| Journal: | How |
| Database: | CLASE |
| System number: | 000524347 |
| ISSN: | 0120-5927 |
| Authors: | Sánchez Solarte, Ana Clara1 Sánchez Solarte, Andrés2 |
| Institutions: | 1Universidad de Nariño, Pasto, Nariño. Colombia 2Universidad Nacional de Colombia, Bogotá. Colombia |
| Year: | 2017 |
| Volumen: | 24 |
| Number: | 2 |
| Pages: | 160-178 |
| Country: | Colombia |
| Language: | Inglés |
| Document type: | Artículo |
| Approach: | Analítico, descriptivo |
| Spanish abstract | Este artículo reporta los resultados de una intervención grupal basada en estrategias derivadas del modelo sistémico —terapia estratégica breve— orientadas a disminuir los niveles de ansiedad encontrados en actividades orales relacionadas con el aprendizaje de una segunda lengua. Trece estudiantes de diferentes semestres de dos programas de licenciatura en lengua materna y extranjera participaron en cinco sesiones grupales con una duración aproximada de 40 minutos. Las evaluaciones pre y post revelan una disminución significativa de los niveles de ansiedad (t = 8.978 p < 0.05; ES = 2.49). Los resultados sugieren que la aplicación de esta estrategia es altamente efectiva y beneficiosa para los aprendices de lenguas extranjeras ansiosos |
| English abstract | This paper reports the results of a group intervention based on strategies derived from the systemic therapy model—brief strategic therapy. These strategies aimed at decreasing the anxiety levels commonly found in oral performance tasks related to L2 learning. Thirteen students from different semesters who belonged to two foreign language teaching programs participated in four weekly 40-minute group sessions. The pre- and post-assessments suggest a meaningful reduction of anxiety levels (t = 8.978 p < 0.05; ES = 2.49). The results suggest that the application of the strategies is highly effective and beneficial for anxious L2 learners.This paper reports the results of a group intervention based on strategies derived from the systemic therapy model—brief strategic therapy. These strategies aimed at decreasing the anxiety levels commonly found in oral performance tasks related to L2 learning. Thirteen students from different semesters who belonged to two foreign language teaching programs participated in four weekly 40-minute group sessions. The pre- and post-assessments suggest a meaningful reduction of anxiety levels (t = 8.978 p < 0.05; ES = 2.49). The results suggest that the application of the strategies is highly effective and beneficial for anxious L2 learners |
| Disciplines: | Educación |
| Keyword: | Pedagogía, Lengua extranjera, Enseñanza, Lenguas extranjeras, Ansiedad, Desempeño oral |
| Full text: | https://biblat.unam.mx/hevila/How/2017/vol24/no2/8.pdf |
