Expresión e interacción orales y autoevaluación: estudio descriptivo y de intervención con hablantes avanzados de español como lengua adicional

• Autores: Marta Francisca Nogueroles López
• Localización: RAEL: revista electrónica de lingüística aplicada, ISSN 1885-9089, Vol. 23, Nº. 1, 2024, págs. 119-135
• Idioma: español
• Títulos paralelos:
  • Speaking and Self-assessment: a Descriptive and Intervention Study with Advanced Speakers of Spanish as an Additional Language
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El presente artículo recoge dos estudios que, conjuntamente, abordan el papel de la autoevaluación en la expresión e interacción orales en español como lengua adicional. El primero de ellos es un estudio de intervención centrado en el desarrollo de la autoevaluación sobre la competencia oral de los participantes (diez hablantes de español como lengua adicional de nivel avanzado); mientras que el segundo constituye un estudio descriptivo focalizado en la expresión e interacción orales a través de la técnica de recuerdo estimulado. Los objetivos que nos planteamos son, en primer lugar, analizar los efectos de la intervención implementada sobre la capacidad de expresión e interacción orales en español de los participantes; en segundo lugar, examinar la autoevaluación de los participantes en relación con su capacidad de expresión e interacción orales en español y, por último, conocer su valoración respecto a los protocolos de autoevaluación implementados. Los resultados ponen de manifiesto el impacto positivo de la autoevaluación para la expresión e interacción orales en lengua adicional. Además, el estudio arroja luz sobre las fortalezas y debilidades de los participantes como hablantes de español y da cuenta de la buena acogida del protocolo por parte de los estudiantes

  • English

    The present article embraces two studies which, together, address the role of self-assessment in speaking in Spanish as an additional language. The first is an intervention study based on the development of self-assessment on the oral competence of the participants (ten advanced speakers of Spanish as an additional language); meanwhile the second is a descriptive study of the participants’ speaking skills through the technique of stimulated recall. Our objectives were, first, to analyze the effects of the implemented intervention on the participants’ speaking in Spanish; second, to learn about the participants’ self-assessment of their speaking skills in Spanish; and finally, to examine the participants’ evaluation of the implemented self-assessment protocols. The results show the positive impact of self-assessment on the participants’ speaking skills. In addition, the study sheds light on the speakers’ strengths and weaknesses and shows that the protocol was well received by the students

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