Males and females in EFL task-based interactiondoes gender have an impact on LREs?

  1. Agurtzane Azkarai 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Revista:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Año de publicación: 2015

Número: 12

Páginas: 9-35

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: VIAL, Vigo international journal of applied linguistics

Resumen

Este estudio analiza el impacto del género en las oportunidades de aprendizaje de las que disponen aprendices españoles de inglés como lengua extranjera durante la interacción generada a raíz de la participación en tareas. Estos aprendices realizaron cuatro tareas colaborativas en parejas de género mixtas e iguales y dichas oportunidades de aprendizaje se operacionalizaron como episodios relacionados con el lenguaje (ERLs) en base a su producción, enfoque, resultados y nivel de compromiso. Los resultados mostraron un nivel de compromiso alto en los ERLs y ninguna diferencia entre hombres y mujeres en general. El resultado y nivel de compromiso en los ERLs sí se vieron afectados por el género del interlocutor de los participantes: tanto hombres como mujeres parecían tener más oportunidades de resolver ERLs en parejas mixtas y el nivel de compromiso de los hombres parecía algo más limitado que el de las mujeres.Este estudio respalda los beneficios del trabajo colaborativo en aprendices de una segunda lengua y proporciona nuevas pruebas sobre el impacto del género durante la interacción basada en tareas en contextos de inglés como lengua extranjera.

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Fuente de los datos: Dialnet