Influencia de las emociones en el aprendizaje de la lengua inglesa: análisis de las distintas destrezas lingüísticas
DOI:
https://doi.org/10.1590/1678-460X202238249046Palavras-chave:
inglés como lengua extranjera, destrezas lingüísticas, emocionesResumo
Los estudios publicados sobre las emociones que experimentan los alumnos en el aprendizaje del inglés como lengua extranjera se han centrado en analizar las emociones que sienten y cómo estas inciden en su proceso de aprendizaje. Sin embargo, la relación entre las diferentes destrezas lingüísticas y las emociones que despiertan en el alumnado ha sido poco analizada. En este artículo pretendemos explorar cuáles son las emociones de los aprendices de EFL cuando realizan actividades de comprensión y producción de textos orales y escritos. Para ello, hemos pasado el cuestionario EFL Skills Emotions Scale (Pishghadam et al., 2016), a un total de 217 estudiantes de la Universidad de Extremadura. Los resultados muestran que las emociones más experimentadas son la diversión para las competencias de listening y reading, la ansiedad para el speaking y la esperanza en relación con el writing, siendo la ira la emoción menos presente en las cuatro destrezas. Tras la discusión de los resultados obtenidos, se presentan algunas implicaciones para la enseñanza, así como se diseñan futuras líneas de investigación.
Referências
Arnold, J. (2006). Comment les facteurs affectifs influencent-ils l’apprentissage d’une langue étrangère? Études de linguistique appliquée, 144, 407-426.
Arnold, J. (2009). Affect in L2 learning ant teaching, ELIA, 9, 145-151.
Arnold, J., & Brown, D. (2000) Mapa del terreno. In Arnold, J. (Ed.), La dimensión afectiva en la enseñanza de idiomas (pp. 1-25). Cambridge University Press.
Boudreau, C., MacIntyre, P. D., & Dewaele, J.-M. (2018). Enjoyment and anxiety in second language communication: an idiodynamic approach. Studies in Second Language Learning and Teaching, 8(1), 149-170. https:/doi.org/10.14746/ssllt.2018.8.1.7
Çagatay, S. (2015). Examining EFL students’ foreign language speaking anxiety: the case at a Turkish state university. Procedia - Social and Behavioral Sciences, 199, 648-656. https://doi.org/10.1016/j.sbspro.2015.07.594
Cook, T. (2006). An investigation of shame and anxiety in learning English as a second language [Tesis de doctorado]. Universidad de California del Sur.
De la Maya Retamar, G., & López-Pérez, M. (2020). Emociones ante el aprendizaje del inglés de futuros profesores de educación primaria. In G. de la Maya Retamar, & M. López-Pérez (Eds.), Del multiculturalismo a los mundos distópicos. Temas actuales de la didáctica de la lengua y la literatura (pp. 93-109). Marcial Pons.
Dewaele, J.-M., & Dewaele, L. (2017). The dynamic interactions in foreign language classroom anxiety and foreign language enjoyment of pupils aged 12 to 18. A pseudo-longitudinal investigation. Journal of the European Second Language Association, 1(1), 12-22. https://doi.org/10.22599/jesla.6
Dewaele, J.-M., & Dewaele, L. (2020). Are foreign language learners’ enjoyment and anxiety specific to the teacher? An investigation into the dynamics of learners’ classroom emotion. Studies in Second Language Learning and Teaching, 10(1), 45-65. https://doi.org/10.14746/ssllt.2020.10.1.3
Dewaele, J.-M., & MacIntyre, P. D. (2014a). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4, 237-274. https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & MacIntyre, P. D. (2014b). Foreign language enjoyment and foreign language classroom anxiety: the right and left feet of the language learner. In P. D. MacIntyre, T, Gregersen, & S. Mercer (Eds.), Positive Psychology in SLA, (pp. 215-236). Multilingual Matters.
Dewaele, J.-M., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research 22(6), 676-97. https://doi.org/10.1177/1362168817692161
Dörnyei, Z., & Ryan, S. (2015). The Psychology of the Language Learner Revisited. Routledge.
Elkhafaifi, H. (2005). Listening Comprehension and Anxiety in the Arabic Language Classroom. The Modern Language Journal, 89(2), 206-220. https://www.jstor.org/stable/3588681
Galmiche, D. (2017). Shame and SLA. Apples - Journal of Applied Language Studies, 11, 25-53. http://doi.org/10.17011/apples/urn.201708233538
Gregersen, T. (2020). Dynamic properties of language anxiety. Studies in Second Language Learning and Teaching, 10(1), 67-87. http://dx.doi.org/10.14746/ssllt.2020.10.1.4
Gregersen, T., & Horwitz, E. K. (2002). Language Learning and Perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86(4), 562-570. http://dx.doi.org/10.1111/1540-4781.00161
Hascher, T. (2010) Learning and emotion: Perspectives for theory and research. European Educational Research Journal, 9(1), 13-28. https://doi.org/10.2304/eerj.2010.9.1.13
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. https://doi.org/10.2307/327317
Ismail, N. M. (2015). EFL Saudi Students’ Class Emotions and Their Contributions to Their English Achievement at Taif University. International Journal of Psychological Studies, 7(4), 19-42. https://doi.org/10.5539/ijps.v7n4p19
Jin, Y., & Jun Zhang, L. (2018). The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 24(7), 948-962. https://doi.org/10.1080/13670050.2018.1526253
Kasbi, S., & Shirvan, M. E. (2017). Ecological understanding of foreign language speaking anxiety: emerging patterns and dynamic systems. Asian-Pacific Journal of Second and Foreign Language Education, 2(2), 1-20. http://doi.org/0.1186/s40862-017-0026-y
Kimura, H. (2017). Foreign Language Listening Anxiety: A Self-Presentational View. International Journal of Listening, 31, 142-162. https://doi.org/10.1080/10904018.2016.1222909
Kruk, M. (2016). Investigating the changing nature of boredom in the English language classroom: Results of a study. In A. Dłutek, & D. Pietrzak (Eds.), Nowy wymiar filologii (pp. 252-263). Plock.
