Dimensión emocional de la disfemia en el aprendizaje del inglés como lengua extranjera / The emotional dimension of stuttering when learning English as a foreign language
DOI:
https://doi.org/10.17398/1988-8430.38.169Keywords:
disfemia; aprendizaje del inglés como lengua extranjera; emociones; emociones académicas; enfoque didáctico.Abstract
Este estudio presenta la relación entre la disfemia, las emociones académicas y el enfoque didáctico en contextos de aprendizaje del inglés como lengua extranjera en Educación Primaria. El objetivo es explorar la dimensión emocional de los estudiantes con disfemia y determinar la influencia del propio trastorno y del enfoque didáctico en estas experiencias emocionales. Para ello, se analizaron las emociones de 40 estudiantes con disfemia y 52 estudiantes sin disfemia a través de la versión reducida del Achievement Emotions Questionnaire (AEQ). El enfoque didáctico se determinó a partir de una escala de intervalo ad hoc. Los resultados indican la prevalencia de emociones negativas en el alumnado con disfemia, especialmente de ansiedad y vergüenza, y unas diferencias significativas en comparación con el grupo control. Los datos también evidencian que la condición de disfemia tiene un impacto relevante sobre las emociones negativas, mientras que es el enfoque didáctico la variable que más influye sobre las positivas. Estas evidencias subrayan la necesidad de implementar prácticas pedagógicas adecuadas que tengan en cuenta la dimensión afectiva de la persona y, muy especialmente, del alumnado con disfemia.
Abstract
This paper explores the link between stuttering, class-related emotions and teaching approaches in English as a Foreign Language learning contexts in Primary Education. The aim of this study is to discuss the emotional needs of learners who stutter in the process of learning this language, as well as to study the influence of both stuttering and teaching approach on these emotional experiences. To this end, the emotions of 40 students who stutter and 52 students who do not stutter were measured using the short version of the Achievement Emotions Questionnaire (AEQ). The didactic approach was studied through an ad-hoc scale specifically created for this study with the aim of exploring the influence of this variable in the students’ emotional experiences. The results evidence the prevalence of negative emotions in students who stutter, especially anxiety and embarrassment. Stuttering shows to be a significant influence in negative emotions, whereas the teaching approach seems to be the main factor influencing positive emotions. Findings from this quantitative study highlight the need to implement pedagogical practices that consider the emotional dimension and, especially, the affective needs of students who stutter.
Keywords: stuttering; english as a foreign language (EFL); emotions; class-related emotions; teaching approach.
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