Videoclip y emociones en el aprendizaje de Español como Lengua Extranjera

Abstract

Language-teaching encompassing music and emotions could prove to be extremely useful. The exploratory study’s objective was to examine the use of music videos in the university classroom with female Slovak students as a component in learning Spanish as a foreign language. To this end, the students’ consumption of music videos in learning Spanish was first mapped. Next, a classroom intervention programme was presented based on working with music videos towards emotions and, finally, the students’ emotional response was measured. The study revealed that most of the students agreed to use music videos in the Spanish as a foreign language class on the basis of the designed intervention programme. As a result, the music video represents an effective tool for bringing together audiovisual communicative competence and the emotions in the foreign language classroom at university level.

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