Contenido principal del artículo

Mostafa Azari Noghabi
Seyed Mohammad Reza Amirian
Hakim Sabzevari University
Irán, República islámica de
Gholamreza Zareian
Hakim Sabzevari University
Núm. 36 (2021): June, Artículos, Páginas 119-137
DOI: https://doi.org/10.30827/portalin.v0i36.15864
Recibido: sep 2, 2020 Aceptado: may 17, 2021 Publicado: jun 7, 2021
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Resumen

Aunque los estudios de investigación sobre la valoración dinámica (DA) arrojaron resultados prometedores en el campo de la enseñanza de idiomas, se ha prestado escasa atención al examen de la eficacia de la valoración dinámica de grupos (G-DA) en relación con el desarrollo del vocabulario. A tal efecto, el presente estudio de método mixto se diseñó para inspeccionar el potencial del G-DA concurrente para ampliar el tamaño del vocabulario receptivo y productivo de 56 estudiantes iraníes con nivel intermedio de inglés como lengua extranjera. El estudio utilizó dos modalidades: el grupo de control, al que se le enseñaron los vocabularios seleccionados mediante procedimientos tradicionales como el uso de lista de palabras; y el grupo experimental que recibió apoyo grupal para hacer ejercicios de vocabulario dentro del marco G-DA. Los resultados de una serie de pruebas t de muestras independientes indicaron el efecto significativo de G-DA en la mejora del tamaño del vocabulario receptivo y productivo de los estudiantes de inglés como lengua extranjera. Los datos cualitativos enfatizaron el papel de la mediación grupal en mejorar la motivación del alumnado al incrementar la adquisición del vocabulario en el marco de GDA y mantener su actitud positiva hacia el G-DA.

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