Incidencia de los factores socio-afectivos en el aprendizaje del inglés.
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Escuela de Ciencias de la Educación. Facultad de Humanidades y Artes. Universidad Nacional de Rosario
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El propósito de este artículo es realizar un análisis de los factores motivación,
ansiedad y autoestima en el aprendizaje del inglés como lengua extranjera. Se
revisaron de manera crítica las nociones, tipologías y perspectivas relacionadas
con cada uno de estos factores socio-afectivos y su incidencia en el aprendizaje de una lengua extranjera. Se encontró que éstos influyen notoriamente en
el éxito o fracaso en el proceso de aprendizaje de un idioma y que entran en
relaciones directas o inversas debido a su relativa autonomía. En adición a los
factores personales se describieron los factores contextuales y se asumió como
determinante el papel que juega el profesor como agente pedagógico, ya que
éste incide de alguna manera en el comportamiento y actitud de los estudiantes
en el aula de clase. Finalmente, se estableció que los factores personales y contextuales no operan de manera aislada, sino que se presuponen mutuamente.
El artículo tiene un gran significado para los docentes, ya que les permite reconocer la importancia que juegan los factores socio-afectivos en el aprendizaje
de un idioma y, por lo tanto, incorporar en su labor estrategias flexibles que
permitan desarrollar un ambiente favorable para el aprendizaje.
The purpose of this paper is to perform an analysis of motivation, anxiety and self-esteem factors in the learning of English as a foreign language. The notions, typologies and perspectives of each one of these socio-affective factors and their impact on the learning of a foreign language were critically reviewed. It was found that those factors had a marked influence on the success or failure in the process of learning a language and that, entering into a direct or inverse relationship due to their relative autonomy. In addition to the personal factors, the contextual factors were also described, and it was assumed that the role played by the teacher as a pedagogical agent, since it is related to the form and behavior of the students in the classroom. Consequently, it was established that the personal and contextual factors do not operate in isolation, but they presuppose each other. The paper has a great significance for teachers, as it allows them to recognize the importance of socio-affective factors in learning a language and make them think that incorporate flexible strategies in their work allow the development of a favorable environment for learning.
The purpose of this paper is to perform an analysis of motivation, anxiety and self-esteem factors in the learning of English as a foreign language. The notions, typologies and perspectives of each one of these socio-affective factors and their impact on the learning of a foreign language were critically reviewed. It was found that those factors had a marked influence on the success or failure in the process of learning a language and that, entering into a direct or inverse relationship due to their relative autonomy. In addition to the personal factors, the contextual factors were also described, and it was assumed that the role played by the teacher as a pedagogical agent, since it is related to the form and behavior of the students in the classroom. Consequently, it was established that the personal and contextual factors do not operate in isolation, but they presuppose each other. The paper has a great significance for teachers, as it allows them to recognize the importance of socio-affective factors in learning a language and make them think that incorporate flexible strategies in their work allow the development of a favorable environment for learning.
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