El efecto de enseñar gramática inglesa de forma bilingüe a verdaderos principiantes en una universidad de Ecuador
DOI:
https://doi.org/10.56712/latam.v3i2.110Palabras clave:
efecto, enseñanza, idioma, estudiantesResumen
Este estudio analizó cómo la enseñanza bilingüe de la gramática inglesa afectó el desempeño de los estudiantes de inglés como lengua extranjera (EFL) en las pruebas de gramática en una institución de educación superior ecuatoriana. La investigación hasta la fecha se ha concentrado en las actitudes y preferencias de los instructores y estudiantes sobre el uso de la lengua natal, cómo se distribuye durante la clase, cómo ayuda a los estudiantes a trabajar juntos para completar las tareas, cómo se dan las interacciones entre maestros y estudiantes en el salón de clases, y el impacto en el aprendizaje de vocabulario L2. En este estudio, 71 estudiantes, de 17 a 36 años de edad, matriculados en un curso preuniversitario, fueron asignados aleatoriamente a una condición en la que la gramática L2 se enseñaba de forma bilingüe o una condición en la que la gramática L2 se explicaba utilizando solo la L2, y se evaluó y comparó el desempeño en gramática. Los resultados sugieren que el aprendizaje de la gramática mejoró en ambas condiciones y no hubo diferencias significativas entre las pruebas posteriores inmediatas y tardías entre los grupos. Se presentan en este documento algunas posibles explicaciones sobre estos hallazgos.
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Derechos de autor 2022 Manuel Francisco Morales Haz, Karina Fernanda Sotomayor Cantos, Héctor Enrique Valverde Moreira, Esperanza Monserrate Heredia Mendoza, Jorge Rosendo Flores Herrera
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
