2026-04-18T02:29:37Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/99602025-01-18T01:05:29Zcom_10259_9590com_10259_5086com_10259_2604col_10259_9830

Nido, Almudena 74eebb29-8485-4b79-bd38-765b30da2c5d 500 Díez Cobo, Rosa María d9b92cfb-d91d-4e53-b5e4-6cf39624d539 600 2025-01-17T14:12:05Z 2025-01-17T14:12:05Z 2023 2184-6006 http://hdl.handle.net/10259/9960 10.5334/as.135 It is indisputable that success in the acquisition of a second language is closely dovetailed with motivation. A direct rapport between motivation and language achievement can be traced, whereby the higher the motivation, the smoother the advances towards an effective acquisition of the target language. This process has been thoroughly explored of late in the field of Second Language Learning (SLL). Experts have rightly pinpointed that motivation dynamics greatly differ when we attend to groups of learners that tend to have a meagre and oscillating engagement with the subject matter, as it is mostly the case with adolescents. Thus, what would be at stake in this paper is the discussion of how to pair teenagers’ preferences with pertinent teaching-learning tools in the EFL (English as a Foreign Language) context. Given that the greatest challenge is to engage students’ attention and to present contents and topics that are relevant to them, it is our contention that specific literary resources as those within the Gothic narrative genre can facilitate motivation in learner-centred experience in adolescence since they resonate with key anxieties of this period. We thus side with the growing current in SLL that, over the decades, has promoted literature and extensive reading as valuable contributions to language acquisition. Our specific proposal is to incorporate the reading of Gothic fiction into the EFL secondary curriculum as a motivational spur. If teachers introduce narratives in English that have particularly appealing subject matters for our students, the teaching-learning strategies would be greatly improved. application/pdf eng Ubiquity Press, on behalf of the University of Lisbon Centre for English Studies Anglo Saxonica. 2023, V. 21, n. 1, art. 11, p. 1–11 https://doi.org/10.5334/as.135 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess English as a Foreign Language (EFL) Young adult learners Motivation Gothic fiction Adolescence Extensive reading Novela gótica Lengua inglesa Lenguas modernas-Estudio y enseñanza Gothic fiction (Literary genre) English language Languages, Modern-Study and teaching The Use of Gothic Fiction as a Second Language Teaching-Learning Motivational Input for Adolescents info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Anglo