Razones de la renuencia a hablar en la clase de ELE en Asia oriental. Análisis cualitativo y comparación entre estudiantes taiwaneses y coreanos / Reasons for reticence in the SFL classroom in East Asia. Qualitative analysis and comparison between Taiwane
DOI:
https://doi.org/10.17398/1988-8430.33.39Keywords:
Reticence; reasons; SFL; Taiwan; South Korea.Abstract
The reluctance to speak in foreign languages classrooms is a debilitating, complex, and multidimensional phenomenon, widely observed in East Asia, that minimizes the possibilities of interaction hindering the development of an adequate communicative competence. In this article we offer the results obtained in a qualitative research on the causes of reticence carried out with undergraduate and graduate Taiwanese students of Spanish Language and Literature. The research was based on semi-structured interviews, discussion groups and annotations made by the teacher in a daily work notebook. The data collected was analyzed and coded into a series of categories and subcategories. The results of this research were compared with the reticence reasons to speak Spanish identified in a similar work done a few years earlier in South Korea.
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Liu, M. (2005). Causes of Reticence in EFL Classrooms: A Study of Chinese University Students. Indonesian Journal of English Language Teaching, 1, 108-124. doi: 10.25170%2Fijelt.v1i2.107.
Liu, M. (2006). Reticence in Oral English Classrooms: Causes and Consequences. Asian Journal of English Language Teaching, 16, 45-66.
Liu, M., y Jackson, J. (2009). Reticence in Chinese EFL Students at Varied Proficiency Levels. TESL Canada Journal, 26(2), 65-81. doi: 10.18806/tesl.v26i2.415.
Liu, N. F., y Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse? System, 25(3), 331-384. doi: 10.1016/S0346-251X(97)00029-8.
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Mendoza, J. D. (2016). La reticencia a hablar en las clases de español en Corea. Un acercamiento a sus causas. MarcoELE, 22, 1-37. Recuperado de https://marcoele.com/descargas/22/mendoza-aulas_coreanas.pdf.
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Riasati, M. J. (2014). Causes of reticence: Engendering willingness to speak in language classrooms. International Journal of Research Studies in Language Learning, 3(1), 115-122. doi: 10.5861/ijrsll.2013.410.
Sánchez, A. (2009). Reconciliación metodológica e intercultural: posibilidades de la enseñanza comunicativa de lenguas en China. MarcoELE, 8, 1-40. Recuperado de https://marcoele.com/descargas/8/albertosanchez_comunicativaenchina.pdf.
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Shimizu, J. (2006). Why are Japanese Students Reluctant to Express Their Opinions in the Classroom? The Hiyoshi review of English studies, 48, 33-45.
Soo, R. S y Goh, H. S. (2013). Reticent Students in the ESL Classroom. Advances in Language and Literary Studies, 4(2), 65-73. doi: 10.7575/aiac.alls.v.4n.2p.65.
Stamkou, E., van Kleef, G. A., Homan, A. C., Gelfand, M. J., van de Vijver, F. J. R., van Egmond, M. C…. Lee, I. C. (2019). Cultural Collectivism and Tightness Moderate Responses to Norm Violators: Effects on Power Perception, Moral Emotions, and Leader Support. Personality and Social Psychology Bulletin, 45(6), 947-964. doi: 10.1177/0146167218802832.
Talley, P. C. y Tu, H. L. (2014). Implicit and Explicit Teaching of English Speaking in the EFL Classroom. International Journal of Humanities and Social Science, 4(6), 38-46. Recuperado de http://www.ijhssnet.com/journals/Vol_4_No_6_April_2014/4.pdf.
Talley, P. C. y Tu, H. L. (2015). Reticence in the EFL Classroom: A Study in a Taiwanese EFL Context. UK: LAP Lambert. Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. En K. M. Bailey y D. Nunan (Eds.). Voices from the Language Classroom (pp. 145-167). Cambridge: Cambridge University Press.
Tusón, A. (1995). L´etnografia de la comunicació i la investigació educativa: l´aula com a microcosmos. Temps d´Educació, 14, 149-161. Recuperado de https://core.ac.uk/download/pdf/39104833.pdf.
