| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586297 |
| ISSN: | 2683-2321 |
| Autores: | Garcia-Ponce, Edgar Emmanuell1 |
| Instituciones: | 1Universidad de Guanajuato, |
| Año: | 2023 |
| Volumen: | 4 |
| Número: | 8 |
| Paginación: | 34-42 |
| País: | México |
| Idioma: | Español |
| Resumen en inglés | For more than three decades, tasks have been used to teach and learn the language because they promote cognitive processes required for the development of the L2. However, the performance of tasks has been surrounded by controversy motivated by cognitive and practical limitations which hinder their effectiveness. Following this, the present study was carried out with the objective of exploring the effects of a narrative task on the oral performance of university students with the use of three language dimensions: Complexity, accuracy, and fluency. Also, with the use of interviews, their perceptions concerning the task and their oral performance were examined. The results show that the characteristics of the task encourage students to construct oral structures more complex, but at th expense of fluency and accuracy. Moreover, by exploring the students" perceptions, the results suggest that the lack of familiarity with the task motivate the students to perceive it as a difficult task, with a high demand of speaking skills and in turn a high complexity to attain the goal of the task. This article provides some pedagogical implications which language teachers might consider when using tasks to practise and evaluate language performance. |
| Resumen en español | Por más de tres décadas, las tareas han sido utilizadas para enseñar y aprender la lengua debido a que promueven procesos cognitivos necesarios para el desarrollo lingüístico. Sin embargo, la implementación de las tareas ha estado rodeada de controversia motivada por limitaciones cognitivas y prácticas que atañen su efectividad. En relación a esto, se llevó a cabo un estudio con el objetivo de explorar los efectos de una tarea narrativa en el desempeño oral de estudiantes universitarios a través de tres dimensiones de la lengua: complejidad, precisión y fluidez. También, con la ayuda de entrevistas, se examinaron sus percepciones sobre esta tarea y su desempeño oral. Los resultados muestran que las características de esta tarea motivan a los estudiantes a construir estructuras orales más complejas, pero a expensas de la fluidez y precisión. Además, al explorar sus percepciones, los resultados sugieren que la falta de familiaridad con esta tarea los lleva a percibirla como una tarea difícil, con una exigencia elevada de habilidades orales y a su vez complejidad para lograr el objetivo de la tarea. Este artículo proporciona algunas implicaciones pedagógicas que los maestros de lengua deben de tomar en consideración al usar tareas para practicar y evaluar la lengua. |
| Resumen en español | For more than three decades, tasks have been used to teach and learn the language because they promote cognitive processes required for the development of the L2. However, the performance of tasks has been surrounded by controversy motivated by cognitive and practical limitations which hinder their effectiveness. Following this, the present study was carried out with the objective of exploring the effects of a narrative task on the oral performance of university students with the use of three language dimensions: Complexity, accuracy, and fluency. Also, with the use of interviews, their perceptions concerning the task and their oral performance were examined. The results show that the characteristics of the task encourage students to construct oral structures more complex, but at th expense of fluency and accuracy. Moreover, by exploring the students" perceptions, the results suggest that the lack of familiarity with the task motivate the students to perceive it as a difficult task, with a high demand of speaking skills and in turn a high complexity to attain the goal of the task. This article provides some pedagogical implications which language teachers might consider when using tasks to practise and evaluate language performance. |
| Palabras clave: | complejidad, fluidez, práctica oral, precisión, tarea narrativa |
| Keyword: | Accuracy, complexity, fluency, narrative task, speaking practice |
| Texto completo: | Texto completo (Ver PDF) |
