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Parece que uno de los factores que contribuyen al interés de los estudiantes de idiomas en los textos de comprensión de lectura son las emociones sensoriales que pueden tener para leer temas. En este estudio, se examina la asociación entre las emociones sensoriales de los estudiantes de idiomas hacia algunos temas y su disposición a leer (WTR) sobre ellos. Para ello, se ha solicitado a 201 estudiantes de inglés intermedio y de nivel intermedio superior (EFL) que completen una escala recientemente diseñada que mide sus emociones sensoriales, la frecuencia de exposición y el WTR en relación con 18 temas de diversos campos. Se emplean modelos de ecuaciones estructurales (SEM) y análisis de varianza (ANOVA) para analizar los datos. Además, se han realizado entrevistas semiestructuradas con 21 participantes con respecto a sus emociones y WTR hacia temas. Los resultados han mostrado que cuanto más alto es el nivel de las emociones sensoriales hacia un tema, más alto es el WTR. Al final, los hallazgos se han discutido en el contexto de la educación lingüística y se han proporcionado implicaciones.
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Referencias
- Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2), 60-69.
- Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plains, NY: Pearson Education.
- Cox, K. E., Guthrie, J. T., Metsala, J. L., & Wigfield, A. (2000). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
- De Ribaupierre, A. (2001). Piaget’s theory of child development. In N. J. Smelser & P.B. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences (pp. 11434-11437). Amsterdam: Elsevir.
- Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32.
- Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
- Gambrell, L. B. (2011). Seven rules of engagement: What’s most important to know about motivation to read. The Reading Teacher, 65(3), 172-178.
- Greenspan, S. I. (1997). The growth of the mind and the endangered origins of intelligence. Reading. MA: Addison Wesley Longman.
- Imai, Y. (2010). Emotions in SLA: New insights from collaborative learning for an EFL classroom. The Modern Language Journal, 94(2), 278-292.
- Johnson, D., & Blair, A. (2003). The importance and use of student self-selected literature to reading engagement in an elementary reading curriculum. Reading Horizons, 43(3), 181-202.
- Kwon, K., Kupzyk, K., & Benton, A. (2018). Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement. Learning and Individual Differences, 67, 33-40.
- Lopez, M. M. (2011). The motivational properties of emotions in foreign language learning. Colombian Applied Linguistics Journal, 13(2), 43-57.
- MacIntyre, P. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11, 135-142.
- MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(5), 564–576.
- McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper Presented at the Annual Convention of the Speech Communication Association. Denver, CO.
- McGeown, S. P. (2013). Reading motivation and engagement in the primary school classroom: theory, research and practice. UK: United Kingdom Literacy Association Minibook Series.
- Moomaw, J. (2013). Factors that foster or hinder student reading motivation in a suburban primary school (Master’s thesis). Department of Education and Human Development of the State University of New York College, Brockport.
- Pallant, J. (2013). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (5th ed.). New York: Open University Press.
- Piaget, J. (1960). The child’s conception of the world. Paterson, N.J.: Littlefield, Adams & Co.
- Pietarinen, J., Soini, T., & Pyhalto, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51.
- Pishghadam, R. (2015). Emotioncy in language education: From exvolvement to involvement. Paper Presented at the 2nd Conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies. Iran, Mashhad.
- Pishghadam, R. (2016). Emotioncy, extraversion, and anxiety in willingness to communicate in English. Paper Presented at the Proceedings of the 5th International Conference on Language, Education, and Innovation (ICLEI). UK, London.
- Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multilingual Education, 3(9), 1-16.
- Pishghadam, R., Jajarmi, H., & Shayesteh, S. (2016). Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism. International Journal of Society, Culture & Language, 4(2), 11-21.
- Pishghadam, R., Mahmoodzadeh, M., Naji Meidani, E., & Shayesteh, Sh. (2019). Teacher as envolver: A new role to play in English language discussion classes. Sri Lanka Journal of Social Sciences, 42(1), 41-51.
- Pishghadam, R., & Shayesteh, S. (2016). Emotioncy: A post-linguistic approach toward vocabulary learning and retention. Sri Lanka Journal of Social Sciences, 39(1), 27-36.
- Pishghadam, R., Tabatabaeyan, M. S., & Navari, S. (2013). A critical and practical analysis of first language acquisition theories: The origin and development. Iran, Mashhad: Ferdowsi University of Mashhad Publications.
