Impacto de la experiencia en inmersión en la motivación de aprendientes de español como segunda lengua: un estudio desde la perspectiva del Sistema Motivacional del Yo

• Andrea López Perles ^[1]
  1. [1] St Bernards’s High School
• Localización: Revista signos: estudios de lingüística, ISSN-e 0718-0934, ISSN 0035-0451, Vol. 55, Nº. 108, 2022, págs. 91-116
• Idioma: español
• DOI: 10.4067/s0718-09342022000100091
• Títulos paralelos:
  • Impact of study abroad on the motivation of Spanish/L2 learners: a study from the perspective of the L2 Motivational Self System
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    El presente estudio se fundamenta teóricamente en uno de los modelos con mayor influencia en las investigaciones sobre motivación en segundas lenguas, el L2 Motivational Self System (Dörnyei, 2005, 2009b). Así, perseguimos los siguientes objetivos: (1) analizar el papel de la estancia de inmersión en el desarrollo del Ideal L2 Self de los aprendices de español/L2 y (2) examinar los factores que interactúan con la motivación a lo largo del aprendizaje de esta lengua. Se trata de un estudio mixto con alumnado universitario adulto de diversos contextos geográficos (n=93), aprendientes de español en el Centro Superior de Idiomas de la Universidad de Alicante. Los datos se han obtenido mediante un cuestionario con una escala tipo Likert (28 ítems) y dos narrativas multimodales. Los resultados revelan una alta importancia de la estancia en inmersión en los estudiantes de español/L2 impulsando, en ellos, el desarrollo de imágenes futuras de sí mismos como aprendices/hablantes de la lengua, así como la interacción de diversos factores que intervienen en su motivación. Asimismo, este sistema ha probado ser eficaz en el contexto investigando y actuar de auto guía futura de la motivación de los aprendices a lo largo del tiempo.

  • English

    The following research is based on one of the most influential theories in the field of motivation in second language acquisition, the L2 Motivational Self System (Dörnyei, 2005, 2009b). Therefore, the purpose of the present study is to fulfil the following objectives: (1) to analyze the role of study abroad in the development of the Ideal L2 Self of Spanish/L2 students and (2) to examine the factors that interact with motivation throughout the learning process of this language. It is a study that uses a mixed methodology with adult university students of diverse geographical contexts (n=93), Spanish learners in Centro Superior de Idiomas, located in the University of Alicante.

    The data was obtained by means of a questionnaire with a Likert scale (28 items) and two multimodal narratives. The results place the study abroad experience as a relevant factor that boosts in the students the development of future self-images as learners/speakers of the language, as well as the interaction of various factors that modify students’ motivation. Furthermore, this system has proven to be effective in the analyzed context and, in turn, act as a future self-guide of learners’ motivation over time.

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