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Nora Aranberri Monasterio
Universidad del País Vasco/ Euskal Herriko Unibertsitatea
Garbiñe Bereziartua Etxeberria
Universidad del País Vasco/ Euskal Herriko Unibertsitatea
Mari Mar Boillos Pereira
Universidad del País Vasco/ Euskal Herriko Unibertsitatea
Vol. 25 Núm. 1 (2021): La integración de la perspectiva de género en la formación docente, Colaboración, Páginas 319-337
DOI: https://doi.org/10.30827/profesorado.v25i1.8658
Recibido: feb 5, 2019 Aceptado: abr 23, 2020 Publicado: mar 29, 2021

Resumen

Son numerosas las investigaciones que han destacado la importancia de la motivación en la adquisición de segundas lenguas. Tanto es así que se apunta a que la motivación, entendida esta como un componente dinámico, variable y determinado por factores internos, sociales y contextuales, puede contribuir al éxito o no en el proceso de aprendizaje de una lengua. Dentro de este marco de trabajo, este estudio busca conocer las actitudes de estudiantes bilingües (euskera y castellano) de los Grados de Educación Primaria y Educación Infantil hacia el inglés. 229 estudiantes de dichos grados han dado respuesta a un cuestionario acerca de los diferentes aspectos motivacionales que se circunscriben al aprendizaje de esta lengua. Los resultados atestiguan que son los factores externos y profesionales los que más determinan las actitudes positivas hacia el inglés. Asimismo, se observa que los estudiantes otorgan una importancia destacada a la labor del profesorado, a su gestión del aula y a su metodología. La relevancia de este estudio reside en la cada vez mayor importancia del inglés para los futuros docentes de estas etapas educativas en un modelo trilingüe que progresivamente va ganando peso a los modelos bilingües.

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