ is an emergent phenomenon, which depends not only on the speaker, but also on t... more ‘Intelligibility’ is an emergent phenomenon, which depends not only on the speaker, but also on the listener and on their interaction. In this chapter, we discuss some segmental and suprasegmental aspects that may hinder intelligibility in the L2 English produced by Hindi learners when interacting with an L1-Spanish speaker of English. Given this goal, we expand on the analysis carried out by Luchini and Kennedy (2013), in order to analyze three more communication excerpts among two Indian speakers and one Argentinean (the first author of this study). The discussion of these transcripts reinforces not only that both segmental and suprasegmental are important for speech intelligibility, but it also provides additional information on what phonetic-phonological aspects might play a role in the shared intelligibility between L1 Hindi and Spanish speakers. On the grounds of the status of these phonological aspects, and bearing in mind this shared role in the interaction of both speakers and listeners, some suggestions for the teaching of English as a global language are provided.
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Forma y Función, Jul 1, 2020
Bookmarks Related papers MentionsView impact
Bookmarks Related papers MentionsView impact
Informatica Didactica, Nov 7, 2011
Bookmarks Related papers MentionsView impact
Ilha do Desterro: A Journal of English Language, Literatures in English and Cultural Studies, Sep 22, 2017
Bookmarks Related papers MentionsView impact
Studies in English Education, Dec 1, 2002
PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington St... more PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge CB2 1RP, United Kingdom CAMBRIDGE UNIVERISTY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th ...
Bookmarks Related papers MentionsView impact
Informatica Didactica, 1970
Bookmarks Related papers MentionsView impact
When learners read a text they turn to an array of cognitive procedures to process information, m... more When learners read a text they turn to an array of cognitive procedures to process information, mainly retrieving and storing new input which is often associated and connected with previous knowledge. To be able to process this information, they need to deploy and make use of a number of reading strategies to make sense of what they read. This chapter aims to investigate the extent to which the so-called redundancy effect influences the L2 reading comprehension skills of two groups of young learners with different proficiency levels in a middle school in Argentina. Both groups completed a reading comprehension task. The first group was exposed to a single mode of instruction—reading—while the other was presented with a twofold format which combined reading with listening. Results showed that the group which worked with the single mode of instruction obtained better scores than the other group. Based on these findings, the extent to which language proficiency compensates for or reduces the redundancy effect is analysed. Finally, some pedagogical implications for the teaching of L2 reading comprehension are discussed.
Bookmarks Related papers MentionsView impact
Second language learning and teaching, 2015
The importance and difficulty of comprehending texts is unquestionable. Reading comprehension is ... more The importance and difficulty of comprehending texts is unquestionable. Reading comprehension is a very important predictor for successful language learning because it involves mental processes of learning. Cognitive load theory is concerned with relationships between working and long-term memory and the effects of those relationships on learning and problem solving. This theory has been used to generate many instructional procedures one of which is the redundancy effect (RE). The RE happens when the same information is presented to learners simultaneously through different modes of instruction. This paper explores the extent to which the RE impinges on a group of young learners’ reading comprehension skills. The students were divided into two groups. One was exposed to a single mode of instruction: reading alone. The other was presented with a dual format: reading plus listening. Results revealed that students presented with the single mode of instruction outperformed the other group in a reading comprehension task. Some pedagogical implications for the teaching of reading comprehension skills will be discussed.
Bookmarks Related papers MentionsView impact
Informatica Didactica, Sep 9, 2009
Bookmarks Related papers MentionsView impact
Uploads
Papers by Pedro Luis Luchini
Se conjugan en este libro esfuerzos colectivos que buscan proponer una mirada multilingüe crítica y reflexiva del rol actual del inglés y del español en el mundo, interpelando creencias y prácticas obsoletas idealistas y reduccionistas acerca de estas lenguas, su enseñanza, aprendizaje y traducción. Se retoman conceptos y aproximaciones teórico-metodológicas surgidas de proyectos anteriores, como el efecto de la (sobre)carga cognitiva en la comprensión y apropiación de saberes en la lengua extranjera. Se visibilizan y discuten estrategias para favorecer el desarrollo de prácticas letradas académicas y vernáculas ancladas en una percepción del hablante-oyente lector-escritor como agente de su discurso, pero inserto a la vez en esferas discursivas diversas que determinan y validan prácticas pero también generan espacios para la reflexión sobre el uso del inglés.