Pedagogical Practices in the Production of the Third-Person Singular Morpheme
DOI:
https://doi.org/10.15359/rl.2-75.5Palabras clave:
adquisición, educación, aprendizaje distribuido, instrucción, aprendizaje del inglésResumen
Se pone en práctica el aprendizaje espaciado para fomentar la producción oral de la tercera persona del singular, en estudiantes de inglés como lengua extranjera. Este estudio cuantitativo considera tres grupos experimentales y uno controlado. Los experimentales reciben instrucción diferenciada (centrada en forma, significado y una combinación) en la que se incorpora la técnica de estudio. Se utiliza el análisis de ocasiones obligatorias y un ANOVA para la codificación y análisis de datos. Los resultados indican que el aprendizaje espaciado con instrucción basada en forma y en significado favorece a la producción oral del morfema. Por ello, se recomienda usar, pero no complementar, los elementos de las instrucciones en la clase de inglés como lengua extranjera.
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