Telesecundaria students’ speaking skill development
Resumen
Aprender una segunda lengua es hoy en día una necesidad. Ésta permite a personas de distintas lenguas maternas establecer una base común para comunicarse. Particularmente, para los estudiantes adolescentes cuya primera lengua es el español, ha sido una dificultad recurrente articular un discurso oral comprensible y propositivo en inglés como lengua franca. Por lo tanto, fue necesario analizar la naturaleza de los factores que obstaculizan a los estudiantes de Telesecundaria el desarrollo de su habilidad oral a través de un estudio de caso descriptivo. Se encuestó y observó a 19 alumnos de segundo grado para que describieran sus opiniones sobre la influencia que tuvieron los elementos socioafectivos presentes en el ambiente de aprendizaje del aula donde se realizaron actividades de expresión oral. Los resultados revelaron que un entorno de aprendizaje propicio mejoraba el desarrollo de la destreza oral de los alumnos. Dicho entorno requería que los profesores proporcionaran actividades comunicativas y materiales didácticos auténticos a través de los cuales los alumnos pudieran practicar un discurso oral controlado. Este tipo de discurso permitía a los alumnos experimentar bajos niveles de ansiedad. Además, un entorno de clase que fomente la confianza y el apoyo permitirá a los estudiantes sentirse seguros para hablar en inglés en público. En conclusión, un ambiente de aprendizaje caracterizado por implementar actividades orales controladas donde se emplea material auténtico y se promueve la tolerancia permitirá a los estudiantes de Telesecundaria desarrollar su habilidad oral.
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Derechos de autor 2024 Esteban J. B. Zárate Mejía
Esta obra está bajo licencia internacional Creative Commons Reconocimiento-NoComercial-SinObrasDerivadas 4.0.
