Desarrollo de estrategias de aprendizaje para la comprensión auditiva en estudiantes chinos de español como lengua extranjera

• Autores: Marta Francisca Nogueroles López
• Directores de la Tesis: Ana Blanco Canales (dir. tes.)
• Lectura: En la Universidad de Alcalá ( España ) en 2014
• Idioma: español
• Tribunal Calificador de la Tesis: Susana Pastor Cesteros (presid.), María del Carmen Fernández López (secret.), Susana Lugo Mirón (voc.), Alejandro Castañeda Castro (voc.), Marta Baralo (voc.)
• Materias:
  • Lingüística
    • Lingüística aplicada
      • Enseñanza de lenguas
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• Resumen

  • The present doctoral dissertation focuses on the development of listening strategies in order to improve the listening competence of Chinese students of Spanish as a foreign language. The study is based on the premises that learning strategies can be taught (Oxford, 1990) and that the use of listening strategies can enhance listening comprehension in a foreign language (O'Malley & Chamot, 1990; Oxford & Leaver, 1996; Wenden, 1987b). This is an action research project composed of two studies, a pilot and a final one. Each is divided into three phases: 1) action planning; 2) implementation and action observation and 3) action reflection. In both studies, we have worked with two groups: the experimental group, who have been trained in listening strategies, and the control group, which present similar characteristics, interests and requirements but did not receive such training. These two studies are intended to 1) integrate listening strategies into a general course of Spanish as a foreign language and 2) assess the impact of such integration The selected research paradigm, action research, allowed us to carry out listening strategy instruction, for which handouts, learning diaries, questionnaires, interviews (think-aloud procedure), and listening tests were designed and administered, and the results analyzed. Several statistical and interpretative analyses were used to interpret our observations.

    The results may suggest that listening strategy instruction:

    a) Improves students- listening competence.

    b) Enhances strategy use.

    c) Reduces the frequency of difficulties experienced by students in understanding spoken Spanish.

    d) Makes students aware of their shortcomings and limitations when it comes to understanding oral messages in Spanish.

    e) Should be extended in time, since any minimum variation in mental processes requires systematic attention, awareness, practice, self-assessment and reflection.