Out-of-school contact with L2 English across four educational levels

• Autores: María Rosa Alonso Alonso
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 40, 2023, págs. 93-112
• Idioma: inglés
• DOI: 10.30827/portalin.vi40.25311
• Títulos paralelos:
  • Contacto con el inglés como L2 fuera del aula en cuatro niveles educativos
• Enlaces
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• Resumen
  • español

    Este trabajo analiza el efecto del contacto fuera del aula en la adquisición del inglés como L2 en cuatro grupos de alumnos pertenecientes a cuatro niveles educativos diferentes: educación secundaria (n=38), bachillerato (n=25), escuelas de idiomas (n= 32) y universidad (n=18). Se analizan las diferencias en la frecuencia con la que los cuatro grupos de alumnos participan en distintos tipos de actividades fuera del aula, es decir, películas, juegos, música, lectura, escritura y expresión oral, así como las diferencias relacionadas con el género y la posible influencia del contacto con actividades fuera del aula en su rendimiento académico en las cuatro destrezas. Los datos se recogieron mediante un cuestionario y sus calificaciones en las cuatro destrezas. Los resultados indicaron diferencias significativas en la frecuencia de exposición a ver películas, a jugar y a leer, escribir y hablar entre los grupos. No se encontraron diferencias significativas relacionadas con el género dentro de los grupos. Por último, se encontraron asociaciones significativas entre las actividades de ver películas, escuchar música, leer y hablar y su rendimiento académico.

  • English

    This paper analyses the effect of out-of-school contact in the acquisition of L2 English in four groups of students belonging to four different educational levels: secondary education (n=38), baccalaurate (n=25), state language schools (n= 32) and university (n=18). Differences in the frequency with which the four learner groups engage in different types of out-of-school activities are analysed, i.e, films, games, music, reading, writing and speaking, as well as gender-related differences and the potential influence of the contact with out-of-school activities in their academic achievement in the four skills. Data were collected by means of a questionnaire and their grades in the four skills. Findings indicated significant differences in the frequency of exposure to watching films, playing games, and to reading, writing and speaking across groups. No significant gender-related differences were found within groups. Finally, significant associations were found between the activities of watching films, listening to music, reading and speaking and their academic achievement

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