The Impact of Performative Language Teaching on Oral Skills in the Classroom of Chinese as a Foreign Language

  1. Corderi Novoa, Modesto 1
  2. García Mayo, María del Pilar 2
  1. 1 Escola Oficial de Idiomas de A Coruña, Departamento de chino, La Coruña (España)
  2. 2 Universidad del País Vasco (UPV/EHU), English, German and Translation & Interpretation Department, Vitoria-Gasteiz (España)
Revista:
Sinología hispánica

ISSN: 2444-832X

Año de publicación: 2022

Título del ejemplar: Sinologia Hispanica China Studies Review

Número: 14

Páginas: 79-105

Tipo: Artículo

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Otras publicaciones en: Sinología hispánica

Resumen

Este estudio investiga el impacto de las técnicas de enseñanza performativa del lenguaje (PLT) en las variables orales de fluidez, comprensibilidad y acento. 16 estudiantes de chino mandarín (L1: español) de la Escuela Oficial de Idiomas en la ciudad de Vigo en España fueron divididos en un grupo experimental (8 estudiantes que participaron en 2018 un curso de clases de chino basado en PLT de cuatro meses) y en un grupo de control (otros 8 estudiantes que no recibieron dicho curso). Se emplearon cuatro tareas diferentes (descripción de imágenes en primera persona, descripción de imágenes en tercera persona, monólogo y diálogo improvisado) para obtener muestras de habla de estos 16 estudiantes. Los dos grupos fueron evaluados antes (pre-test) y después (post-test) de su participación. 75 evaluadores chinos nativos analizaron las muestras de habla obtenidas y se compararon el desarrollo de las habilidades orales de ambos grupos. Los resultados indican que la fluidez, la comprensión y el acento mejoraron para el grupo experimental, pero no para el grupo de control. La mejora en la fluidez fue mayor que la mejora en la comprensión y el acento, que tuvieron grados de desarrollo similares, aunque el acento tuvo una mejora ligeramente menor que la comprensibilidad.

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Fuente de los datos: Dialnet