De la terapia a la enseñanza: el efecto de estrategias sistémicas en el desempeño oral de estudiantes de lengua extranjera

Barra lateral del artículo

PDF (English) HTML (English)
Publicado: jul. 11, 2017
DOI: https://doi.org/10.19183/how.24.2.393
Palabras clave:
ansiedad, ansiedad asociada al aprendizaje de una lengua extranjera, desempeño oral, estrategia de intervención

Contenido principal del artículo

Ana Clara Sánchez Solarte
Universidad de Nariño
Andrés Sánchez Solarte
Universidad Nacional de Colombia

Resumen

Este artículo reporta los resultados de una intervención grupal basada en estrategias derivadas del modelo sistémico —terapia estratégica breve— orientadas a disminuir los niveles de ansiedad encontrados en actividades orales relacionadas con el aprendizaje de una segunda lengua. Trece estudiantes de diferentes semestres de dos programas de licenciatura en lengua materna y extranjera participaron en cinco sesiones grupales con una duración aproximada de 40 minutos. Las evaluaciones pre y post revelan una disminución significativa de los niveles de ansiedad (t = 8.978 p < 0.05; ES = 2.49). Los resultados sugieren que la aplicación de esta estrategia es altamente efectiva y beneficiosa para los aprendices de lenguas extranjeras ansiosos.

Detalles del artículo

Cómo citar
Sánchez Solarte, A. C., & Sánchez Solarte, A. (2017). De la terapia a la enseñanza: el efecto de estrategias sistémicas en el desempeño oral de estudiantes de lengua extranjera. HOW Journal, 24(2), 160–178. https://doi.org/10.19183/how.24.2.393
Número
Vol. 24 Núm. 2: (July/December 2017)
Sección
Reportes de experiencias pedagógicas

Los contenidos de la revista HOW se publican bajo la licencia Creative Commons Atribución-NoComercial-SinDerivar 4.0 Internacional. Usted es libre para copiar y redistribuir el material en cualquier medio o formato siempre y cuando usted otorgue el crédito de manera apropiada. Usted no puede hacer uso del material con fines comerciales. Si usted mezcla, transforma o crea nuevo material a partir de esta obra, usted no podrá distribuir el material modificado. Más información: http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es.

Se solicitará a los autores cuyos artículos se aceptan para publicación en HOW que firmen una cesión de derechos no exclusiva con el fin de permitir a ASOCOPI reproducir el texto completo en el internet o en cualquier otro medio disponible. Los autores conservan los derechos sobre sus manuscritos con las siguientes restricciones: el derecho de primera publicación es otorgado a ASOCOPI; los autores pueden establecer acuerdos no exclusivos con terceros siempre y cuando la publicación original en la revista HOW sea reconocida adecuadamente.

Biografía del autor/a

Ana Clara Sánchez Solarte, Universidad de Nariño

Ana Clara Sánchez Solarte holds an MA in TESOL/Linguistics from The University of Northern Iowa. She is the director of the Lenguaje y Pedagogía research group at Universidad de Nariño. Her interests include L2 methodology, classroom management, and affective factors in foreign language learning.

Andrés Sánchez Solarte, Universidad Nacional de Colombia

Andrés Sánchez Solarte holds a degree in Clinical Psychology from Universidad Nacional de Colombia, and a specialization in systemic therapy from Escuela Sistémica de Argentina. He is currently studying for an MA in Psychology at Universidad Nacional de Colombia.
Crossref
Scopus
Google Scholar
Europe PMC

Citas

Abu-Rabia, S. (2004). Teachers’ role, learners’ gender differences, and FL anxiety among seventh grade students studying English as a FL. Educational Psychology, 24(5), 711-721. http://doi.org/10.1080/0144341042000263006.

Bögels, S. M., Alden, L., Beidel, D. C., Clark, L. A., Pine, D. S., Stein, M. B., & Voncken, M. (2010). Social anxiety disorder: Questions and answers for the DSM-V. Depression and Anxiety, 27(2), 168-189. http://doi.org/10.1002/da.20670.

Çagatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: The case at a Turkish state university. Procedia: Social and Behavioral Sciences, 199(3), 648-656. http://doi.org/10.1016/j.sbspro.2015.07.594.

Casado, M. A., & Dereshiwsky, M. I. (2001). Foreign language anxiety of university students. College Student Journal, 35(4), 539-551.

Clément, R., Gardner, R. C., & Smythe, P. C. (1980). Social and individual factors in second language acquisition: A study of francophones learning English. Canadian Journal of Behavioural Science, 12(4),293-302. http://doi.org/10.1037/h0081081.

Coryell, J. E., & Clark, M. C. (2009). One right way, intercultural participation, and language learning anxiety: A qualitative analysis of adult online heritage and nonheritage language learners. Foreign Language Annals, 42(3), 483-504. http://doi.org/10.1111/j.1944-9720.2009.01037.x.

García Galindo, G. (2010). La ansiedad ante el aprendizaje de una segunda lengua [Anxiety in second language learning]. Autodidacta: Revista de la Educación en Extremadura. Retrieved from http://www.anpebadajoz.es/autodidacta/autodidacta_archivos/numero_5_archivos/4_g_g_galindo.pdf.

Gurzynski-Weiss, L., & Révész, A. (2012). Tasks, teacher feedback, and learner modified output in naturally occurring classroom interaction. Language Learning, 62(3), 851-879. http://doi.org/10.1111/j.1467-9922.2012.00716.x.

Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. TESOL Quarterly, 20(3), 559-562. http://doi.org/10.2307/3586302.

