Motivation and L2 Receptive Vocabulary Knowledge of Spanish EFL Learners at the Official School of Languages

  1. Canga Alonso, Andrés 1
  2. Fernández Fontecha, Almudena 1
  1. 1 Universidad de La Rioja
    info

    Universidad de La Rioja

    Logroño, España

    ROR https://ror.org/0553yr311

Revista:
Miscelánea: A journal of english and american studies

ISSN: 1137-6368

Año de publicación: 2014

Número: 49

Páginas: 13-28

Tipo: Artículo

DOI: 10.26754/OJS_MISC/MJ.20148766 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Miscelánea: A journal of english and american studies

Repositorio institucional: lock_openAcceso abierto Editor

Resumen

Este estudio explora la relación entre la motivación y el conocimiento del vocabulario receptivo de un grupo de 30 estudiantes de EFL de 1º y 2º curso del nivel intermedio (B1) de la Escuela Oficial de Idiomas (EOI). Medimos su vocabulario receptivo mediante la banda de frecuencia de 2.000 palabras de la versión receptiva del VLT (2K VLT) (Schmitt, Schmitt y Clapham 2001, versión 2). Por otra parte, se utilizó una adaptación del cuestionario A/MTB de Gardner (1985) para analizar los niveles de motivación. En una escala de tres niveles para clasificar los grados de motivación del alumnado, es decir, alta motivación, motivación media, baja motivación. Los resultados muestran que la mayoría de los alumnos estaban muy motivados en los dos años (nivel 3) y el resto (nivel 2). Como era de esperar en este tipo de enseñanza de idiomas, no se identificaron alumnos poco motivados. En cuanto a los tipos de motivación, la motivación extrínseca fue superior a la intrínseca en los dos años. La evolución de la motivación general y de los dos tipos, extrínseca e intrínseca, no es significativa del 1º al 2º año. Tanto la motivación general como la de tipo intrínseco disminuyen ligeramente de un año al siguiente. En cuanto a los conocimientos de vocabulario receptivo de los alumnos, aumentan significativamente del 1º al 2º año. Por último, no se detectó ninguna correlación significativa entre este tipo de vocabulario y los niveles de motivación general intrínseca y extrínseca del alumnado.

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