Análisis de la influencia de la información implícita y explícita en la precisión gramatical
DOI:
https://doi.org/10.26754/ojs_misc/mj.200310406Palabras clave:
feedback, precisión, aprendizaje a corto y largo plazoResumen
Algunos autores (por ejemplo, Lyster, 1998) han señalado la necesidad de explorar el impacto de distintas combinaciones de feedback correctivo en la corrección generada por el alumno. Por ello, se realizó un estudio que pretendía arrojar luz sobre esta cuestión en el contexto del inglés como lengua extranjera. Los participantes en el estudio se dividieron en dos grupos a los que se ofrecieron dos tipos diferentes de feedback cada vez que se producía un error de una de las formas gramaticales seleccionadas (artículos y segunda condicional). El grupo 1 recibió feedback implícito (combinación de feedback A: repetición del error más refundición) y el grupo 2 recibió feedback explícito (combinación de feedback B: información metalingüística y elicitación). Los resultados del estudio revelan que a) la versión implícita de la retroalimentación proporcionó mejores índices de precisión a corto plazo, y b) la versión explícita de la retroalimentación dio lugar a una retención más prolongada del rasgo gramatical del tiempo pasado. Se ofrecen una serie de implicaciones pedagógicas derivadas de nuestros resultados.
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Derechos de autor 2003 Patricia Salazar Campillo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