Tusón, A. (2009). El concepto de competencia comunicativa y la enseñanza del español como lengua extranjera. En L. Miquel y N. Sanz (Eds.). Expolingua 1996. Didáctica del español como lengua extranjera (Monográficos MarcoELE), 9, 223-235. Recuperado de https://marcoele.com/descargas/expolingua1996_tuson.pdf.
Wang, M. (2016). The Impact of Cultural Values on Chinese Students in American Higher Education. The Qualitative Report, 21(4), 611-628. Recuperado de https://nsuworks.nova.edu/tqr/vol21/iss4/1/.
Arnold, J., y Fonseca, M. C. (2004). Reflexiones sobre aspectos del desarrollo de la competencia comunicativa oral en el aula de español como segunda lengua. En F. L.
Berguillos y S. Ruhstaller (Coords.). La competencia lingüística y comunicativa en el aprendizaje de español como lengua extranjera (pp. 45-60). Sevilla: Edinumen.
Bao, D. (2014). Understanding Silence and Reticence. Ways of Participating in Second Language Acquisition. London-New York: Bloomsbury.
Chang, F. Y. (2011). The Causes of Learners’ Reticence and Passivity in English Classrooms in Taiwan. The Journal of Asia TEFL, 8(1), 1-22.
Cheng, X. (2000). Asians students’ reticence revisited. System, 28, 435-446. doi: 10.1016/S0346-251X(00)00015-4.
Chou, C. P. (2014). A matter of trust: shadow education in Taiwan. Revue internationale d’éducation de Sèvres. Colloque: L’éducation en Asie: Quels enjeux mondiaux? Recuperado de https://journals.openedition.org/ries/3800.
Chou, C. P., y Yuan, J. K. S. (2011). Buxiban in Taiwan. The Newsletter, 56, 15. Recuperado de http://nccur.lib.nccu.edu.tw/bitstream/140.119/75758/1/Buxiban_in_Taiwan.pdf.
Chuang, Y. Y. (2010). A Study of Taiwanese Technical College Students’ Affective Reactions to Speaking English in the EFL Classroom. Journal of National Huwei University of Science & Technology, 29(1), 75-94.
Cortés, M. (2012). La influencia del contexto local y el aprendizaje de ELE. Cuadernos CANELA, 24, 17-21.
Gelfand, M., Raver, J., Nishii, L., Leslie, L., Lun, J., Lim, B. C…. Yamaguchi, S. (2011). Differences between tight and loose cultures: a 33-nation study. Science, 332, 1100–1104. doi: 10.1126/science.1197754.
Gil, J. (1993). La metodología de investigación mediante grupos de discusión. Enseñanza & Teaching. Revista interuniversitaria de didáctica, 10-11, 199-214. Recuperado de https://idus.us.es/handle/11441/16848.
Glaser, B. G., y Strauss, A. L. (1967). The discovery of grounded theory: strategies for qualitative research. New York: Aldine Publishing Company.
Gushendra, R., y Aprianti, D. (2019). A Survey Study: The Students’ Reticence in English Classroom at Senior High School in Pekanbaru. IJIELT, 5(1), 1-12. doi: 10.24014/ijielt.v5i1.7748.
He, X. (2008). El silencio y la imagen china en el aula de ELE. Linred, 6, 1-20. Recuperado de http://www.linred.es/articulos_pdf/LR_articulo_31102008.pdf.
Hsieh, S. Y. (2015). La Vulnerabilidad de la propia imagen y la Búsqueda de la perfección lingüística. Condicionantes de la participación oral de los estudiantes taiwaneses en las clases de ELE. Revista Nebrija de Lingüística Aplicada a la Enseñanza de las Lenguas, 19, 1-16. doi: 10.26378/rnlael019281.
Hsieh, S. Y. (2016). La influencia de la percepción de la propia competencia lingüística en la participación en la clase de ELE. MarcoELE, 22, 1-21. Recuperado de https://marcoele.com/descargas/22/hsieh-percepcion.pdf. Hofstede, G.,
Hofstede, G. J., y Minkov, M. (2010). Cultures and Organizations: Software of the mind. Intercultural cooperation and its importance for survival (Revised and expanded third edition). Nueva York, EE. UU.: McGraw-Hill.
