Creencias sobre el aprendizaje y dominio ELE mediante la metáfora explícita suscitada

• Ana María Macías García ^[1]
  1. [1] Aalborg University

     Aalborg University

     Dinamarca

     
• Localización: Revista Nebrija de Lingüística aplicada a la enseñanza de Lenguas, ISSN-e 1699-6569, Vol. 13, Nº. 26, 2019 (Ejemplar dedicado a: "Literacidad y aprendizaje de lenguas"), págs. 175-197
• Idioma: español
• Títulos paralelos:
  • Beliefs in proficiency and learning Spanish as FL through elicited explicit metaphor
• Enlaces
  • Texto completo
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este estudio de carácter cualitativo tiene por objeto presentar, identificar y analizar la naturaleza de las creencias sobre el aprendizaje de ELE de un grupo de estudiantes universitarios daneses. Los participantes completaron los enunciados Aprender español es como... porque y Saber español es como... porque. M ediante sus respuestas , a ccedimos a su conceptualización de aprendizaje y dominio del español. La metáfora se presenta como una herramienta cognitiva que posibilita observar los mecanismos del pensamiento y nos permite identificar la experiencia de los estudiantes sobre sus creenc ias implícitas. Los resultados corroboran que la conceptualización metafórica es eminentemente somática. La corporeidad es fundamental en la configuración mental de la experiencia a través de imágenes más accesibles, complejas y completas.

  • English

    This qualitative study aims at presenting, identifying and analysing the beliefs shown by a group of Danish university students about language learning and proficiency in the context of Spanish as Foreign Language. Participants completed the prompts “Learning Spanish is like... because” and “Knowing Spanish is like... because”. Their answers allowed us to access their conceptualization of learning and mastery. Metaphor elicitation allowed us to gain insight into the mechanics of metaphoric thought .

    A significant part of the students opted for embodied experiences as means of metaphoric conceptualization. The elicited metaphors allowed both students and researcher to acknowledge a much more accessible, complex and comprehensive perception of learners construe th eir learning experience.

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