Gender pairings in EFL child task-based interaction

  1. Martínez-Adrían, María 1
  2. Gutiérrez-Mangado, María juncal 1
  1. 1 University of the Basque Country UPV/EHU
Revista:
VIAL, Vigo international journal of applied linguistics

ISSN: 1697-0381

Año de publicación: 2022

Número: 19

Páginas: 103-128

Tipo: Artículo

DOI: 10.35869/VIAL.V0I19.3761 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

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

Resumen

Pocos han sido los estudios que han abordado las diferencias de género durante la interacción en una segunda lengua (L2), y particularmente, el efecto de los emparejamientos según el género de los aprendices en la producción de Episodios Relacionados con el Lenguaje (ERLs) ha sido poco investigado (véase Azkarai, 2015b; Azkarai y García Mayo, 2012; Ross-Feldman, 2005, 2007). Del mismo modo, dichas investigaciones han examinado aprendices adultos, y no parecen existir investigaciones con niños. Este trabajo analiza el efecto de los emparejamientos según el género de sus miembros en la ocurrencia, naturaleza y resolución de ERLs surgidos durante la narración oral de una historia por parte de niños de 10 a 12 años. Concretamente, explora si existen diferencias entre parejas de mismo y distinto género, y entre parejas de mismo género (niño-niño vs. niña-niña). Los resultados demuestran que el tipo de emparejamiento afecta a la producción y resolución de ERLs ya que un mayor número de ERLs fueron iniciados y resueltos en parejas del mismo género frente a parejas de distinto género. Sin embargo, el tipo de emparejamiento (mismo vs. distinto género) no tuvo repercusión a nivel de episodios resueltos de forma correcta. Por otro lado, la comparación entre parejas del mismo género no conllevó diferencias significativas, aunque el análisis descriptivo sí indicó que las parejas formadas únicamente por chicas parecían estar más implicadas en transmitir el mensaje y más orientadas hacia una resolución correcta de los episodios relacionados con el léxico.

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