Contenido principal del artículo

Zahra Alimorad
Shiraz University
Irán, República islámica de
Biografía
Mohammad Sadegh Zare Bidoki
Shiraz University
Irán, República islámica de
Biografía
Núm. 36 (2021): Junio, Artículos, Páginas 83-99
DOI: https://doi.org/10.30827/portalin.v0i36.15745
Recibido: Aug 2, 2020 Aceptado: Apr 18, 2021 Publicado: Jun 8, 2021
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Resumen

El presente estudio tiene como objetivo investigar el efecto del uso de la lengua materna como intervención pedagógica en la complejidad de las producciones orales en inglés de los estudiantes iraníes de inglés como lengua extranjera. Para participar en este estudio se reclutó una muestra de 39 aprendices de inglés adultos masculinos y femeninos de nivel de competencia B1 y B2, según el MCERL. Se les distribuyó en dos clases intactas (es decir, según lo determinado por la institución) y los grupos fueron elegidos al azar para servir como grupo experimental (GE) o control (GC). La mejora de la capacidad de expresión de los estudiantes fue el foco principal en ambos grupos, mientras que solo se le pidió al GE que produjera oralmente los equivalentes de las oraciones persas que se les presentaron. Para medir la complejidad léxica y gramatical de las producciones orales, se utilizaron dos pruebas de habla paralela de IELTS 10, en forma de dos entrevistas orales, como entrevistas orales previas y posteriores a la prueba. Los resultados de una prueba MANCOVA indicaron que la complejidad léxica y gramatical del GE mejoró en comparación con el GC, y la mejora en ambas variables fue estadísticamente significativa.

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