Tarea de evaluación multimodal Ampliando el cambio pedagógico En la enseñanza de la pronunciación de L2 hacia la evaluación

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Pedro Luchini
Universidad Nacional de Mar del Plata, Argentina
https://orcid.org/0000-0002-7692-8361

Resumen

Este estudio explora los enfoques pedagógicos para la enseñanza y evaluación de la pronunciación en inglés y reconoce un cambio en los paradigmas actuales, pasando de priorizar una pronunciación nativa a enfatizar el desarrollo de la inteligibilidad. Aprovechando esta transición, se presenta una Tarea de Evaluación Multimodal (TEM) diseñada para evaluar la pronunciación. La TEM capacita a los estudiantes para enfrentar las complejidades del discurso hablado en inglés con confianza a través de una serie de actividades estructuradas. Los participantes fueron 23 estudiantes de un curso de pronunciación inglesa del Profesorado de Inglés de una universidad estatal en Argentina. Sus respuestas a un informe de autoevaluación revelaron avances importantes en el desarrollo de su conciencia fonológica, la confianza en sí mismos y en su auto-eficacia en relación con el aprendizaje de la pronunciación del inglés. Sin embargo, algunos señalaron ciertos desafíos asociados con la TEM, incluyendo la necesidad de contar con más práctica guiada por sus docentes. También destacaron tener cierta dificultad en la producción de algunos sonidos y con varios aspectos de la prosodia. El estudio aboga por más investigaciones en el área para refinar los métodos de enseñanza y evaluación de la pronunciación de L2.

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Publicado: Jun 18, 2024
Número: Núm. 66 (2024): UCMaule
Sección: Estudios
DOI: https://doi.org/10.29035/ucmaule.66.80
Palabras clave: Enseñanza de la pronunciación, evaluación, tarea de evaluación multimodal, confianza, conciencia, autoeficacia

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Luchini, P. (2024). Tarea de evaluación multimodal: Ampliando el cambio pedagógico En la enseñanza de la pronunciación de L2 hacia la evaluación. UCMaule, 66, 80-98. https://doi.org/10.29035/ucmaule.66.80
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