Opiniones y recomendaciones de los profesores de secundaria sobre el uso de ejercicios de traducción en las clases de comprensión lectora de L2
Palabras clave:
ejercicios de traducción, recomendaciones pedagógicas, comprensión lectora, principiantes, docentes de secundariaResumen
Los académicos en el campo han defendido la reintroducción de ejercicios de traducción en el aula de inglés como lengua extranjera. Destacaron el papel de la traducción y pidieron que se prestara atención a su posición en la enseñanza de la LE, especialmente en lo que respecta a las cuatro habilidades (Atkinson, 1993, 1987; Auerbach, 1993, Deller & Riuvolucri, 2002). Sin embargo, se observa que se ha prestado poca atención a sugerir recomendaciones metodológicas prácticas para un posible uso de ejercicios de traducción. En el presente artículo, nuestro objetivo es explorar las opiniones y recomendaciones de los profesores sobre el uso de ejercicios de traducción en la enseñanza de la comprensión lectora a principiantes en las escuelas intermedias marroquíes. El estudio empleó un método de investigación cualitativo. A pesar de las condiciones desalentadoras de la Covid-19 y de la dificultad de encontrar profesores que hayan enseñado inglés continuamente en las escuelas secundarias, se entrevistó a diez profesores marroquíes que utilizan el mismo libro de texto y con el mismo nivel de alumnos. El análisis de los datos reveló que los profesores son positivos acerca del uso de la traducción en las clases de comprensión lectora.
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