Disfemia y ansiedad en el aprendizaje de inglés como lengua extranjera

• María Dolores García Pastor ^[1] ; Ronan Miller ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Revista Española de Discapacidad (REDIS), ISSN-e 2340-5104, Vol. 7, Nº. 1, 2019, págs. 87-109
• Idioma: español
• DOI: 10.5569/2340-5104.07.01.05
• Títulos paralelos:
  • Stuttering and anxiety in English as a foreign language learning
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Este trabajo fundamentalmente cualitativo explora la interrelación entre disfemia, ansiedad en una lengua extranjera (ALE), y aprendizaje de inglés para identificar las áreas de mayor dificultad de aprendizaje en estudiantes disfémicos adolescentes y adultos españoles aprendices de esta lengua. De una muestra de treinta y dos alumnos, dieciséis con disfemia (ACD) y dieciséis sin disfemia (ASD), se analizaron entrevistas realizadas con los primeros, y se compararon sus respuestas con las de los ASD a dos escalas de ALE. Los resultados indican que la disfemia y la ALE afec-tan al aprendizaje lingüístico de los ACD negativamente, provocando el rechazo de su identidad lingüística. La lectura en voz alta y la interacción oral frente al profesor y el grupo clase fueron las áreas más problemáticas con niveles de ALE significati-vamente mayores en ACD. Ello subraya la necesidad de implementar prácticas pe-dagógicas que reduzcan la ALE de estos estudiantes y refuercen su auto-concepto.

  • English

    This study, which is primarily qualitative, explores the interrelationship between stut-tering, foreign language anxiety (FLA), and English as a foreign language learning in order to identify the areas of greatest learning difficulty in stuttering adolescent and adult students who learn this language. From a sample of thirty-two learners, sixteen learners who stutter (LWS) and sixteen learners who do not stutter (LWDNS), interviews that were conducted with the former were analysed, and their responses to two FLA scales were compared to those of the LWDNS. Results indicate that stuttering and FLA negatively affect language learning in LWS, producing rejection of their linguistic identity. Reading aloud and oral interaction in front of the teacher and peers in class were the most problematic areas with significantly higher anxiety levels in LWS. This underscores the need to implement pedagogical practices that reduce these students’ FLA, and reinforce their self-concept.

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