EL ESPAÑOL EN EL AULA DE INGLÉS. UN ESTUDIO EMPÍRICO

Autores/as

  • José Miguel Martín Martín

Resumen

Abstract

This experiment explores the advantages of using the L1 in the EFL classroom in activities such as explicit presentation of form-based content. Two groups of 33 pupils -the control and the experimental- were taught a specific morphosyntactic structure -the passive- in five classes. Three tests were then administered -immediate, delayed and late- and the results compared. The independent variable was the use or non-use of the L1 in the five sessions of presentation and subsequent activities. The results of all parameters analyzed showed differences in favour of the control group; in many cases these differences were statistically significant according to Ttests applied at a significance level of 5% (a < .5). This suggests that, in a monolingual classroom, the minimal role played by the L1 accorded by the current orthodoxy of foreign-language teaching methodology should be revised; it does not, however, undermine the centrality of exposure to the L2 and interaction in it.

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Cómo citar

Martín Martín, J. M. (2017). EL ESPAÑOL EN EL AULA DE INGLÉS. UN ESTUDIO EMPÍRICO. ELIA: Estudios De Lingüística Inglesa Aplicada, (1), 81–91. Recuperado a partir de https://revistas.uned.es/index.php/ELIA/article/view/18248

Número

Sección

ARTÍCULOS DE INVESTIGACIÓN / RESEARCH ARTICLES