Percepciones del alumnado adulto sobre emociones positivas y ambivalentes en el aprendizaje de una lengua extranjera

• Autores: Irene Acosta Manzano
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 36, 2021, págs. 43-64
• Idioma: español
• DOI: 10.30827/portalin.v0i36.15630
• Títulos paralelos:
  • Adult students’ perceptions on positive and ambivalent emotions during foreign language learning
• Enlaces
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• Resumen
  • español

    El campo de la investigación sobre emociones en el aprendizaje de lenguas extranjeras se caracteriza por la escasez de investigaciones en las que esté representado el conjunto de la población adulta. Esta circunstancia motivó un estudio cualitativo sobre las emociones positivas y ambivalentes que experimenta alumnado adulto de distintas edades al aprender una lengua extranjera. Un total de 39 estudiantes de seis idiomas se prestaron voluntariamente a ser entrevistados. Se trataba de estudiantes de 10 Escuelas Oficiales de Idiomas de todos los niveles impartidos. Para el análisis de los datos se llevó a cabo un análisis temático. Se investigaron las percepciones de las emociones positivas y ambivalentes, las ocasiones en que se experimentan y los motivos que las ocasionan. Los hallazgos indican que las emociones positivas provienen, fundamentalmente, del buen ambiente incentivado por actividades artísticas, participativas, dinámicas y divertidas, y de la satisfacción y el enriquecimiento personal; por su parte, las emociones ambivalentes están más relacionadas con el esfuerzo ligado al disfrute que, a su vez, comporta superación personal, como en el caso de las tareas de producción oral. Se abordan asimismo las implicaciones para la enseñanza de una LE a alumnado adulto de idiomas que se derivan de nuestros hallazgos

  • English

    Research on emotions is still scarce in the field of adult foreign language learning. For this reason, a qualitative study was carried out to investigate the emotions that adult students feel during the foreign language (FL) learning process. A total of 39 learners of six languages volunteered to be interviewed. They were all-level students from 10 State Language Schools. The data were analyzed through a thematic analysis. This study examined positive and ambivalent emotions, the instances when these occur and what triggers them. The results indicate that positive emotions are mainly caused by the good environment encouraged through artistic, participative, dynamic, and fun tasks, along with personal satisfaction and enrichment. Ambivalent emotions are related to the dynamics between effort and enjoyment, which implies personal growth, as in the case of speaking tasks. This study contributes to expanding research on the role of emotions in FL learning in adult population segments that are not usually included in investigations

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