La Percepción de Estudiantes Benineses de Español como Lengua Extranjera sobre las Técnicas de Corrección Oral
DOI:
https://doi.org/10.70747/cr.v4i4.690Palabras clave:
error, corrección oral, percepción estudiantil, ELE, didáctica interculturalResumen
La retroalimentación correctiva (RC) es clave en la enseñanza de lenguas extranjeras, sobre todo en la universidad. Entender cómo la viven los estudiantes permite afinar las prácticas docentes, reforzando su motivación, su seguridad al usar la lengua y creando un ambiente de aprendizaje más abierto y enriquecedor. Por ello, este artículo tiene como objetivo identificar y analizar la percepción y actitudes de los estudiantes universitarios benineses del español como lengua extranjera (ELE) ante la corrección de su producción oral en el aula y sus preferencias por ciertas técnicas y estrategias de corrección de errores. Tomó como población 79 estudiantes del Departamento de Estudios Hispánicos de la Universidad de Abomey-Calavi, a quienes se les aplicó un cuestionario que constó con la escala de Likert y entrevistas semiestructuradas e individuales. Mediante el análisis e interpretación de los datos recabados se obtuvo que los estudiantes tienen actitudes muy positivas ante la corrección del docente, se inclinan por la corrección explícita, y prefieren la corrección de errores léxicos y gramaticales a la de otros tipos de errores. Además, consideran que la RC oral resulta más relevante cuando se presenta justo después de concluir su intervención en clase.
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