Contenido principal del artículo

Elena Goñi-Osácar
Entidades Colaboradoras del Instituto Aragonés de Empleo del Gobierno de Aragón
España
Biografía
Cristina del Moral
Universidad de Granada
España
Biografía
Núm. 19 (2021), Artículos, Páginas 311-332
DOI: https://doi.org/10.30827/dreh.vi19.21865
Recibido: Jul 26, 2021 Aceptado: Sep 7, 2021 Publicado: Sep 8, 2021
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Resumen

Este trabajo busca comprender los efectos de la ansiedad lingüística ante el aprendizaje de inglés en los Grados en Magisterio de la Facultad de Educación de la Universidad de Zaragoza (España), mediante un estudio de caso. Se recogieron datos de 63 alumnos y 4 profesoras con cuestionarios, observaciones de aula y un grupo de discusión. Los principales hallazgos revelan que la ansiedad lingüística puede disminuir la calidad y cantidad de producción oral en inglés de los estudiantes ante toda la clase, así como perjudicar su autoestima, autoeficacia y motivación. Un modelo explicativo facilita la comprensión de las consecuencias en el contexto de estudio y entornos similares, y la conveniencia de que este tipo de ansiedad sea abordada en la formación de los maestros.

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