Our researchers

Eduardo Negueruela Azarola

Department
ILCE
Facultad de Filosofía y Letras. Universidad de Navarra
Research lines
Enseñanza de Español como Lengua Extranjera. Psicología sociocultural. Formación de profesores de lenguas. Psicolingüística y lingüística aplicada. Gestos y comunicación. Metodología y filosofía de investigación en las ciencias sociales.
H-Index
15, (Google Scholar, 30/06/2020)
7, (Scopus, 30/06/2020)
5, (WoS, 30/06/2020)

Most recent scientific publications (since 2010)

Authors: Negueruela Azarola, Eduardo; Fernández Parera, Antoni
Journal: LANGUAGE AND SOCIOCULTURAL THEORY
ISSN 2051-9699  Vol. 3  Nº 2  2016  pp. 195 - 218
Authors: Atkinson, Dwight; Byrnes, Heidi; Doran, Meredith; et al.
Journal: MODERN LANGUAGE JOURNAL
ISSN 0026-7902  Vol. 100  2016  pp. 19 - 47
Authors: Williams, Lawrence; Abraham, Lee B.; Negueruela Azarola, Eduardo
Journal: LANGUAGE TEACHING RESEARCH
ISSN 1362-1688  Vol. 17  Nº 3  2013  pp. 363 - 381
A number of recent studies (see, for example, Lantolf, 2010; Negueruela & Lantolf, 2006; van Compernolle, 2011) have focused on the use of learning tools developed according to the principles of concept-based instruction (CBI). Using videorecorded data from interviews and observations of classroom instruction, our study seeks to contribute to the CBI research by examining the implementation of this framework from the perspectives of pre-service and novice teachers of French and Spanish. Therefore, the overarching goal of this study is to understand how and to what extent teachers embrace or reject a pedagogical approach that does not necessarily align with a textbook¿s explanation of a grammar point. We have chosen to focus on the teaching of verbal aspect since textbooks for learners of both French and Spanish typically present rules of thumb for learning past tense use without explaining the systematic concept of verbal aspect. The case studies presented in this article demonstrate that ¿ in some instances and for a variety of reasons ¿ experienced, novice, and pre-service teachers prefer materials, techniques, and approaches that are more familiar, albeit not as potentially beneficial for learners
Authors: Negueruela Azarola, Eduardo
Journal: MIRÍADA HISPÁNICA
ISSN 2171-5718  Nº 6  2013  pp. 53 - 70
Authors: Negueruela Azarola, Eduardo
Journal: CANADIAN MODERN LANGUAGE REVIEW
ISSN 0008-4506  Vol. 68  Nº 2  2012  pp. 239 - 240
Authors: Negueruela Azarola, Eduardo
Journal: LANGUAGE AWARENESS
ISSN 0965-8416  Vol. 20  Nº 3  2011  pp. 183 - 202
Authors: Negueruela Azarola, Eduardo
Journal: SYSTEM
ISSN 0346-251X  Vol. 39  Nº 3  2011  pp. 359 - 369
The present article presents an understanding of beliefs as conceptualizing activity from a Vygotskyan dialectical perspective. The proposals I develop here, emerging from a contextual understanding of development, aim to help us reconsider in pedagogical terms the specific relationships between beliefs and actions and the nature of beliefs as dialectical language-mediated consciousness. Understanding beliefs as dialectical conceptualizations calls for rethinking teaching and learning as a developmental activity. It also illuminates a specific research methodology, semiogenesis, which captures the orienting power of beliefs as conceptualizing activity in the classroom. To illustrate a conceptual approach to beliefs as sociocultural tools of the mind, three basic examples of a conceptual task for in-service teachers are discussed
Authors: Allen, Heather Willis; Negueruela Azarola, Eduardo
Journal: MODERN LANGUAGE JOURNAL
ISSN 0026-7902  Vol. 94  Nº 3  2010  pp. 377 - 395
Authors: Negueruela Azarola, Eduardo
Journal: ELIA. ESTUDIOS DE LINGUISTICA INGLESA APLICADA
ISSN 1576-5059  Nº 10  2010  pp. 77 - 112
Authors: Negueruela Azarola, Eduardo; García, Próspero N.
Book title:  The Routledge handbook of English language teaching
2016  pp. 295 - 309
The present chapter reviews theoretical and pedagogical insights in the field of ELT inspired by Vygotsky's (1986) research on the relationship between thinking and speaking and by consequent research into second language acquisition (SLA) from a sociocultural theory (SCT) perspective (Negueruela-Azarola, 2003; Lantolf and Thorne, 2006). From this, we examine the teaching of conceptual thinking in the ELT classroom, grounded in the idea that language learning is a transformative activity
Authors: Aguiló Mora, Francisca; Negueruela Azarola, Eduardo
Book title:  Cognitive linguistics and sociocultural theory: applications for second and foreign language teaching
2015  pp. 73 - 100
Authors: Negueruela Azarola, Eduardo; García, Próspero N.; Buescher, Kimberly
Book title:  The handbook of classroom discourse and interaction
2015  pp. 233 - 249
Authors: Negueruela Azarola, Eduardo
Book title:  The metalinguistic dimension in instructed second language learning
2013  pp. 221 - 242
Authors: Negueruela Azarola, Eduardo
Book title:  The Encyclopedia of Applied Linguistics
2013  pp. 1 - 8
Authors: Negueruela Azarola, Eduardo
Book title:  Lingüística e hispanismo
2010  pp. 27 - 48

Teaching experience

   

Enseñanza de Español para Extranjeros (FYL). 
Universidad de Navarra - Facultad de Filosofía y Letras.

Planificación y dinámicas de clases para el aprendizaje colaborativo y autónomo (MELE). 
Universidad de Navarra - Facultad de Filosofía y Letras.

Practicum I (MELE). 
Universidad de Navarra - Facultad de Filosofía y Letras.

La teoría sociocultural y el aprendizaje de idiomas (MELE). 
Universidad de Navarra - Facultad de Filosofía y Letras.

Teorías en el aprendizaje de segundas lenguas (MELE). 
Universidad de Navarra - Facultad de Filosofía y Letras.

Investigación acción y la innovación en la enseñanza de español (MELE). 
Universidad de Navarra - Facultad de Filosofía y Letras.

Trabajo fin de Grado. Filología (FyL). 
Universidad de Navarra - Facultad de Filosofía y Letras.

Trabajo fin de máster (MELE). 
Universidad de Navarra - Facultad de Filosofía y Letras.