Las estrategias de aprendizaje: un medio para enfrentarse a la lectura de textos auténticos en la clase de inglés como lengua extranjera
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feb 23, 2017
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Luis Fernando Gómez Rodríguez
https://orcid.org/0000-0002-6486-8867
https://orcid.org/0000-0002-6486-8867
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Resumen
Los estudiantes de inglés tienen dificultades al enfrentarse a textos auténticos en inglés, porque en general aprenden este idioma con textos comunicativos adaptados a sus niveles de lengua. Por consiguiente, este estudio de caso analizó cómo un grupo de estudiantes de inglés implementó estrategias de aprendizaje para leer textos literarios auténticos por primera vez en sus vidas.
Los datos recogidos mediante cuestionarios, diarios de los estudiantes y notas de campo indicaron que los estudiantes fueron conscientes de su progreso en las destrezas de la comprensión escrita (lectura) con la ayuda de estas estrategias. Los resultados muestran que usaron principalmente cuatro estrategias de aprendizaje: asociaciones mentales, resúmenes o subrayados, traducciones y análisis de información.
Los participantes también reconocieron los beneficios de las estrategias de aprendizaje durante su interacción con los textos auténticos, y destacaron la autorregulación, la autonomía y la responsabilidad para leer con un propósito determinado.
Keywords
autonomy, authentic texts/materials, EFL education, learning strategies, self-regulationautorregulação, ensino de EFL, estratégias de aprendizagem, textos / materiais autênticos, autonomíaautorregulación, educación en EFL, estrategias de aprendizaje, textos/materiales auténticos, autonomía
References
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Amer, A. (2003). Teaching EFL/ESL Literature. The Reading Matrix, 2(3), 238-245. Berardo, S. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2), 60-69.
Brumfit, C., and Carter, R. (1986). Literature and Language Teaching. Cambridge: Cambridge UP.
Carter, R., & McRae, J. (Eds.) (1996). Language, Literature, and the Learner. London: Longman.
Chamot, A, Barhardt, S., El-dinary, P, and Robbins, J. (1999). The Learning Strategies Handbook. New York: Longman.
Chamot, A. U. (2005). The Cognitive Academic Language Learning Approach (CALLA): An Update. In P.A. Richard-Amato, & M.A. Snow (Eds.), Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers (pp. 87-101). White Plains, NY: Longman.
Crossley, S, Louwerse, M., McCarthy, P., McNamara, D. (2007). A Linguistic Analysis of Simplified and Authentic Texts. The Modern Language Journal, 91, 15-30. doi: 10.1111/j.1540-4781.2007.00507.x
Freeman, L. (1998). Doing Teacher-Research: From Inquiry to Understanding. Boston: Heinle & Heinle.
Freeman, D., and S. Holden. (1986). Authentic Listening Materials. In S. Holden (ed.), Techniques of Teaching (pp. 67-9). London: Modern English Publications.
Karimian, Z., and Branch, S. (2013). Students’ Use of Translation as a Learning Strategy in EFL Classroom. Journal of Language Teaching and Research, 4(3), 605-610. doi:10.4304/ jltr.4.3.605-610. doi:10.4304/jltr.4.3.605-610
Koshy, V. (2005). What is Action Research? Action Research for Improving Practice. London: Paul Chapman Publishing.
Little, B. L., S. Devitt, & D. Singleton (1989). Learning Foreign Languages from Authentic Texts. Dublin: Authentic Language Learning Resources Ltd.
Long, M., and Ross, S. (1994). The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension. Language Learning, A Journal of Research in Language Studies, 44(2), 189-219. doi: 10.1111/j.1467- 1770.1994.tb01100.x
Gómez Rodríguez, L. (2014). Relational Teaching: A Way to Foster EFL Learners’ Intercultural Communicative Competence Through Literary Short Stories. Colombian Applied Linguistics Journal, 16(2), 135-150. doi: http://dx.doi.org/10.14483/udistrital.jour. calj.2014.2.a01
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press.
