Jugando solo o en parejas? Prácticas de juego de alumnos principiantes de lengua
DOI:
https://doi.org/10.5007/2175-795X.2020.e67573Resumen
Los juegos son beneficiosos para el aprendizaje de lenguas porque facilitan una comunicación rica y auténtica y promueven prácticas colaborativas que tienen un efecto positivo para el aprendizaje de lenguas. Sin embargo, la mayoría de los estudios realizados hasta ahora en juegos para el aprendizaje de lenguas se han enfocado en aprendices intermedios o avanzados, y sabemos muy poco sobre cómo se pueden usar este tipo de juegos con aprendices principiantes. Este estudio incorpora estudiantes de español principiantes jugando un juego por tareas en el que interactúan a través de un avatar con caracteres en el juego en un contexto de estudio en el extranjero. Aunque el juego se diseñó para jugar individualmente, nuestra hipótesis es que jugar en parejas promueve más negociación del lenguaje, lo cual propicia el aprendizaje de una lengua (SWAIN, 2000). Cuatro clases intactas del primer semestre en una universidad de Estados Unidos participaron en esta investigación. Dos clases participaron como control haciendo actividades de Internet pero no el juego y dos clase jugaron individualmente o en parejas. La gramática, el vocabulario, la lectura y la escritura de los estudiantes fue comparada tras el tratamiento. Además, se administraron cuestionarios antes y después de la intervención para investigar las opiniones de los estudiantes sobre el juego y ver si ésta había cambiado después del juego. Los estudiantes que jugaron en parejas superaron a los grupos en todas las medidas, sin embargo, las diferencias no fueron estadísticamente significativas. Los resultados muestran un claro contraste en la perspectiva de los estudiantes que jugaron individualmente y en parejas. Además, el análisis cualitativo de los datos mostró múltiples casos de episodios sobre el lenguaje que, como se ha demostrado, son beneficiosos para el aprendizaje de lengua.Citas
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