La visualización lírica de canciones y sus repercusiones en la enseñanza de inglés como lengua extranjera
DOI:
https://doi.org/10.29166/kronos.v2i1.3077Palabras clave:
Visualización lírica de canciones (vlc), enseñanza de inglés, motivación, pronunciación, mnemotécnicaResumen
El propósito de la siguiente investigación se encamina en dos direcciones: primera, determinar en qué aspectos didácticos influye la Visualización Lírica de Canciones (VLC) en el aprendizaje de Inglés como Lengua Extranjera (ILE) y segunda, proponerla como estrategia pedagógica a ser incluida en el aula de ILE. Para lograr estos propósitos, 76 estudiantes del Instituto de Idiomas de la Universidad Nacional de Loja en Ecuador fueron observados y expuestos a la técnica durante un semestre académico y encuestados al final del proceso de aplicación. 38 estudiantes fueron parte del grupo control y 38 se expusieron al desarrollo directo de la misma como parte del grupo experimental. Se recogieron datos de percepción de los participantes sobre los efectos que la música produce en su aprendizaje a través de una encuesta y en una ficha de observación dicotómica para analizar la correlación de las variables para una muestra reducida en función de la motivación. El estudio revela que, ante la exposición musical y el input perceptivo, la motivación estudiantil mejora considerablemente y el miedo a la mala pronunciación disminuye ampliamente. Finalmente se observó que las capacidades nemónicas de los expuestos mejoran considerablemente y se confirma la incidencia causal entre variables.
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