Acceso usuarios
The more and more prominent role of English in the Spanish Education system has brought to the foreground the relevance of research in the teaching and learning of English as a foreign language (FL). At no other time in the history of Spanish education have teachers of English been so knowledgeable about pedagogy, learning theories and curriculum planning or had so many resources at their disposal. Yet, and despite considerable progress made over the years, students rarely achieve high levels of proficiency in English at the end of a course of study. Why?This monograph alone does not intend to answer the question. Neither does it aspire to cover the entire range of variables that directly or indirectly have an impact on FL teaching and learning. The purpose of this monograph is to be the first of a series which provides state-of-the-art overviews of what is already known and of what requires further study in a wide range of fields to which foreign language teaching and learning can be applied. To this end, the papers published within this volume cover the research domains of Information and Communication Technology –in connection with students’ perceptions–, Content and Language Integrated Learning –in relation with students’ anxiety levels and attitudes–, needs analysis, interlanguage and textbooks and the intercultural communicative competence. The evidence provided by the five selected papers about the situation in Spanish institutions will map out the current interdisciplinary findings on a specific common problem facing educationalists: how to promote better English learning. Two features make the volume especially appealing: the presence of all levels of education and the incorporation of an often neglected group of learners: adult learners of English in the Escuela Oficial de Idiomas (Official Language School). DOI: 10.20420/rlfe.2015.0001
