imagen mental, motivación y lectura en lengua extranjera / Mental imagery, motivation and reading in a foreign language
DOI:
https://doi.org/10.17398/1988-8430.28.127Palabras clave:
enseñanza de lenguas, lectura en lengua extranjera, imagen mental, motivación, interés.Resumen
La investigación en el campo de la neurociencia indica una nueva dirección en el estudio de la mente humana; la imagen mental parece ser una componente del pensamiento que subyace cada acto de conocimiento. A la luz de esta línea de investigación, algunos enfoques educativos incorporan el uso de la imagen mental en la clase a fin de promover la comprensión y el recuerdo. En consonancia con la nueva evidencia neuropsicológica, se diseñó un estudio cuasi-experimental para observar la incidencia de la instrucción en formación de imágenes mentales sobre la comprensión lectora en una lengua extranjera (inglés) y su relación con el interés por la lengua meta; se utilizaron varios instrumentos de medida: TOEFL,VVIQ y una batería de herramientas cualitativas de recogida de información. El análisis UNIANOVA mostró una mejora significativa a favor del grupo experimental y un aumento del interés en el grupo experimental.
Abstract: Neural research points to a new direction in the study of the human mind and mental imagery seems to be a component of thought underlying every act of knowledge. In consonance with this evidence, some educational approaches are advocating the use of mental images in the classroom in order to aid in comprehension and recall. This new neural evidence presents an epistemological challenge both to the empirical and the theoretical realm, implying the promotion and development of research studies to check its applicability to different areas of learning together with the revision of the existent learning theories incorporating the new research findings. In line with this neural evidence, a cuasi-experimental study (n=223) was designed in order to analyse the incidence of mental imagery instruction on reading skill in a foreign language (English) and the degree of correlation to interest in the FL. The experimental group received treatment in mental imagery generation and manipulation, whereas the control group kept the traditional reading activities of the course. Different gathering information tools were used: reading part of the TOEFL, visual vividness imagery questionnaire, and a group of qualitative tools (questionnaires, interviews, and observation rubric). The UNIANOVA analysis shows a significant increase in the reading ability of the experimental group together with an increase in the interest measures on the experimental group.
Keywords: languages teaching, second language reading, mental imagery, motivation, interest.
Referencias
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Giacobbi, P., Dreisbach, K. A., Thurlow, N. M., Anand, P. y Garcia, F. (2014). Mental imagery increases self-determined motivation to exercise with university enrolled women: A randomized controlled trial using a peer-based intervention. Psychology of Sport and Exercise, 15(4), 374–381. http://doi.org/10.1016/j.psychsport.2014.03.004.
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Holmes, E. A. y Mathews, A. (2005). Mental imagery and emotion: A special relationship? Emotion, 5(4), 489–497. http://doi.org/10.1037/1528-3542.5.4.489.
Holmes, E. A. y Mathews, A. (2010). Mental imagery in emotion and emotional disorders. Clinical Psychology Review. http://doi.org/10.1016/j.cpr.2010.01.001.
Huey, E. B. (1908). The Psychology and Pedagogy of Reading. New York: Macmillan.
Hyman, I. y Pentland, J. (1996). The role of mental imagery in the creation of false childhood memories. Journal of Memory and Language, 35(2), 101-117
Isai, A. y Sagi, D. (1995). Common mechanisms of visual imagery and perception. Science, 268, 1772-1774. Journal of Consulting Psychology, 29, 78-80.
Ji, J. L., Heyes, S. B., MacLeod, C. y Holmes, E. A. (2016). Emotional Mental Imagery as Simulation of Reality: Fear and Beyond—A Tribute to Peter Lang. Behavior Therapy. http://doi.org/10.1016/j.beth.2015.11.004.
Keogh, R. y Pearson, J. (2017). The perceptual and phenomenal capacity of mental imagery. Cognition, 162, 124–132. http://doi.org/10.1016/J.COGNITION.2017.02.004.
Kocaarslan, M. (2016). An exploratory study of the relationships between reading comprehension competence, reading attitude and the vividness of mental imagery among Turkish fourth-grade students. International Electronic Journal of Elementary Education, 8(4), 675.
Kosslyn, S. M. (2005). Mental Images and the Brain. Cognitive Neuropsychology (22) 333-347.
Kosslyn, S. M., Ganis, G. y Thompson, W. L. (2001). Neural Foundations of Imagery. Nature Reviews: Neuroscience (2) 635-642.
Kosslyn, S. M., Ganis, G. y Thompson, W. L. (2010). Multimodal Images in the Brain. In A. Guillot y C. Collet (Eds.), The Neurophysiological Foundations of Mental and Motor Imagery (pp. 3-16).Oxford: Oxford University Press.
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Lipp, E. (1991). Sustaining the reading interests of academically oriented ESL students. TESOL Quarterly, 25/2, 185-189.
Long, S.A., Winograd, P.N. y Bridge, C.A. (1989). The effects of reader and text characteristics on reports of imagery during and after reading. Reading Research Quarterly, 24, 353-372.
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2018-09-14
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Tejuelo se publica bajo una licencia Creative Commons Reconocimiento-NoComercial-SinObraDerivada 3.0 España.
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imagen mental, motivación y lectura en lengua extranjera / Mental imagery, motivation and reading in a foreign language. (2018). TEJUELO. Didáctica De La Lengua Y La Literatura. Educación, 28, 127-160. https://doi.org/10.17398/1988-8430.28.127
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