Un ejemplo de aplicación y uso de la metáfora en la clase de inglés para arquitectos.

La metáfora como extensión del proceso cognitivo de categorización ha sido estudiada en diversos campos linguisticos. En este artículo se muestra el uso que puede hacerse de este recurso cognitivo en el aula, prestando especial atención al potenciamiento de la destreza oral desde el punto de vista de L2. El ejemplo que aquí se presenta se encuentra contextualizado en el campo de inglés con fines especificos y más concretamente en el campo de inglés para arquitectos. Una disciplina que, quizás por su naturaleza creadora, enriquece de forma especial el uso de la metáfora en contextos orales.The use of metaphor as an extension of human cognitive process of categorisation has been studied in many linguistic fields. In this paper, 1 present the use of metaphor to be worked out in the classroom with special focus on the speaking skill in L2. The example that is shown is contextualized in the field of E.S.P. paying special attention to tIte field of English for architects, which is a discipline that seems to enrich the use of metaphor into speaking contexts

An Action Research Project: Students’ Responses to and Perceptions of Training to Develop Effective Vocabulary Learning Strategies

This article reports on a small-scale action research study aimed at exploring the impact of vocabulary learning strategies (VLS) awareness-raising and training sessions on two groups of Spanish as a Foreign Language beginners. The exploration focused on identifying changes to strategy use and students’ experience of strategy effectiveness after a series of VLS awareness-raising and training sessions that took place on a Spanish beginners’ course. In addition, feedback on the sessions was sought from the students. Data were collected through semi-structured questionnaires and interviews. Responses from the participants were coded using an adaptation of VLS from Schmitt, N. (1997) classification: additional VLS that emerged from the data was also added. Emergent themes from the questionnaires and interviews were analyzed and included in the findings. The results revealed changes in strategy use and suggest that students benefited from the VLS awareness-raising and training sessions. Furthermore, the results provide insights into factors that affect strategy effectiveness and students’ perceptions of what made strategies particularly effective for them when learning Spanish