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Enviado
October 30, 2018
Aceptado
July 5, 2019
Publicado
July 1, 2019
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Resumen

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.

Palabras clave

emociones sensoriales disposición a leer texto tema estudiantes de inglés como lengua extranjera

Detalles del artículo

Biografía del autor/a

Behnoosh Borsipour, Ferdowsi University of Mashhad

M.A. in Teaching English as a Foreign Language

Reza Pishghadam, Ferdowsi University of Mashhad

Reza Pishghadam is a Professor of Language Education in the Department of English and Professor by Courtesy of Educational Psychology at Ferdowsi University of Mashhad.  He has carried out research and published extensively in different domains of TEFL. His major research interests are the psychology and sociology of language education.

Elham Naji Meidani, Ferdowsi University of Mashhad

Ph.D. in Teaching English as a Foreign Language

Cómo citar
Borsipour, B., Pishghadam, R., & Naji Meidani, E. (2019). El papel de las emociones sensoriales en el aumento de la voluntad de leer en los aprendices de inglés como lengua extranjera. PUBLICACIONES, 49(2), 169–189. https://doi.org/10.30827/publicaciones.v49i2.8094
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