Los factores nativo y no nativo en la enseñanza del español en Corea: la percepción del estudiante de grado

• Hong Joo Choi ^[1] ; Jorge Daniel Mendoza Puertas ^[2]
  1. [1] Universidad de Ulsan, Departamento de Español y Estudios Latinoamericanos, Corea del Sur
  2. [2] Universidad Providence , Departamento de Leng ua y Literatura Españolas. Taiwán
• Localización: Tonos digital: revista de estudios filológicos, ISSN-e 1577-6921, Nº. 38, 2020
• Idioma: español
• Títulos paralelos:
  • Native and non-native factors in teaching spanish in Korea: in the view of undergraduate students’ perception
• Enlaces
  • Texto completo
• Resumen
  • español

    En este artículo ofrecemos un acercamiento a la percepción del estudiante universitario coreano sobre la doc encia impartida por 2 profesores nativos y no nativos de español como lengua extranjera (ELE) . Su objetivo es conocer qué ventajas y desventajas señalan los alumnos en relación con cada tipo de docencia , así como sus expectativas respecto a la enseñanza impa rtida por cada perfil . Para ello se ha empleado un método combina do (cualitativo y cuantitativo), basado en el uso cuestionarios y en la recopilación y cuantificación de la información recogida en estos.

    El estudio se llevó a cabo entre los estudiantes de dos universidades de la zona sureste de Corea: la Universidad de Ulsan y la Universidad de Busá n de Estudios Extranjeros.

    En los resultados obtenidos se observa tanto una distribución de funciones entre ambas figuras como una percepción complementaria de a mbos modelos de docencia por parte de los aprendientes .

    La propuesta de una acción conjunta por parte de estos dos perfiles docentes resulta tan ineludible como necesaria para mejorar la enseñanza - aprendizaje de ELE en el contexto universitario surcoreano.

  • English

    n this article, we offer an analysis in the perception of Korean University students taught by native and non native teachers of Sp anish as a for eign language (SFL ).

    The aim of this paper is to know what advantages and disadvantages they perceive in each type of teaching , as well as their expectations regarding the teaching given by each profile.

    For this purpose a combined method was used (qualita tive and quantitative) , based on the distribution of questionnaires and on the compilation and quantification of the information provided by them .

    The study was carried out among students from two universities in south eastern Korea: Ulsan University and Bu san University of Foreign Studies.

    The conclusion of the analysis is related to two key points: a distribution of functions and a complementary perception for both models of teaching.

    The proposal of a joint action by these two teaching profiles is complet ely necessary to improve the teaching - learning process of Spanish as a foreign language in the South Korean university context.

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