| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586299 |
| ISSN: | 2683-2321 |
| Autores: | Briones-Jurado, Lilia E.1 |
| Instituciones: | 1Instituto Politécnico Nacional, |
| Año: | 2023 |
| Volumen: | 4 |
| Número: | 8 |
| Paginación: | 53-63 |
| País: | México |
| Idioma: | Español |
| This study focused on exploring the degree of motivation, types of attitudes and use of learning strategies by A1 and B1 students of German, French, Italian, Japanese and Portuguese as third languages. The participants, whose first language is Spanish, and English is their second language, were 183 students at the Santo Tomas Teaching Centre of Foreign Languages (CENLEX-UST) of the National Polytechnic Institute (IPN), who answered a questionnaire based on the instruments MAALE (Minera, 2010) and SILL (Oxford, 1989). The results indicate that students have a high degree of motivation, especially intrinsic, and a very good attitude towards themselves as learners, and towards foreign languages. It was also found that they made ample use of cognitive, metacognitive, affective, and social learning strategies. The use of memorization and compensatory strategies was less frequent. The results show that the use of strategies is driven by the characteristics of the target language, previous language learning experiences, and learners" competence. These results have implications regarding the specific teaching needs of third language learners with the aim of developing plurilingual abilities in the long run. | |
| Resumen en inglés | This study focused on exploring the degree of motivation, types of attitudes and use of learning strategies by A1 and B1 students of German, French, Italian, Japanese and Portuguese as third languages. The participants, whose first language is Spanish, and English is their second language, were 183 students at the Santo Tomas Teaching Centre of Foreign Languages (CENLEX-UST) of the National Polytechnic Institute (IPN), who answered a questionnaire based on the instruments MAALE (Minera, 2010) and SILL (Oxford, 1989). The results indicate that students have a high degree of motivation, especially intrinsic, and a very good attitude towards themselves as learners, and towards foreign languages. It was also found that they made ample use of cognitive, metacognitive, affective, and social learning strategies. The use of memorization and compensatory strategies was less frequent. The results show that the use of strategies is driven by the characteristics of the target language, previous language learning experiences, and learners" competence. These results have implications regarding the specific teaching needs of third language learners with the aim of developing plurilingual abilities in the long run. |
| Resumen en español | El presente estudio se centró en la motivación, las actitudes y uso de estrategias de aprendizaje por parte de estudiantes de niveles A1 y B1 de alemán, francés, italiano, japonés y portugués como terceras lenguas, con conocimiento de español como primera lengua e inglés como segunda lengua. En el Centro de Enseñanza de Lenguas Extranjeras Unidad Santo Tomás (CENLEX-UST) del Instituto Politécnico Nacional (IPN) 183 estudiantes contestaron un cuestionario basado en los instrumentos MAALE (Minera, 2010) y SILL (Oxford, 1989). Los resultados indican que los estudiantes cuentan con un alto grado de motivación, especialmente intrínseca, y una muy buena actitud hacia sí mismos como aprendientes y hacia las lenguas extranjeras, independientemente de su nivel de competencia. También se encontró un alto uso de estrategias de aprendizaje cognitivas, metacognitivas, afectivas y sociales, y un uso medio de las estrategias de memorización y compensatorias. Los resultados muestran que el uso de estrategias está motivado por las características de la lengua meta, las experiencias previas de aprendizaje de lenguas y el nivel de competencia de los alumnos. Estos resultados tienen implicaciones para considerar las necesidades de enseñanza específicas de los estudiantes de terceras lenguas con miras a desarrollar habilidades plurilingües a largo plazo. |
| Palabras clave: | actitudes, motivación, estrategias de aprendizaje, adquisición de terceras lenguas, plurilingüismo, attitudes, motivation, learning strategies, plurilingualism, third language acquisition |
| Keyword: | attitudes, motivation, learning strategies, third language acquisition, plurilingualism |
| Texto completo: | Texto completo (Ver PDF) |
