Uso selectivo de estrategias según la destreza oralun análisis de libros de texto de enseñanza del inglés usando la modelización categórica

  1. Gloria Luque Angulló 1
  2. Mª Camino Bueno-Alastuey 2
  3. Manuel Miguel Ramos Álvarez 1
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Universidad Pública de Navarra
    info

    Universidad Pública de Navarra

    Pamplona, España

    ROR https://ror.org/02z0cah89

Revista:
Revista de educación

ISSN: 0034-8082

Año de publicación: 2016

Número: 374

Páginas: 10-42

Tipo: Artículo

DOI: 10.4438/1988-592X-RE-2016-374-324 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista de educación

Resumen

Motivado por el hecho de que investigaciones recientes han demostrado que enseñar explícitamente las estrategias de aprendizaje de la segunda lengua (L2) contribuye a un incremento en el uso de estas estrategias y a una mejora de la competencia oral, este estudio explora el tipo de enseñanza estratégica presente en algunos de los libros más usados en segundo de Bachillerato en España. El estudio consideró si la enseñanza de estrategias de aprendizaje era implícita o explícita, y si el tipo de destreza, comprensión o producción oral, para el que se realiza dicha enseñanza afectaba de alguna manera a la propia selección de estrategias. Se estudió la asociación entre las tres variables (enseñanza, estrategia y destreza) usando una perspectiva de análisis basada en la modelización. Los resultados mostraron, primero, que la selección de estrategias dependía de la destreza; segundo, que el tipo de estrategias seleccionadas no difería estadísticamente según su tipo de enseñanza, explícita o implícita; y tercero, que la enseñanza estratégica en los libros de texto se realiza, en su mayor parte, de una manera implícita, por lo que la enseñanza explicita es insuficiente.

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Información de financiación

Proyecto de investigación FFI2021-22442 “Orientación, propuestas y enseñanza para la sección de inglés en la prueba de acceso a la universidad”, financiado por el Ministerio de Educación, Cultura y Deporte de España.

Financiadores

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Fuente de los datos: Dialnet