Ansiedad idiomática y motivación hacia el español como lengua extranjera en estudiantes universitarios portugueses: un estudio exploratorio

• Rabadán Zurita, Mercedes ^[1] ; Orgambídez Ramos, Alejandro ^[2]
  1. [1] Universidade do Algarve

     Universidade do Algarve

     Faro (Sé), Portugal

     
  2. [2] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: ESE: Estudios sobre educación., ISSN 1578-7001, Nº. 35, 2018, págs. 517-533
• Idioma: español
• DOI: 10.15581/004.35.517-533
• Títulos paralelos:
  • Language Anxiety and Integrative Motivation in Spanish as a Foreign Language in Portuguese University Students: An Exploratory Study
• Enlaces
  • Texto completo
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    El objetivo de este estudio fue comprobar el papel predictor de la ansiedad idiomática y la motivación integradora sobre el desempeño académico en Español como Lengua Extranjera (ELE) en una muestra de 249 estudiantes universitarios portugueses, utilizando modelos de regresión lineal múltiple y jerárquica. Los resultados mostraron relaciones negativas entre ansiedad y desempeño académico, y positivas entre motivación integradora y desempeño académico, siendo el miedo a una evaluación negativa el predictor más importante de la nota. Actividades que aumentan las actitudes positivas hacia el español y ambientes de clase libres de ansiedad facilitan la adquisición y el aprendizaje de ELE.

  • English

    The aim of this study was to examine to what extent language anxiety and integrative motivation predict language achievement in Spanish as a second language in a sample of 249 Portuguese university students, using multiple and hierarchical linear regression models. Results showed negative relationships between language anxiety and course grade, and positive relationships between integrative motivation and course grade. Fear of negative evaluation was the only signifi - cant predictor on course grade. Activities that increase positive attitude towards Spanish and anxiety-free class climate facilitate the acquisition and learning of Spanish as a second language.

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