Gender effects on strategic competencea survey study on compensatory strategies in a CLIL context

  1. María Basterrechea Lozano
  2. María Martínez-Adrián
  3. Francisco Gallardo-del-Puerto
Journal:
Elia: Estudios de lingüística inglesa aplicada

ISSN: 1576-5059

Year of publication: 2017

Issue: 17

Pages: 47-70

Type: Article

DOI: 10.12795/ELIA.2017.I17.03 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Elia: Estudios de lingüística inglesa aplicada

Sustainable development goals

Abstract

La investigación en el campo de la adquisición de segundas lenguas ha demostrado que las mujeres frecuentemente son mejores aprendices que los hombres (Pavlenko & Piller, 2008). También muestran tener mejor actitud y mayor motivación (Spolsky, 1989). Sin embargo, estas diferencias se desdibujan en metodologías orientadas al significado, tales como el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) (Fernández Fontecha & Canga Alonso, 2014). En cuanto a la competencia estratégica, se han llevado a cabo pocos estudios sobre el efecto del género en el uso de las estrategias de aprendizaje (Ehrman & Oxford, 1989) y menos aún en el uso de estrategias compensatorias (Kocoglu, 1997). Por otro lado, no existen estudios que aborden el efecto del género en el uso de estrategias compensatorias en alumnado AICLE. Este estudio analiza la existencia de diferencias de género en alumnado de 5º y 6º de Educación Primaria en cuanto a cantidad y tipo de estrategias preferidas según un cuestionario sobre el uso de estrategias compensatorias (adivinar el significado de una palabra, mimo, creatividad morfológica, uso del diccionario, predicción, parafraseo, préstamo, calco, adaptación, evitación y petición de ayuda). En cuanto al uso general, no se encontraron diferencias estadísticamente significativas entre los dos grupos, en la línea de estudios anteriores que apuntan a que las diferencias de género desaparecen en contextos AICLE. En cuanto al tipo de estrategias, las mujeres muestran una tendencia a evitar contestar si no están seguras, mientras que los hombres prefieren adivinar y se sienten más cómodos ante la ambigüedad. Las mujeres también recurren al préstamo, como garante de que el mensaje se transmite sin ambigüedad, a diferencia de los hombres, que prefieren predecir, son más valientes, y se arriesgan más durante la comunicación (véase Oxford & Ehrman, 1988).

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Funding information

The authors would like to acknowledge the grants awarded by the Spanish Ministry of Economy and Competitiveness (FFI2012-32212) and (FFI2016-74950-P), the University of the Basque Country (UPV/EHU) (UFI 11/06) and the Basque Government (IT904-16).

Funders

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