House, R. J., Hanges, P. J., Javidan, M., Dorfman, P. W., y Gupta, V. (2004). Culture, leadership and organizations: The GLOBE study of 62 Societies. Thousand Oaks: Sage Publications.
Hwang, K. K. (2012). Foundations of Chinese Psychology: Confucian Social Relations. Nueva York: Springer SBM. Jackson, J. (2002). Reticence in second language case discussions: anxiety and aspirations. System, 30(1), 65-84. doi: 10.1016/S0346-251X(01)00051-3.
Jackson, J. (2003). Case-based learning and reticence in a bilingual context: perceptions of business students in Hong Kong. System, 34(1), 457-469. doi: 10.1016/j.system.2003.03.001.
Jenkins, J. R. (2008). Taiwanese private university EFL students’ reticence in speaking English. Taiwan Journal of TESOL, 5(1), 61-93. Recuperado de http://www.tjtesol.org/attachments/article/345/3.pdf.
Kumaravadivelu, B. (2003). Problematizing cultural stereotypes in TESOL. TESOL Quarterly, 37(4), 709-718. doi: 10.2307/3588219.
Kung, F. W. (2017). Teaching and Learning English as a Foreign Language in Taiwan: A Socio-cultural Analysis. The Electronic Journal for English as a Second Language, 21(2), 1-15. Recuperado de http://www.tesl-ej.org/wordpress/issues/volume21/ej82/ej82a4/.
Kwon, E. (2004). El español en Corea: el porqué, cómo, cuándo y cuánto de su aprendizaje. Primer Encuentro de Profesores de Español de Asia-Pacífico. Recuperado de http://m.redined.mecd.gob.es/xmlui/bitstream/handle/11162/81230/00820113012264.pdf?sequence=1.
Kwuan, S. Y., Hui, C. M., y McGee, J. (2010). What do we know about the Chinese self: illustrations with self-esteem, self-efficacyand self-enhancement. En M. H. Bond (Ed.). The Oxford Handbook of Chinese Psychology (pp. 279-294). New York: oxford University Press. doi: 10.1093/oxfordhb/9780199541850.013.0018.
Li, D. (1998). “It's Always More Difficult Than You Plan and Imagine”: Teachers' Perceived Difficulties in Introducing the Communicative Approach in South Korea. TESOL Quarterly, 32(4), 677-703. doi: 10.2307/3588000.
Li, H., y Liu, Y. (2011). A Brief Study of Reticence in ESL Class. Theory and Practice in Language Studies, 1(8), 961-965. doi: 10.4304/tpls.1.8.961-965.
Littlewood, W., (2000). Do Asian students really want to listen and obey? ELT Journal, 54(1), 31-34. doi: 10.1093/elt/54.1.31.
Liu, M. (2005). Causes of Reticence in EFL Classrooms: A Study of Chinese University Students. Indonesian Journal of English Language Teaching, 1, 108-124. doi: 10.25170%2Fijelt.v1i2.107.
Liu, M. (2006). Reticence in Oral English Classrooms: Causes and Consequences. Asian Journal of English Language Teaching, 16, 45-66.
Liu, M., y Jackson, J. (2009). Reticence in Chinese EFL Students at Varied Proficiency Levels. TESL Canada Journal, 26(2), 65-81. doi: 10.18806/tesl.v26i2.415.
Liu, N. F., y Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse? System, 25(3), 331-384. doi: 10.1016/S0346-251X(97)00029-8.
Maxwell, J. A. (2012). The Importance of Qualitative Research for Causal Explanation in Education. Qualitative Inquiry, 18(8), 655-661. doi: 10.1177/1077800412452856.
Mendoza, J. D. (2016). La reticencia a hablar en las clases de español en Corea. Un acercamiento a sus causas. MarcoELE, 22, 1-37. Recuperado de https://marcoele.com/descargas/22/mendoza-aulas_coreanas.pdf.
