¿El género modera efectos dimensionales de comparación en el auto-concepto L1 y L2 de aprendices de un idioma extranjero?
DOI:
https://doi.org/10.25115/ejrep.v10i28.1529Palabras clave:
Autoconcepto verbal comparación de dimensiones, estructura interna, externa de referencia del modelo, el género, el aprendizaje de lenguas extranjeras, contexto EFL.Resumen
Introducción. Con respecto a la estructura interna/externa del modelo de referencia de desarrollo del autoconcepto académico, el presente estudio pretendió poner a prueba los supuestos teóricos dentro del dominio verbal, a saber, para analizar la relación entre los logros y el autoconcepto en la lengua nacional alemana (L1) y la lengua extranjera Inglés (L2). Debidos resultados de investigación inconsistentes en este campo, el foco de análisis fue comparar e identificar patrones diferenciales dependientes del nivel de logro de los estudiantes en las dos sub áreas lingüísticas de proyecto y del género de los estudiantes.
Método. Los datos fueron recogidos en una muestra de 256 estudiantes de noveno grado de alemán de diferentes centros. Para la medición del autoconcepto de los estudiantes en las dos materias específicas se utilizaron escalas. Para medir su rendimiento en idioma de cada materia se utilizaron las últimas calificaciones, así como la puntuación de la competencia de los profesores. Las relaciones entre las construcciones fueron analizadas por medio de un modelo de ecuaciones de enfoque estructural, incluyendo comparaciones múltiples entre grupos de la submuestra del género de los alumnos.
Resultados. No se observaron efectos de comparación dimensionales. No aparecieron efectos de con-trate ni positivos ni negativos en las dos asignaturas de lengua estudiadas. Por otra parte, las comparaciones múltiples grupales de análisis de ecuaciones estructurales prestó decidido apoyo a la invariancia del modelo. Por lo tanto, a pesar de los logros evidentes y significativos, las diferencias de autoconcepto entre los alumnos de ambos sexos en el L1 alemán no moderar las relaciones entre los logros y las dos asignaturas de lengua nacional y extranjera.
Discusión. En las alumnas y en los alumnos, la formación del autoconcepto parece estar afectado, principalmente, por los efectos de comparación social. Este hallazgo no sólo confirma los resultados de investigaciones previas en el campo, sino que también contribuye a aclarar el papel de generar en el contexto interna / externa del modelo de referencia, en relación con el tema de la dimensión comparación en el dominio verbal, por lo menos.
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