McKay, S. (2001). Literature as Content for ESL/ EFL. In M. Murcia (Ed.), Teaching English as a Second/Foreign Language (pp. 319-331). Boston, MA: Heinle & Heinle.
Mishan, F. (2005). Designing Authenticity into Language Learning Materials. Bristol: Intellect.
O’Malley, J. M., and Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. New York: Cambridge University Press.
O’Neil, R. O. (1982). Why use Textbooks? ELT Journal, 36(2), 104-111. doi: 10.1093/elt/36.2.104.
Oxford, R. (1989). Use of Language Learning Strategies: A Synthesis with Studies with Implications for Strategy Training. System, 17, 235-247. doi: 10.1016/0346-251X(89)90036-5
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
Oxford, R. (2001). Language Learning Styles and Strategies. In M. Murcia (Ed.), Teaching English as a Second/Foreign Language (pp. 359-366). Boston, MA: Heinle & Heinle.
Patton, M. (2002). Qualitative Research and Evaluation Methods (3rd ed.). California: Sage Publications, Inc.
Peacock, M. (1997). The Effect of Authentic Materials on the Motivation of EFL Learners. ELT Journal, 51(2), 144-156. doi: 10.1093/ elt/51.2.144
Scarcella, R., and Oxford, R. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston, MA: Heinle & Heinle. Sheldon, L. (1988). Evaluation ELT Text Books and Materials. ELT Journal, 42(4), 237-246. doi: 10.1093/elt/42.4.237
Richards, J., & Rodgers, T. (2006). Approaches and Methods in Language Teaching. Cambridge University Press.
Scarcella, R., & Oxford, R. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle.
Stryker, S., & Leaver, B. (1997). Content-Based Instruction in Foreign Language Education: Models And Methods. Washington: Georgetown University Press.
Tamo D. (2009). The Use of Authentic Materials in Classrooms. LCPJ, 2(1), 74-78. Tomlinson, B. (2012). Materials Development for Language Learning and Teaching. Language Teaching, 45(2), 143-179. doi.org/10.1017/ S0261444811000528.
Tomlinson, B., & H. Masuhara (Eds.) (2010). Research for Materials Development in Language Learning: Evidence for Best Practice. London: Continuum.
Trabelsi, S. (2010). Developing and Trialing Authentic Materials for Business English Students at a Tunisian University. In B. Tomlinson, & H. Masuhara (Eds.), Research for Materials Development in Language Learning: Evidence for Best Practice (pp. 103-120). London: Continuum.
Wallace, M. J. (2006). Action Research for Language Teachers. Cambridge: Cambridge University Press.
Williams, M., & Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
Amer, A. (2003). Teaching EFL/ESL Literature. The Reading Matrix, 2(3), 238-245. Berardo, S. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2), 60-69.
Brumfit, C., and Carter, R. (1986). Literature and Language Teaching. Cambridge: Cambridge UP.
Carter, R., & McRae, J. (Eds.) (1996). Language, Literature, and the Learner. London: Longman.
Chamot, A, Barhardt, S., El-dinary, P, and Robbins, J. (1999). The Learning Strategies Handbook. New York: Longman.
Chamot, A. U. (2005). The Cognitive Academic Language Learning Approach (CALLA): An Update. In P.A. Richard-Amato, & M.A. Snow (Eds.), Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers (pp. 87-101). White Plains, NY: Longman.
Crossley, S, Louwerse, M., McCarthy, P., McNamara, D. (2007). A Linguistic Analysis of Simplified and Authentic Texts. The Modern Language Journal, 91, 15-30. doi: 10.1111/j.1540-4781.2007.00507.x
Freeman, L. (1998). Doing Teacher-Research: From Inquiry to Understanding. Boston: Heinle & Heinle.
Freeman, D., and S. Holden. (1986). Authentic Listening Materials. In S. Holden (ed.), Techniques of Teaching (pp. 67-9). London: Modern English Publications.
