Percepciones de alumnos y profesores acerca de la dificultad de aprendizaje de estructuras gramaticales complejas en estudiantes de pedagogía en inglés

• Autores: Roxana Orrego, Néstor Singer, Ricardo Úbeda, Sixto Yáñez
• Localización: Literatura y lingüística, ISSN 0717-621X, ISSN-e 0716-5811, Nº. 35, 2017, págs. 419-438
• Idioma: español
• DOI: 10.4067/S0716-58112017000100419
• Títulos paralelos:
  • Learners’ and teachers’ beliefs regarding the learning difficulty of complex grammar structures in students of an english language teaching undergraduate programme
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Resumen Este estudio pretende explorar las representaciones que alumnos y profesores de la Pedagogía de Inglés de la Universidad de Santiago de Chile tienen respecto a dichas estructuras estudiadas durante el primer semestre del primer año de la carrera. En este estudio se realizó una encuesta para recabar datos de alumnos y profesores del programa señalado. Se establece que la complejidad está asociada mayoritariamente a la frase verbal. Luego, se comprueba que dichas estructuras sí poseen una carga innata de complejidad para los estudiantes. Finalmente, el estudio concluye con algunos lineamientos para el diseño de materiales y posibles estudios futuros.

  • English

    Abstract This study aims to explore the social representations held by the learners and teachers of the undergraduate English language teaching programme at the Universidad de Santiago de Chile, specifically the grammar structures taught during the first semester of the first year. For this research, a survey to collect the data from students and teachers was carried out. It is thought that complexity is associated to the verb phrase. Later, it was confirmed that these structures do have an innate charge of complexity for learners. This study concludes with some guidelines for the design of materials and future possible research.

• Referencias bibliográficas
  • Abric, J. C.. (1976). Jeux, Conflicts et Représentations Sociales. Université de Provence. Francia.
  • Buyl, A., Housen, A.. (2015). Developmental Stages in Receptive Grammar Acquisition: A Processability Theory account. Second Language Research....
  • Chaudron, C.. (1985). Intake: On methods and models for processing of input. Studies in Second Language Acquisition. 7. 1-14
  • Cook, G.. (2003). Applied Linguistics. University Press. Oxford.
  • (2001). Common European Framework of Reference for Languages: learning, teaching, assessment. Cambridge University Press. New York.
  • Davydova, J.. (2011). The present perfect in non-native Englishes: A corpus based study of variation. Walter de Grouyer GmbH & Co. Boston....
  • Gass, S. M.. (1997). Input, interaction, and the second language learner. Lawrence Erlbaum Associates. Mahwah, NJ.
  • Hall, G.. (2011). Exploring English language teaching: Language in action. Routledge. New York.
  • Hernández, R., Fernández, C., Baptista, P.. (2010). Metodología de la investigación. McGraw Hill. Ciudad de México.
  • Hymes, D.. (1972). Sociolinguistics. Penguin Books. Londres.
  • Jordan, G.. (2004). Theory construction in second language acquisition. John Benjamins. Amsterdam/Philadelphia.
  • Keatinge, D, Keßler, J. -U.. (2009). Research in second language acquisition: Empirical evidence across languages. Cambridge Scholars. Newcastle...
  • Kornblit, A. L.. (2007). Metodología cualitativas: Modelos y procedimientos de análisis. 2. Biblos. Buenos Aires.
  • Krashen, S.. (1981). Second language acquisition and second language learning. Pergamon Press. New York.
  • Kusters, W.. (2003). Linguistic complexity. The influence of social change on verbal infection. LOT. Utrecht.
  • Miestamo, M.. (2008). Language complexity. Typology, contact, change. John Benjamins. Amsterdam/ Philadelphia.
  • Moscovici, S.. (1961). El psicoanálisis, su imagen y su público. Huemul. Buenos Aires.
  • Pienemann, M.. (1998). Language processing and second language development: Processability theory. John Benjamins. Amsterdam.
  • Pienemann, M.. (2005). Crosslinguistic aspects of processability theory. John Benjamins. Amsterdam/Philadelphia.
  • Pienemann, M.. (2011). Studying processability theory: An introductory textbook. John Benjamins. Amsterdam/Philadelphia.
  • Savignon, S.. (1983). Communicative competence: Theory and classroom practice; texts and contexts in second language learning. Addison-Wesley....
  • Szmrecsanyi, B., Kortmann, B.. (2009). Language complexity as an evolving variable. Oxford University Press. Oxford.
  • VanPatten, B.. (2004). Processing instruction: Theory, research, and commentary. Lawrence Erlbaum. Mahwah, NJ.
  • Widdowson, H.. (1998). Context, Community and Authentic Language. TESOL Quarterly. 32. 708