Método de enseñanza centrado en la forma en la pedagogía de la expresión oral en ILE: refutación de la hipótesis trade-off

• Arman Toni ^[1] ; Jaleh Hassaskhah ^[2]
  1. [1] Islamic Azad University, Science and Research Branch

     Islamic Azad University, Science and Research Branch

     Irán

     
  2. [2] University of Guilan

     University of Guilan

     Irán

     
• Localización: Revista de educación, ISSN 0034-8082, Nº 380, 2018 (Ejemplar dedicado a: PISA y TIMSS (II)), págs. 9-44
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2017-380-371
• Títulos paralelos:
  • Form-focused Skill Training in EFL Speaking Pedagogy: Empirical Counterevidence to Trade-off Hypothesis
• Enlaces
  • Texto completo
• Resumen
  • español

    La hipótesis trade-off sostiene que los aprendientes cuentan con recursos cognitivos limitados que dificultan la precisión y la fluidez simultáneas en el procesamiento cognitivo. Sin embargo, inspirado por la teoría del Control Adaptativo del Pensamiento (ACT, por sus siglas en inglés), este estudio postula que la integración de la enseñanza centrada en la forma (FFI, por sus siglas en inglés) en una secuencia de tres fases, llamada método de enseñanza centrado en la forma (FFST, por sus siglas en inglés), puede producir un desarrollo simultáneo en la precisión y la fluidez. Para comprobar esta hipótesis, se analizó el proceso de desarrollo de las destrezas orales en una muestra de aprendientes de Inglés como Lengua Extranjera (EFL, por sus siglas en inglés) (N=56). Los resultados de los análisis cuantitativos y cualitativos (ANCOVA y análisis de contenido) de los datos obtenidos mediante una prueba de competencia oral, entrevistas semiestructuradas y observaciones, desvelaron efectos diferenciadores significativos del FFST en el desarrollo simultáneo de la precisión y la fluidez orales de los participantes. El estudio propone un enfoque que, posiblemente, siente las bases para un modelo integrado para la enseñanza de la expresión oral y, a su vez, conlleve implicaciones pedagógicas para los investigadores, profesionales de la enseñanza y creadores de material didáctico.

  • English

    The Trade-off Hypothesis claims that learners have limited cognitive resources which hinder simultaneous accuracy/fluency in cognitive processing.

    However, inspired by the adaptive control of thought theory (ACT), this study postulates that the integration of form-focused instruction (FFI) into a threephased sequence, called form-focused skill training (FFST), may promote a simultaneous development in both accuracy and fluency. To test this hypothesis, the developmental process of oral skills in a sample of EFL learners (N=56) was examined. The results of the quantitative and qualitative analyses (ANCOVA and Content Analyses) of the data obtained via oral proficiency test, semi-structured interviews and observations, revealed significant differential effects of FFST on the participants’ simultaneous development of oral accuracy and fluency. The study proposes an approach which may pave the way for an integrated model for teaching speaking, and in turn has pedagogical implications for researchers, practitioners and materials developers.

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