Kruk, M., & Zawodniak, J. (2018). Boredom in practical English language classes: In-sights from interview data. In L. Szymański, L., J. Zawodniak, A. Łobodziec, A., & M. Smoluk (Eds.), Interdisciplinary Views on the English Language, Literature and Culture (pp. 177-191), Zielona Góra.
Kusumaningputri, R., Tri A., N., & Wisasongko, W. (2018). Second language writing anxiety of Indonesian EFL students. Lingua Cultura, 12(4), 357-362. https://doi.org/10.21512/lc.v12i4.4268
Löfvenius, J. (2020). Speech is silver and silence is golden? An investigating study regarding a group of Swedish eighth-grade students’ perceived foreign language speaking anxiety [Tesis de Maestría]. Universidad de Halmstad.
MacIntyre, P. D. (2017). An overview on language anxiety research and trends in its development. In C. Gkonou, M. Daubney, & J.-M. Dewaele (Eds.), New Insights into Language Anxiety: Theory, Research and Educational (pp. 11-30). Multilingual Matters.
MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching , 7(1), 61-88. http://doi.org/0.14746/ssllt.2017.7.1.4
Macklem, G. L. (2015). Boredom in the classroom. Addressing student motivation, self-regulation, and engagement in learning. Springer.
Méndez López, M. G. (2011). The motivational properties of emotions in Foreign Language Learning. Colombian Applied Linguistics Journal, 13(2), 43-57. https://doi.org/10.14483/22487085.3764
Méndez López, M. G., & Peña Aguilar, A. (2013). Emotions as Learning Enhancers of Foreign Language Learning Motivation. Issues in Teacher’s Professional Development, 15(1), 1-13.
Oxford, R. L. (2015). Emotion as the amplifier and the primary motive: Some theories of emotion with relevance to language learning. Studies in Second Language Learning and Teaching , 5(3), 371-93. https://doi.org/10.14746/ssllt.2015.5.3.2
Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia - Social and Behavioral Sciences, 70, 654-665. http://doi.org/10.1016/j.sbspro.2013.01.106
Pekrun, R. (2014) Emotions and learning. IBE Publications.
Pekrun, R., Thomas, G., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ). User’s Manual. Department of Psychology, University of Munich.
Piniel, K., & Albert, À. (2018). Advanced learners’ foreign language-related emotions across the four skills. Studies in Second Language Learning and Teaching , 8(1), 127-147. http://doi.org/10.14746/ssllt.2018.8.1.6
Pishghadam, R., Zabetipour, M., & Aminzadeh, A. (2016) Examining emotions in English language learning classes: A case of EFL emotions. Issues in Educational Research, 26(3), 508-27. http://doi.org/10.4236/jss.2021.95017
Sadighi, F., & Dastpak, M. (2017). The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners. International Journal of Education & Literacy Studies, 5(4), 111-115. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.11
Saito, Y., Horwitz, E. K., & Garza, T. J. (1999). Foreign Language Reading Anxiety. The Modern Language Journal, 83(2), 202-218. https://www.jstor.org/stable/330336
Scovel, T. (2000). Learning New Languages: A Guide to Second Language Acquisition. Heinle & Heinle.
Sparks, R. L., Luebbers, J., Castañeda, M., & Patton, J. (2018). High school Spanish students and foreign language reading anxiety: déjà vu all over again all over again. The Modern Language Journal, 102(3), 533-556. https://doi.org/10.1111/modl.12504
Teimouri, Y. (2018). Differential roles of shame and guilt in L2 Learning: How bad is bad? The Modern Language Journal, 102(4), 632-654. https://doi.org/10.1111/modl.12511
Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement. A meta-analysis. Studies in Second Language Acquisition, 41, 363-387. https://doi.org/10.1017/S0272263118000311
Wilson, P. A. (2016). Shame and collaborative learning in second language classes. Konin Language Studies, 4, 235-252. http://doi.org/10.30438/ksj.2016.4.3.1
Zadowdniak, J., Kruk, M., & Chumas, J. (2017). Towards conceptualizing boredom as an emotion in the EFL academic context. Konin Language Studies, 5(4), 425-441. https://doi: 10.30438/ksj.2017.5.4.3.
