Arigita-García Amaya, Sánchez-Cabrero Roberto, Barrientos-Fernández Amelia, Mañoso-Pacheco Lidia, Pericacho-Gómez F Javier
Department of Social Sciences and Applied Languages, Alfonso X El Sabio University, Madrid, Spain.
Department of Education, Catholic University of Ávila, Ávila, Spain.
Heliyon. 2021 Feb 19;7(2):e06282. doi: 10.1016/j.heliyon.2021.e06282. eCollection 2021 Feb.
Second language acquisition as a process is subject to factors related to the student, the teacher, the learning structure and learning organisation, and also to the learning environment. The research hereby presented aims to establish the relevance of the above-mentioned factors in the process of second language learning. The study addresses the point of view of teachers, as their perspective concerning the learning process is privileged. If it were not to be included in a scientific process, this detailed and contextual knowledge would not be able to contribute to the improvement of teaching. The data obtained will allow for the designing of teaching strategies focused on learners' needs and requirements. This is a descriptive, observational and cross-sectional study with the participation of 216 practicing teachers within the Community of Madrid in Spain. The information was collected through an online questionnaire using the tool . Then, it was analysed and validated with The outcomes of the study show that the factors linked to the teacher are the most dominant for those educators in the Community of Madrid. Regarding the teacher-student relationship, the use of teaching resources and materials adequate for learning, together with the communication, strategies used, the linguistic input received by the students and the planning of lessons, are factors showing the greatest capacity to determine the process of teaching and learning a second language.
第二语言习得作为一个过程，受到与学生、教师、学习结构和学习组织相关的因素影响，同时也受到学习环境的影响。本文所呈现的研究旨在确定上述因素在第二语言学习过程中的相关性。该研究探讨了教师的观点，因为他们对学习过程的看法具有特殊性。如果不将其纳入科学研究过程，这种详细的情境知识将无法促进教学的改进。所获得的数据将有助于设计以学习者需求为重点的教学策略。这是一项描述性、观察性和横断面研究，有216名西班牙马德里自治区的在职教师参与。信息通过使用 工具的在线问卷收集。然后，使用 进行分析和验证。研究结果表明，对于马德里自治区的教育工作者来说，与教师相关的因素最为重要。关于师生关系、使用适合学习的教学资源和材料、沟通方式、所采用的策略、学生接受的语言输入以及课程规划，这些因素在决定第二语言教学和学习过程方面具有最大的影响力。
