The purpose of this master's thesis is to implement mindfulness in the Spanish foreign language classroom in order to improve the emotional well-being of students, their attention and ability to concentrate in order to encourage language learning. Furthermore, we want to bring mindfulness closer to foreign language teachers. For this purpose, the theoretical part first addresses the affective dimension in learning, focusing on the influence of affectivity, especially the learner’s emotional state and the importance of controlling emotions through affective strategies. The second and the third chapter present mindfulness and its implementation in the educational field, respectively. Several benefits at the level of mental and emotional processes resulting from the practice of mindfulness are presented as well as some limitations of its implementation in the classroom. The empirical part is based on qualitative research carried out through interviews with two Slovenian teachers who have already been applying mindfulness in their foreign language classes, the first in the Spanish classes and the second in the Spanish and English classes. In the applicative part, which combines the theoretical foundation and the findings obtained from the research, a series of mindfulness based activities are proposed that can be incorporated into different classes of Spanish as a foreign language.
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