Traducciones interlineales reducen la carga cognitiva en la adquisición de vocabulario en inglés como lengua extranjera
DOI:
https://doi.org/10.17533/udea.ikala.356253Palabras clave:
traducciones interlineales, glosa, carga cognitiva, lectura L2, memoria de trabajo, inglés con fines académicosResumen
El uso de la traducción en la enseñanza de lenguas ha sido fuente de polémicos debates. Sin embargo, la glosa —específicamente, las traducciones interlineales— sigue siendo una estrategia de aprendizaje poco estudiada, a pesar de haber sido utilizada por estudiantes y profesores de lenguas extranjeras desde el año 1000 d.C. por lo menos. En ausencia de una revisión que rastree la historia de las traducciones interlineales, así como la escasez de estudios empíricos suficientes que aborden su efecto en la comprensión lectora en segundas lenguas, el presente artículo pretende explorar el papel de la glosa interlineal en la primera lengua describiendo los resultados de una intervención en la que se utilizaron diferentes formatos de lectura en un programa de lectura de inglés universitario de primer semestre. En el experimento, se sometió a un grupo de estudiantes principiantes de inglés como lengua extranjera (n = 48) a una de las tres condiciones experimentales, en concreto, la lectura de un texto en inglés académico con una traducción al español utilizando glosas interlineales, intercaladas o marginales. Inmediatamente después se realizó una tarea de traducción del mismo texto a su lengua materna, el cual se repitió ocho días después. Mediciones independientes anova revelan un aumento de palabras traducidas para la condición interlineal sobre los otros dos formatos, lo que es consistente con la hipótesis de que las traducciones interlineales permiten centrarse explícitamente en la recuperación de palabras, y reduce la carga cognitiva en la memoria de trabajo y el efecto de la atención dividida entre el texto en segunda lengua y su correspondiente traducción en una página aparte. Este estudio pretende enriquecer nuestra comprensión actual del impacto de la disposición de las glosas en el procesamiento cognitivo.
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