The effects of written input on young EFL learners’ oral output

Mónica Amores Sánchez; Elisabet Pladevall Ballester

doi:10.18172/jes.2821

Autores/as

Mónica Amores Sánchez Autonomous University of Barcelona
Elisabet Pladevall Ballester Autonomous University of Barcelona

DOI:

https://doi.org/10.18172/jes.2821

Palabras clave:

Jóvenes aprendices, EFL, input escrito, producción oral, instrucción basada en el lenguaje, input limitado

Resumen

Este estudio explora si el incentivo del input escrito afecta el desarrollo del lenguaje oral en jóvenes estudiantes de inglés en una situación de input limitado. Después de un período de instrucción de ocho semanas usando ambos modos de input (escrito y oral) en el grupo experimental y solamente input oral en el grupo control, datos estadísticos fueron obtenidos por medio de una prueba oral consistente en tres tipos de tareas: preguntas y respuestas, descripción de imágenes y traducción a su lengua materna. Los efectos en la producción oral de los aprendices fueron medidos teniendo en cuenta el número de palabras correctas, uso apropiado de la semánticopragmática, aceptabilidad sintáctica y traducción a la lengua materna. El grupo experimental muestra mejores resultados en todas las variables analizadas y varias diferencias significativas emergen con respecto al grupo control. Estos resultados confirman estudios llevados a cabo con otras poblaciones de estudiantes, que sugieren que los aprendices deberían escribir para aprender e indican que el dominio oral del lenguaje en estudiantes jóvenes se beneficia de la integración del lenguaje escrito en la producción oral.

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Citas

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