Karimian, Z., and Branch, S. (2013). Students’ Use of Translation as a Learning Strategy in EFL Classroom. Journal of Language Teaching and Research, 4(3), 605-610. doi:10.4304/ jltr.4.3.605-610. doi:10.4304/jltr.4.3.605-610
Koshy, V. (2005). What is Action Research? Action Research for Improving Practice. London: Paul Chapman Publishing.
Little, B. L., S. Devitt, & D. Singleton (1989). Learning Foreign Languages from Authentic Texts. Dublin: Authentic Language Learning Resources Ltd.
Long, M., and Ross, S. (1994). The Effects of Simplified and Elaborated Texts on Foreign Language Reading Comprehension. Language Learning, A Journal of Research in Language Studies, 44(2), 189-219. doi: 10.1111/j.1467- 1770.1994.tb01100.x
Gómez Rodríguez, L. (2014). Relational Teaching: A Way to Foster EFL Learners’ Intercultural Communicative Competence Through Literary Short Stories. Colombian Applied Linguistics Journal, 16(2), 135-150. doi: http://dx.doi.org/10.14483/udistrital.jour. calj.2014.2.a01
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press.
McKay, S. (2001). Literature as Content for ESL/ EFL. In M. Murcia (Ed.), Teaching English as a Second/Foreign Language (pp. 319-331). Boston, MA: Heinle & Heinle.
Mishan, F. (2005). Designing Authenticity into Language Learning Materials. Bristol: Intellect.
O’Malley, J. M., and Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. New York: Cambridge University Press.
O’Neil, R. O. (1982). Why use Textbooks? ELT Journal, 36(2), 104-111. doi: 10.1093/elt/36.2.104.
Oxford, R. (1989). Use of Language Learning Strategies: A Synthesis with Studies with Implications for Strategy Training. System, 17, 235-247. doi: 10.1016/0346-251X(89)90036-5
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
Oxford, R. (2001). Language Learning Styles and Strategies. In M. Murcia (Ed.), Teaching English as a Second/Foreign Language (pp. 359-366). Boston, MA: Heinle & Heinle.
Patton, M. (2002). Qualitative Research and Evaluation Methods (3rd ed.). California: Sage Publications, Inc.
Peacock, M. (1997). The Effect of Authentic Materials on the Motivation of EFL Learners. ELT Journal, 51(2), 144-156. doi: 10.1093/ elt/51.2.144
Scarcella, R., and Oxford, R. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston, MA: Heinle & Heinle. Sheldon, L. (1988). Evaluation ELT Text Books and Materials. ELT Journal, 42(4), 237-246. doi: 10.1093/elt/42.4.237
Richards, J., & Rodgers, T. (2006). Approaches and Methods in Language Teaching. Cambridge University Press.
Scarcella, R., & Oxford, R. (1992). The Tapestry of Language Learning: The Individual in the Communicative Classroom. Boston: Heinle & Heinle.
Stryker, S., & Leaver, B. (1997). Content-Based Instruction in Foreign Language Education: Models And Methods. Washington: Georgetown University Press.
Tamo D. (2009). The Use of Authentic Materials in Classrooms. LCPJ, 2(1), 74-78. Tomlinson, B. (2012). Materials Development for Language Learning and Teaching. Language Teaching, 45(2), 143-179. doi.org/10.1017/ S0261444811000528.
Tomlinson, B., & H. Masuhara (Eds.) (2010). Research for Materials Development in Language Learning: Evidence for Best Practice. London: Continuum.
Trabelsi, S. (2010). Developing and Trialing Authentic Materials for Business English Students at a Tunisian University. In B. Tomlinson, & H. Masuhara (Eds.), Research for Materials Development in Language Learning: Evidence for Best Practice (pp. 103-120). London: Continuum.
Wallace, M. J. (2006). Action Research for Language Teachers. Cambridge: Cambridge University Press.
Williams, M., & Burden, R. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
Cómo citar
Gómez Rodríguez, L. F. (2017). Las estrategias de aprendizaje: un medio para enfrentarse a la lectura de textos auténticos en la clase de inglés como lengua extranjera. Signo Y Pensamiento, 35(69), 50–67. https://doi.org/10.11144/Javeriana.syp35-69.lsmd
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