Gabriela Adela Gánem‐gutiérrez
Biographic Data
| ID | 1692535 |
|---|---|
| NAME | Gabriela Adela Gánem‐gutiérrez |
| GIVEN NAMES | Gabriela Adela |
| FAMILY NAME | Gánem‐gutiérrez |
| SIGNATURE | GUTIÉRREZ G A G |
| AFFILIATIONS | University of Essex |
| ORCID | 0000-0002-3417-5939 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
A Classroom Application of Concept-Based Language Instruction (C-BLI)
This study reports on an investigation of the potential of Concept Based Language Instruction (C-BLI) for enhancing EFL learners’ understanding of the concept of tense/aspect in English and their use of associated forms; past simple, past continuous, and present perfect. C-BLI was compared to a grammar presentation approach based on the Presentation-Practice-Production (PPP) model. Participants included 45 adult learners of L2 English from an Alg…
Conceptualization and Orientation in Concept-based Language Instruction
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions
Research suggests that individual differences in additional language learning may play a more important role in taxing situations when learners are confronted with unfamiliar or difficult tasks. However, studies to date have mostly focused on second language (L2) learners/bilinguals, while individual differences within multilingual populations remain under-researched. Working with university-level multilingual adults, we compared the effectivenes…
Expert-novice interaction as the basis for L2 developmental activity
This study investigated interaction between an adult EFL university student in Japan and her EFL tutor/researcher while they observed the student’s L2 writing event during a stimulated retrospective recall session. Interaction is considered both a methodological instrument to investigate the complex cognitive activity underpinning L2 writing and a pedagogic tool to encourage linguistic – as well as strategic – awareness and change. Informed by So…
Tracking the Real-Time Evolution of a Writing Event
The current study focused on emergent processes during real-time second language (L2) writing activity in an English as a foreign language university context, examining differences in these processes across individual capacities. Participants included 22 adult Japanese learners of L2 English and their tutor. The data were collected using digital screen capture and eye-tracking technologies while the learners wrote a 35-minute argumentative essay.…
Enhancing metalinguistic knowledge
Framed within a Sociocultural theory perspective to L2 learning, this article investigated the potential of a suite of pedagogical materials for enhancing metalinguistic knowledge in a foreign/second (L2) language context. The linguistic focus of the project was the tense-aspect system, specifically the contrast between the Preterite and the Imperfect in Spanish given the challenges this poses for L2 learners. Six L1 English university students o…
Verbalisation as a mediational tool for understanding tense-aspect marking in English
According to Vygotsky, we use tools both to shape and make sense of the world and to exercise control over others and over ourselves. Importantly, the very use of those tools to mediate and regulate our actions has developmental repercussions in our cognitive capabilities. From a sociocultural theory perspective on second language learning, these ideas are fundamental to our understanding of theoretical, pedagogical, and methodological issues. Th…
Use of L1, metalanguage, and discourse markers
This study reports on an investigation into the use of L1, discourse markers, and metalanguage for regulatory purposes during individual task performance. The study involved nine L1 English university‐level learners of L2 Spanish. Drawing on thinkaloud protocols, the extent to which the participants used the three linguistic tools while completing a form‐focused task was investigated. The analysis reveals the importance of L1 and metalanguage as …
The status of metalinguistic knowledge in instructed adult L2 learning
This study investigated second language metalinguistic knowledge, or explicit knowledge about the second language, in English-speaking university-level learners of German and Spanish. The status of metalinguistic knowledge in relation to the individual difference variables of language-learning aptitude, working memory for language, and participants' language-learning history was identified. Language-learning experience in formal settings was foun…
Tracking the Real-Time Evolution of a Writing Event
The current study focused on emergent processes during real-time second language (L2) writing activity in an English as a foreign language university context, examining differences in these processes across individual capacities. Participants included 22 adult Japanese learners of L2 English and their tutor. The data were collected using digital screen capture and eye-tracking technologies while the learners wrote a 35-minute argumentative essay.…
