Creencias sobre el aprendizaje de una lengua extranjera en el contexto universitario
DOI:
https://doi.org/10.17533/udea.ikala.v22n02a03Palabras clave:
Creencias sobre el idioma, competencias del docente, desarrollo de habilidades, aprendizaje de un idioma, lengua extranjeraResumen
En este estudio se analizaron las creencias de los estudiantes del Tecnológico de Antioquia (TdeA) con respecto al aprendizaje de la lengua extranjera inglés. El objetivo fue identificar dichas creencias con el propósito de mejorar la propuesta curricular del área de idiomas en la institución. La muestra representativa fue de 237 estudiantes que cursan inglés en los niveles del 1 al 6 (161 mujeres y 77 hombres). Dicha cantidad se determinó con una matriz de tamaños muestrales. Esta investigación estuvo enmarcada en un diseño transversal-descriptivo; los datos, obtenidos mediante el cuestionario Inventario de Creencias sobre el Aprendizaje de una Lengua (BALLI), propuesto por Horwitz (1987), fueron analizados a través de estadística descriptiva. Los resultados permitieron establecer que la mayoría de los participantes del estudio tienen una fuerte motivación instrumental e integrativa hacia el aprendizaje del inglés. De igual forma, se encontró que para ellos algunas creencias relacionadas con las dimensiones de La naturaleza del Aprendizaje de un Idioma y Las Estrategias de Aprendizaje representan grandes desafíos. Se concluyó que los participantes encuestados tienen algunas creencias erróneas frente al aprendizaje del inglés que generan barreras para lograr un buen desempeño comunicativo.
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