Diferencias individuales que afectan la interacción en el aula de alemán como lengua extranjera
DOI:
https://doi.org/10.31637/epsir-2024-899Palabras clave:
adquisición de lenguas extranjeras, enfoque por tareas, disposición para comunicarse, competencia comunicativa, involucramiento en la tarea, interacción, investigación en el aula, enseñanza de lenguas extranjerasResumen
Introducción: Este estudio explora la disposición para comunicarse (WTC, por sus siglas en inglés), la competencia comunicativa percibida (PCC, por sus siglas en inglés) y el involucramiento en las tareas (TE, por sus siglas en inglés) de aprendientes de alemán como lengua extranjera (N = 59). Metodología: A partir de un cuestionario con escala de Likert, se ha hecho un análisis de correlaciones para explorar las relaciones entre estas tres variables de diferencia individual. Resultados: El análisis ha mostrado que la WTC, la PCC y el TE están relacionados positivamente. Las relaciones más fuertes se han encontrado entre la PCC y la WTC así como entre la PCC y el TE. Discusión: Los resultados resaltan la importancia de la PCC para las interacciones orales entre pares. Las investigaciones anteriores indican que la PCC es un predictor crucial para la WTC. Conclusiones: Estos hallazgos pueden proporcionar una mejor comprensión de la compleja relación entre los fenómenos estudiados y pueden constituir un incentivo para que el profesorado aumente la PCC de sus aprendientes en el aula de lengua extranjera.
Descargas
Citas
Baker, S. C. y MacIntyre, P. D. (2000). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 311–341. https://doi.org/10.1111/0023-8333.00119
Cameron, D. (2013). Willingness to communicate in English as a second language as a stable trait or context-influenced variable: Case studies of Iranian migrants to New Zealand. Australian Review of Applied Linguistics, 36(2), 177-196. https://doi.org/10.1075/aral.36.2.04cam
Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
Fernández-Dobao, A. (2016). Peer interaction and learning: A focus on the silent learner. En M. Sato y S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 33-61). John Benjamins Publishing Company. https://doi.org/10.1075/lllt.45.02fer
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford University Press.
Evans, J. D. (1996). Straightforward statistics for the behavioral sciences. Brooks/Cole Publishing Company.
Guo, Y., Xu, J. y Chen, C. (2023). Measurement of engagement in the foreign language classroom and its effect on language achievement: The case of Chinese college EFL students. International Review of Applied Linguistics in Language Teaching, 61(3), 1225-1270. https://doi.org/m6vh
Gómez, J. F. (2019). Diferencias en las creencias sobre el aprendizaje del inglés entre los niveles básico A1-A2 e intermedio B1. Lenguas Modernas, 53, 49-66. https://lenguasmodernas.uchile.cl/index.php/LM/article/view/55446
Harley, B. (1990). The development of second language proficiency. Cambridge University Press.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. Second Language Studies, 20(2), 29-70. https://www.hawaii.edu/sls/wp-content/uploads/2014/09/Hashimoto.pdf
Hiromori, T. (2021). Anatomizing students’ task engagement in pair work in the language classroom. Journal for the Psychology of Language Learning, 3(1), 88-106. https://doi.org/10.52598/jpll/3/1/5
Loewen, S. y Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51(3), 285-329. https://doi.org/gfphrh
Loewen, S. y Sato, M. (2021). Exploring the relationship between TBLT and ISLA. TASK: Journal on Task-based Language Learning and Teaching, 1, 47-70. https://doi.org/10.1075/task.00003.loe
Kirchhoff, N. (2022). Interacción entre pares y el input escrito: Influencia del input escrito en las interacciones orales de aprendientes de alemán como lengua extranjera. Human Review, 11, 1-11. https://doi.org/m6vj
Leeming, P., Vitta, J. P., Hiver, P., Hicks, D., McLean, S. y Nicklin, C. (2024). Willingness to communicate, speaking self-efficacy, and perceived communicative competence as predictors of second language spoken task Production. Language Learning, 1-33. https://doi.org/10.1111/lang.12640
McCroskey, J. C. y Richmond V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Communication Journal, 56(1), 72-77. https://doi.org/10.1080/10417949009372817
MacIntyre, P. D., Clément, R., Dörnyei, Z. y Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
https://doi.org/10.1111/j.1540-4781.1998.tb05543.x
Philp, J. J. (2016). Epilogue: New pathways in researching interaction. En M. Sato y S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda (pp. 377-395). John Benjamins. https://doi.org/10.1075/lllt.45.15phi
Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119-158. https://doi.org/10.1111/1467-9922.00179
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. En S. M. Gass y C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
Swain, M. (1995). Three functions of output in second language learning. En G. Cook y B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford University Press.
Toyoda, J., Yashima, T. y Aubrey, S. (2021). Enhancing situational willingness to communicate in novice EFL learners through task-based learning. JALT Journal, 43(2), 185-214. https://doi.org/10.37546/JALTJJ43.2-3
Watanabe, Y. y Swain, M. (2007). Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121-142. https://doi.org/c8c8z6
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1), 54-66.
https://doi.org/10.1111/1540-4781.00136
Yashima, T. (2022). Willingness to communicate in an L2. En T. Gregersen y S. Mercer (Eds.), The Routledge handbook of the psychology of language learning (pp. 260-271). Routledge. https://doi.org/10.4324/9780429321498
Yu, M. (2015). An examination of the dynamic feature of WTC through dyadic group interaction. System, 55, 11-20. https://doi.org/m6vk
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2024 Natalie Kirchhoff (Autor de Correspondencia); Raúl Dávila-Romero
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
