El multilingüismo ¿afecta la ansiedad y el disfrute en el aula de lenguas extranjeras?
DOI:
https://doi.org/10.30827/portalin.viIX.29895Palabras clave:
multilingüismo, emociones del alumno, ansiedad en el aula de lengua extranjera, disfrute de la lengua extranjeraResumen
Se ha descubierto que los estudiantes multilingües de lenguas extranjeras suelen experimentar menos ansiedad en el aula de lenguas extranjeras y más disfrute de la lengua extranjera que sus compañeros menos multilingües. Dado que la mayoría de las investigaciones existentes se basaban en bases de datos únicas, los autores debían tener cuidado de evitar generalizaciones radicales sobre el efecto positivo del multilingüismo. Para aumentar la validez, el presente artículo investigará el vínculo entre el grado de multilingüismo y dos emociones del alumno utilizando tres bases de datos diferentes que contenían datos relevantes pero donde el multilingüismo no formaba parte de las preguntas de investigación de los artículos posteriores. Los participantes que contribuyeron a la primera base de datos fueron 360 estudiantes de lengua extranjera en una universidad de Kuwait, la segunda base de datos incluyó datos de 502 estudiantes de lengua extranjera inglesa en escuelas secundarias y universidades de Marruecos, y la tercera base de datos incluyó datos de 181 preadolescentes que eran estudiantes de inglés como lengua extranjera en escuelas secundarias en Francia. Análisis estadísticos separados de las tres bases de datos confirmaron que el multilingüismo estaba relacionado con un disfrute significativamente mayor en las tres bases de datos y con un ansiedad más bajo en dos de las tres bases de datos. Esto sugiere que saber más idiomas contribuye a generar más emociones positivas y menos emociones negativas en la clase de lengua extranjera.
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