Mendoza, J. D. (2017). Estudiantes coreanos de español y renuencia a hablar en clase. ¿Realidad o mito? Porta Linguarum, 28, 157-170. Recuperado de https://www.ugr.es/~portalin/articulos/PL_numero28/11%20Mendoza.pdf
Porlán, R., y Martín, J. (1996). El diario del profesor. Un recurso para la investigación en el aula. Sevilla: Diada Editora.
Riasati, M. J. (2014). Causes of reticence: Engendering willingness to speak in language classrooms. International Journal of Research Studies in Language Learning, 3(1), 115-122. doi: 10.5861/ijrsll.2013.410.
Sánchez, A. (2009). Reconciliación metodológica e intercultural: posibilidades de la enseñanza comunicativa de lenguas en China. MarcoELE, 8, 1-40. Recuperado de https://marcoele.com/descargas/8/albertosanchez_comunicativaenchina.pdf.
Scollon, R.; Scollon, S., y Jones, R. (2012). Intercultural Communication. A Discourse Approach. Wiley-Blackwell. Shea, D. P. (2017). Compelled to Speak: Addressing student reticence in a university EFL classroom. The Asian Journal of Applied Linguistics, 4(2), 173-184. Recuperado de https://caes.hku.hk/ajal/index.php/ajal/article/view/451/489.
Shimizu, J. (2006). Why are Japanese Students Reluctant to Express Their Opinions in the Classroom? The Hiyoshi review of English studies, 48, 33-45.
Soo, R. S y Goh, H. S. (2013). Reticent Students in the ESL Classroom. Advances in Language and Literary Studies, 4(2), 65-73. doi: 10.7575/aiac.alls.v.4n.2p.65.
Stamkou, E., van Kleef, G. A., Homan, A. C., Gelfand, M. J., van de Vijver, F. J. R., van Egmond, M. C…. Lee, I. C. (2019). Cultural Collectivism and Tightness Moderate Responses to Norm Violators: Effects on Power Perception, Moral Emotions, and Leader Support. Personality and Social Psychology Bulletin, 45(6), 947-964. doi: 10.1177/0146167218802832.
Talley, P. C. y Tu, H. L. (2014). Implicit and Explicit Teaching of English Speaking in the EFL Classroom. International Journal of Humanities and Social Science, 4(6), 38-46. Recuperado de http://www.ijhssnet.com/journals/Vol_4_No_6_April_2014/4.pdf.
Talley, P. C. y Tu, H. L. (2015). Reticence in the EFL Classroom: A Study in a Taiwanese EFL Context. UK: LAP Lambert. Tsui, A. B. M. (1996). Reticence and anxiety in second language learning. En K. M. Bailey y D. Nunan (Eds.). Voices from the Language Classroom (pp. 145-167). Cambridge: Cambridge University Press.
Tusón, A. (1995). L´etnografia de la comunicació i la investigació educativa: l´aula com a microcosmos. Temps d´Educació, 14, 149-161. Recuperado de https://core.ac.uk/download/pdf/39104833.pdf.
Tusón, A. (2009). El concepto de competencia comunicativa y la enseñanza del español como lengua extranjera. En L. Miquel y N. Sanz (Eds.). Expolingua 1996. Didáctica del español como lengua extranjera (Monográficos MarcoELE), 9, 223-235. Recuperado de https://marcoele.com/descargas/expolingua1996_tuson.pdf.
Wang, M. (2016). The Impact of Cultural Values on Chinese Students in American Higher Education. The Qualitative Report, 21(4), 611-628. Recuperado de https://nsuworks.nova.edu/tqr/vol21/iss4/1/.
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Razones de la renuencia a hablar en la clase de ELE en Asia oriental. Análisis cualitativo y comparación entre estudiantes taiwaneses y coreanos / Reasons for reticence in the SFL classroom in East Asia. Qualitative analysis and comparison between Taiwane. (2021). TEJUELO. Didactics of Language and Literature. Education, 33, 39-74. https://doi.org/10.17398/1988-8430.33.39
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