La eficacia de las estrategias de andamiaje y la orientación de tareas sobre el conocimiento receptivo y productivo de las colocaciones léxicas
DOI:
https://doi.org/10.26817/16925777.1130Palabras clave:
colocaciones, grupo cooperativos, estrategias de andamiaje, orientación a tareas, ayudas visuales, aprendizaje de inglésResumen
El presente estudio tuvo como objetivo investigar los efectos de las estrategias de andamiaje que utilizan tareas orientadas a insumos y resultados en el conocimiento receptivo y productivo de las colocaciones léxicas de los estudiantes iraníes de inglés como lengua extranjera. Para este propósito, 540 aprendices adultos en nivel intermedio, tanto hombres como mujeres fueron seleccionados y divididos en seis grupos experimentales; tres en la categoría de insumos y tres en la categoría de resultados. Cada grupo experimental recibió un tratamiento bajo una de tres estrategias de andamiaje, tales como: retroalimentación directa correctiva, técnica grupal cooperativa y señales visuales. Después del periodo de tratamiento, se administró una prueba de 40 preguntas de múltiple respuesta y una prueba de 40 preguntas de llenar espacios para evaluar el conocimiento de las colocaciones receptivas y productivas de los participantes. Para analizar los datos, se utilizaron dos procedimientos ANOVA bidireccionales separados. Los resultados indicaron que las señales visuales fueron la estrategia más efectiva en la enseñanza de colocaciones léxicas. Además, la técnica de cooperación grupal tuvo un impacto significativo en el aprendizaje de colocaciones comparado con la retroalimentación directa correctiva. Los resultados también mostraron que los participantes en el grupo de tareas orientadas a resultados superaron significativamente a los del grupo de tareas orientadas a insumos. Estos hallazgos pueden tener implicaciones prácticas para los aprendices de lengua, docentes, desarrolladores de materiales e implicaciones teoréticas para los investigadores.
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