Efectos del tipo de enseñanza de las preposiciones en inglés con distintos grados de prominencia
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Aún falta explorar si diferentes tipos de instrucción de una lengua extranjera son igualmente efectivos para facilitar la adquisición de formas que perceptualmente son mayor o menormente sobresalientes. Durante cuatro sesiones 83 estudiantes universitarios de inglés como lengua extranjera recibieron entrenamiento para aprender el uso de tres preposiciones utilizadas en el contexto de formas de transporte: in, on, y by. Cada uno fue asignado a uno de tres diferentes tratamientos: a) control, b) realce textual y c) instrucción explícita. Los conocimientos automatizado-explícito y declarativo-explícito fueron evaluados antes y después del tratamiento. Los resultados revelaron que el realce textual no causó aprendizaje de las formas meta. Únicamente la instrucción explícita ocasionó aprendizaje. La instrucción explícita de las formas menos sobresalientes causó principalmente conocimiento automatizado-explícito y también conocimiento declarativo-explícito de dichas formas mientras que la instrucción explícita de las formas más sobresalientes causó solamente conocimiento declarativo-explícito.
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Aceptado 2024-10-23
Publicado 2024-11-26
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