Saxonica 21 1 THUMBNAIL Nido-as_2023.pdf.jpg Nido-as_2023.pdf.jpg IM Thumbnail image/jpeg 4527 https://riubu.ubu.es/bitstream/10259/9960/4/Nido-as_2023.pdf.jpg ed36e1d4557f3c74c10bd3762bc3e57e MD5 4 LICENSE license.txt license.txt text/plain; charset=utf-8 1362 https://riubu.ubu.es/bitstream/10259/9960/3/license.txt 5d013bfa6e473ff0db22cd82a4d71a70 MD5 3 CC-LICENSE license_rdf license_rdf application/rdf+xml; charset=utf-8 908 https://riubu.ubu.es/bitstream/10259/9960/2/license_rdf 0175ea4a2d4caec4bbcc37e300941108 MD5 2 ORIGINAL Nido-as_2023.pdf Nido-as_2023.pdf application/pdf 800716 https://riubu.ubu.es/bitstream/10259/9960/1/Nido-as_2023.pdf 0e77bad4e0b988ece31406cced594cf6 MD5 1 10259/9960 oai:riubu.ubu.es:10259/9960 2025-01-18 02:05:29.228 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es RWwgYXV0b3IgY29tbyDDum5pY28gdGl0dWxhciBkZSBsb3MgZGVyZWNob3MgZGUgcHJvcGllZGFkIGludGVsZWN0dWFsIGRlIGxhIG9icmEsIG8gZGlzcG9uaWVuZG8gZGUgbG9zIGRlYmlkb3MgcGVybWlzb3MgZGUgbG9zIG90cm9zIHRpdHVsYXJlcywgc2kgbG9zIGh1YmllcmEsIHkgZW4gdmlydHVkIGRlIGxvcyBkZXJlY2hvcyBxdWUgbGUgY29uZmllcmUgbGEgbGVnaXNsYWNpw7NuIHZpZ2VudGUgc29icmUgcHJvcGllZGFkIGludGVsZWN0dWFsIHkgZGVyZWNob3MgZGUgYXV0b3IsIApBVVRPUklaQSBhIGxhIFVuaXZlcnNpZGFkIGRlIEJ1cmdvcyBhIGRpZnVuZGlyLCBkZSBtYW5lcmEgZ3JhdHVpdGEsIGVsIGNvbnRlbmlkbyBkZSBsb3MgYXJjaGl2b3MgZGlnaXRhbGVzIHF1ZSBjb3JyZXNwb25kZW4gYWwgZG9jdW1lbnRvIGRlc2NyaXRvIGFudGVyaW9ybWVudGUsIGNvbiBjYXLDoWN0ZXIgbm8gZXhjbHVzaXZvIHkgZGUgbWFuZXJhIHDDumJsaWNhIGVuIGFjY2VzbyBhYmllcnRvIGEgdHJhdsOpcyBkZSBJbnRlcm5ldCwgcGFyYSBsbyBxdWUgbGEgQmlibGlvdGVjYSBwcm9jZWRlcsOhIGEgYXJjaGl2YXJsb3MgZW4gZWwgUmVwb3NpdG9yaW8gSW5zdGl0dWNpb25hbC4gQXNpbWlzbW8gYXV0b3JpemEgYSBsYSBVbml2ZXJzaWRhZCBkZSBCdXJnb3MgYSByZWFsaXphciBsYXMgdHJhbnNmb3JtYWNpb25lcyBuZWNlc2FyaWFzIGRlIGZvcm1hdG8sIG5vIGRlIGNvbnRlbmlkbywgcGFyYSBnYXJhbnRpemFyIGxhIHByZXNlcnZhY2nDs24geSBlbCBhY2Nlc28gZW4gZWwgZnV0dXJvLgoKRWwgYXV0b3IgZGlzcG9uZSwgZW4gdG9kbyBjYXNvLCBkZWwgZGVyZWNobyBhIHJldm9jYXIgZXN0YSBhdXRvcml6YWNpw7NuLgoKTGEgY2VzacOzbiBkZSBkZXJlY2hvcyBkZSBlc3RhIG9icmEgc2UgZW5jdWVudHJhIHN1amV0YSBhIGxhIGxlZ2lzbGFjacOzbiB2aWdlbnRlIHNvYnJlIHByb3BpZWRhZCBpbnRlbGVjdHVhbCB5IGRlcmVjaG9zIGRlIGF1dG9yLiBTdSBkaWZ1c2nDs24gZW4gZWwgUmVwb3NpdG9yaW8gc2Vyw6EgYmFqbyBsYSBtb2RhbGlkYWQgZGUgbGljZW5jaWEgQ3JlYXRpdmUgQ29tbW9ucyBvIGVxdWl2YWxlbnRlOiByZWNvbm9jaW1pZW50byDigJMgdXNvIG5vIGNvbWVyY2lhbCDigJMgc2luIG9icmEgZGVyaXZhZGEsIHBvciBsYSBxdWUgc2UgcGVybWl0ZSBoYWNlciBjb3BpYSwgZGlzdHJpYnVpciB5IGNvbXVuaWNhciBww7pibGljYW1lbnRlIGxhIG9icmEgc2llbXByZSBxdWUgc2UgY2l0ZSBhbCBhdXRvciwgZWwgdXNvIHF1ZSBzZSBoYWdhIGRlIGVsbGEgc2VhIG5vIGNvbWVyY2lhbCB5IG5vIHNlIGNyZWVuIG9icmFzIGRlcml2YWRhcyBhIHBhcnRpciBkZSBsYSBvcmlnaW5hbC4K