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-127. http://dx.doi.org/10.1017/S0267190501000071.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. http://doi.org/10.1111/j.1540-4781.1986.tb05256.x.

Huang, H.-T. D., & Hung, S.-T. A. (2012). Comparing the effects of test anxiety on independent and integrated speaking test performance. TESOL Quarterly, 47(2), 244-269. http://doi.org/10.1002/tesq.69.

Kostić-Bobanović, M. (2009). Foreign language anxiety of university students. Economic Research, 22(3), 47-54.

Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford, UK: Oxford University Press.

Lightbown, P. M., & Spada, N. (1999). How languages are learned (2nd ed.). Oxford, UK: Oxford University Press.

Liu, M. (2006). Anxiety in EFL classrooms: Causes and consequences. TESL Reporter, 39(1), 13-32.

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1), 71-86. http://dx.doi.org/10.1111/j.1540-4781.2008.00687.x.

Liu, M., & Ni, H. (2015). Chinese university EFL learners’ foreign language writing anxiety: Pattern, effect and causes. English Language Teaching, 8(3), 46-58. http://dx.doi.org/10.5539/elt.v8n3p46.

MacIntyre, P. D., & Gardner, R. C. (1989). Anxiety and second-language learning: Toward a theoretical clarification. Language learning, 39(2), 251-275. http://doi.org/10.1111/j.1467-1770.1989.tb00423.x.

MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relation to other anxieties and to processing in native and second languages. Language Learning, 41(4), 513-534. http://doi.org/10.1111/j.1467-1770.1991.tb00691.x.

MacIntyre, P. D., & Gardner, R. C. (1994a). The effects of induced anxiety on three stages of cognitive processing in computerized vocabulary learning. Studies in Second Language Acquisition, 16(1), 1-17. http://dx.doi.org/10.1017/S0272263100012560.

MacIntyre, P. D., & Gardner, R. C. (1994b). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44(2), 283-305. http://doi.org/10.1111/j.1467-1770.1994.tb01103.x.

Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers’ motivational strategies on learner’s motivation: A controlled investigation of second language acquisition. Language learning, 63(1), 34-62. http://doi.org/10.1111/j.1467-9922.2012.00717.x.

Nardone, G. (1995). Miedo, pánico y fobias [Fear, panic, and phobias]. Barcelona, ES: Herder.

Nardone, G. (2004). No hay noche que no vea el día [There is no night in which you don’t see the day]. Barcelona, ES: Herder.

Onwuegbuzie, A. J., Bailey, P., & Daley, C. E. (1999). Factors associated with foreign language anxiety. Applied Psycholinguistics, 20(2), 217-239. http://doi.org/10.1017/S0142716499002039.

Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York, US: Heinle.

Oxford, R. L. (1999). Anxiety and the language learner: New insights. In J. Arnold (Ed.), Affect in language learning (pp. 58-67). Cambridge, UK: Cambridge University Press.

Piniel, K. (2006). Foreign language classroom anxiety: A classroom perspective. In M. Nikolov & J. Horváth (Eds.), UPRT 2006: Empirical studies in English applied linguistics (pp. 39-58). Pécs, HU: Lingua Franca Csoport.

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). New York, US: Cambridge University Press. http://doi.org/10.1017/CBO9780511667305.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). New York, US: Cambridge University Press.

Sato, K. (2003). Improving our students’ speaking skills: Using selective error correction and group work to reduce anxiety and encourage real communication. Retrieved from ERIC database. (ED475518)

Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language learning, 28(1), 129-142. http://doi.org/10.1111/j.1467-1770.1978.tb00309.x.

Sheen, Y. (2008). Recasts, language anxiety, modified output and L2 learning. Language Learning, 58(4), 835-874.

Tallon, M. (2009). Foreign language anxiety and heritage students of Spanish: A quantitative study. Foreign Language Annals, 42(1), 112-137. http://dx.doi.org/10.1111/j.1944-9720.2009.01011.x.

Tasnimi, M. (2009). Affective factors: Anxiety. Journal of Pan-Pacific Association of Applied Linguistics, 13(2), 117-124.

Tran, T. T. T. (2012). A review of Horwitz, Horwitz, and Cope’s theory of foreign language Anxiety and the challenges to the theory. English Language Teaching, 5(1) 69-75.

Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44. http://doi.org/10.5539/ies.v2n4p39.

von Wörde, R. A. (2003). Students’ perspectives on foreign language anxiety. Inquiry, 8(1). Retrieved from http://files.eric.ed.gov/fulltext/EJ876838.pdf.

Watzlawick, P., Weakland, J. H., & Fisch, R. (1974). Change: Principles of problem formation and problem resolution. New York, US: Norton.

Watzlawick, P., Beavin-Bavelas, J., & Jackson, D. D. (1997). Teoría de la comunicación humana [Theory of human communication] (11th ed.). Barcelona, ES: Editorial Herder.

Young, D. J. (1991). Creating a low-anxiety classroom environment: What does the language anxiety research suggest? The Modern Language Journal, 75(4), 426-439. http://doi.org/10.1111/j.1540-4781.1991.tb05378.x.

Young, D. J. (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio, Hadley, Terrell, and Rardin. Foreign Language Annals, 25(2), 157-172. http://dx.doi.org/10.1111/j.1944-9720.1992.tb00524.x.

Zhang, L. J. (2001). Exploring variability in language anxiety: Two groups of PRC students learning ESL in Singapore. RELC Journal, 32(1), 73-94. http://dx.doi.org/10.1177/003368820103200105.