INTEGRACIÓN DE ABD EN DIFERENTES ESCENARIOS DE ESCRITURA ACADÉMICA EN IFA
DOI:
https://doi.org/10.37536/ej.2018.27.1901Palabras clave:
IFA, escritura, autoría, ABD, corporaResumen
En contextos de IFA (Inglés para fines académicos), es deseable aplicar una visión holística a la hora de investigar temas pedagógicos. Este enfoque de métodos múltiples generalmente incluye datos cuantitativos sobre los ítems específicos que se exploren en la situación de aprendizaje. El uso de pre- y post-tests / post-tests posteriores en torno a aspectos lingüísticos concretos puede proporcionar información detallada sobre la adquisición lingüística del alumnado. Otros instrumentos de observación cualitativa tales como encuestas, cuestionarios, entrevistas y debates pueden refinar el dibujo de los perfiles de aprendizaje y resultados del mismo. En este trabajo, el objetivo es comparar diferentes contextos de LFE a lo largo de un periodo de ocho años para que se exploren diferentes temas importantes en relación con la pedagogía de corpus en clases de Inglés para fines académicos (IFA). En concreto, este estudio tiene como base comparar tres escenarios distintos de escritura en IFA donde se desarrollaron técnicas de ABD (Aprendizaje basado en datos) con los alumnos. Los discentes eran miembros del profesorado universitario (N=20, con nivel B1 de idioma en su mayoría), otros 15 alumnos provenientes de posgrado (con B2 la mayor parte), y otros 15 profesores y alumnos de posgrado (con B2). Se exploró el método de ABD con los tres grupos, y se contrastaron aspectos lingüístico-discursivos concretos (uso de primera persona, concienciación de autoría en el escrito e importancia de la voz activa / pasiva en los textos). Además, con el uso de cuestionarios y entrevistas con los estudiantes, se recogieron diferentes reflexiones en torno a la escritura académica en Inglés. En general, la mayoría de los discentes respondieron de forma positiva al reconocer las oportunidades de aprendizaje ofrecidas para la mejora del Inglés académico escrito en sus respectivas áreas, aunque se registraron variaciones dentro de y entre los grupos en cuanto a esas posibilidades y sus resultados de aprendizaje.
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