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Attitude of practicing teachers and student teachers on using ludic activities in Spanish language classroom

The paper addresses the issue of using ludic activities in the process of teaching Spanish as a foreign language. The theoretical framework provides an overview and a comparative analysis of the research in the field. It underlines numerous advantages and challenges of the use of play in a foreign language classroom. The empirical part of the paper is aimed at determining the attitude of the study participants observed through three dimensions: a cognitive, an affective and a behavioural one. A quantitative approach was used and the data were gathered by means of a questionnaire. Structural characteristics of the sample (N = 100) indicate the existence of two subsamples: the participants with teaching experience (practicing teachers) and those without it (student teachers). The results indicate that the participants have an overall positive attitude towards the research subject but certain differences related to the teaching experience arose, i.e. the participants with teaching experience show a lower level of readiness to use ludic activities at the behavioural level. The paper confirms the importance of using ludic activities in the teaching process but underlines the need to align the cognitive and the behavioural dimensions of teachers’ attitude, i. e. calls for a better integration of theory and practice of teaching.

ludic elements ; practicing teachers ; student teachers ; work experience ; Spanish as a foreign language ;

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