Use of L1, metalanguage, and discourse markers
This study reports on an investigation into the use of L1, discourse markers, and metalanguage for regulatory purposes during individual task performance. The study involved nine L1 English university‐level learners of L2 Spanish. Drawing on thinkaloud protocols, the extent to which the participants used the three linguistic tools while completing a form‐focused task was investigated. The analysis reveals the importance of L1 and metalanguage as …
The status of metalinguistic knowledge in instructed adult L2 learning
This study investigated second language metalinguistic knowledge, or explicit knowledge about the second language, in English-speaking university-level learners of German and Spanish. The status of metalinguistic knowledge in relation to the individual difference variables of language-learning aptitude, working memory for language, and participants' language-learning history was identified. Language-learning experience in formal settings was foun…
Verbalisation as a mediational tool for understanding tense-aspect marking in English
According to Vygotsky, we use tools both to shape and make sense of the world and to exercise control over others and over ourselves. Importantly, the very use of those tools to mediate and regulate our actions has developmental repercussions in our cognitive capabilities. From a sociocultural theory perspective on second language learning, these ideas are fundamental to our understanding of theoretical, pedagogical, and methodological issues. Th…
Use of L1, metalanguage, and discourse markers
This study reports on an investigation into the use of L1, discourse markers, and metalanguage for regulatory purposes during individual task performance. The study involved nine L1 English university‐level learners of L2 Spanish. Drawing on thinkaloud protocols, the extent to which the participants used the three linguistic tools while completing a form‐focused task was investigated. The analysis reveals the importance of L1 and metalanguage as …
Enhancing metalinguistic knowledge
Framed within a Sociocultural theory perspective to L2 learning, this article investigated the potential of a suite of pedagogical materials for enhancing metalinguistic knowledge in a foreign/second (L2) language context. The linguistic focus of the project was the tense-aspect system, specifically the contrast between the Preterite and the Imperfect in Spanish given the challenges this poses for L2 learners. Six L1 English university students o…
Expert-novice interaction as the basis for L2 developmental activity
This study investigated interaction between an adult EFL university student in Japan and her EFL tutor/researcher while they observed the student’s L2 writing event during a stimulated retrospective recall session. Interaction is considered both a methodological instrument to investigate the complex cognitive activity underpinning L2 writing and a pedagogic tool to encourage linguistic – as well as strategic – awareness and change. Informed by So…
Tracking the Real-Time Evolution of a Writing Event
The current study focused on emergent processes during real-time second language (L2) writing activity in an English as a foreign language university context, examining differences in these processes across individual capacities. Participants included 22 adult Japanese learners of L2 English and their tutor. The data were collected using digital screen capture and eye-tracking technologies while the learners wrote a 35-minute argumentative essay.…
Conceptualization and Orientation in Concept-based Language Instruction
Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions
Research suggests that individual differences in additional language learning may play a more important role in taxing situations when learners are confronted with unfamiliar or difficult tasks. However, studies to date have mostly focused on second language (L2) learners/bilinguals, while individual differences within multilingual populations remain under-researched. Working with university-level multilingual adults, we compared the effectivenes…
A Classroom Application of Concept-Based Language Instruction (C-BLI)
This study reports on an investigation of the potential of Concept Based Language Instruction (C-BLI) for enhancing EFL learners’ understanding of the concept of tense/aspect in English and their use of associated forms; past simple, past continuous, and present perfect. C-BLI was compared to a grammar presentation approach based on the Presentation-Practice-Production (PPP) model. Participants included 45 adult learners of L2 English from an Alg…
EFL/ESL Teaching and Learning (9 works) · Psychology (9 works) · Linguistics (7 works) · Mathematics education (7 works) · Computer Science (6 works) · Cognitive psychology (4 works) · Second Language Learning and Teaching (4 works) · Grammar (3 works) · Metalinguistics (3 works) · Pedagogy (3 works)