- Richards, J.C. & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
- Ülper, H. (2011). The motivational factors for reading in terms of students. Educational Sciences. Theory and Practice, 11(2), 954-960.
- Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432.
- Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children’s motivation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299-309.
Referencias
Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2), 60-69.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plains, NY: Pearson Education.
Cox, K. E., Guthrie, J. T., Metsala, J. L., & Wigfield, A. (2000). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256.
De Ribaupierre, A. (2001). Piaget’s theory of child development. In N. J. Smelser & P.B. Baltes (Eds.), International Encyclopedia of the Social and Behavioral Sciences (pp. 11434-11437). Amsterdam: Elsevir.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
Gambrell, L. B. (2011). Seven rules of engagement: What’s most important to know about motivation to read. The Reading Teacher, 65(3), 172-178.
Greenspan, S. I. (1997). The growth of the mind and the endangered origins of intelligence. Reading. MA: Addison Wesley Longman.
Imai, Y. (2010). Emotions in SLA: New insights from collaborative learning for an EFL classroom. The Modern Language Journal, 94(2), 278-292.
Johnson, D., & Blair, A. (2003). The importance and use of student self-selected literature to reading engagement in an elementary reading curriculum. Reading Horizons, 43(3), 181-202.
Kwon, K., Kupzyk, K., & Benton, A. (2018). Negative emotionality, emotion regulation, and achievement: Cross-lagged relations and mediation of academic engagement. Learning and Individual Differences, 67, 33-40.
Lopez, M. M. (2011). The motivational properties of emotions in foreign language learning. Colombian Applied Linguistics Journal, 13(2), 43-57.
MacIntyre, P. (1994). Variables underlying willingness to communicate: A causal analysis. Communication Research Reports, 11, 135-142.
MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(5), 564–576.
McCroskey, J. C., & Baer, J. E. (1985). Willingness to communicate: The construct and its measurement. Paper Presented at the Annual Convention of the Speech Communication Association. Denver, CO.
McGeown, S. P. (2013). Reading motivation and engagement in the primary school classroom: theory, research and practice. UK: United Kingdom Literacy Association Minibook Series.
Moomaw, J. (2013). Factors that foster or hinder student reading motivation in a suburban primary school (Master’s thesis). Department of Education and Human Development of the State University of New York College, Brockport.
Pallant, J. (2013). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (5th ed.). New York: Open University Press.
Piaget, J. (1960). The child’s conception of the world. Paterson, N.J.: Littlefield, Adams & Co.
Pietarinen, J., Soini, T., & Pyhalto, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51.
Pishghadam, R. (2015). Emotioncy in language education: From exvolvement to involvement. Paper Presented at the 2nd Conference of Interdisciplinary Approaches to Language Teaching, Literature, and Translation Studies. Iran, Mashhad.
Pishghadam, R. (2016). Emotioncy, extraversion, and anxiety in willingness to communicate in English. Paper Presented at the Proceedings of the 5th International Conference on Language, Education, and Innovation (ICLEI). UK, London.
Pishghadam, R., Adamson, B., & Shayesteh, S. (2013). Emotion-based language instruction (EBLI) as a new perspective in bilingual education. Multilingual Education, 3(9), 1-16.
Pishghadam, R., Jajarmi, H., & Shayesteh, S. (2016). Conceptualizing sensory relativism in light of emotioncy: A movement beyond linguistic relativism. International Journal of Society, Culture & Language, 4(2), 11-21.
Pishghadam, R., Mahmoodzadeh, M., Naji Meidani, E., & Shayesteh, Sh. (2019). Teacher as envolver: A new role to play in English language discussion classes. Sri Lanka Journal of Social Sciences, 42(1), 41-51.
Pishghadam, R., & Shayesteh, S. (2016). Emotioncy: A post-linguistic approach toward vocabulary learning and retention. Sri Lanka Journal of Social Sciences, 39(1), 27-36.
Pishghadam, R., Tabatabaeyan, M. S., & Navari, S. (2013). A critical and practical analysis of first language acquisition theories: The origin and development. Iran, Mashhad: Ferdowsi University of Mashhad Publications.
Richards, J.C. & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. Cambridge: Cambridge University Press.
Ülper, H. (2011). The motivational factors for reading in terms of students. Educational Sciences. Theory and Practice, 11(2), 954-960.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89(3), 420-432.
Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children’s motivation for reading: Domain specificity and instructional influences. The Journal of Educational Research, 97(6), 299-309.