An Examination of the Degree of Complexity of Teacher Questions in English-Medium University Courses

David Lasagabaster; Aintzane Doiz

doi:10.5294/laclil.2022.15.2.6

Autores/as

David Lasagabaster Autor/a Universidad del País Vasco https://orcid.org/0000-0001-7750-2314
Aintzane Doiz Autor/a Universidad del País Vasco https://orcid.org/0000-0002-4818-6495

DOI:

https://doi.org/10.5294/laclil.2022.15.2.6

Palabras clave:

English-medium instruction, EMI, questions, interaction, complexity, disciplines

Resumen

Los estudios han demostrado que las preguntas del profesorado desempeñan un papel fundamental a la hora de fomentar la comprensión y el aprendizaje de la materia impartida por parte de los estudiantes. Sin embargo, hay una escasez de estudios sobre cómo se realizan las preguntas en entornos de instrucción en inglés (EMI). En este estudio pretendemos llenar este vacío centrándonos en la complejidad lingüística de las preguntas planteadas por los profesores de EMI, prestando especial atención a si la cultura disciplinaria ejerce alguna influencia en la complejidad de las preguntas de los profesores. El estudio se llevó a cabo en cuatro universidades públicas españolas en las que se grabaron en vídeo y se analizaron las clases impartidas por nueve profesores del EMI de tres disciplinas diferentes (historia, economía e ingeniería). Los análisis estadísticos realizados no encontraron diferencias significativas en la complejidad léxica y sintáctica de las preguntas planteadas en las tres disciplinas, mientras que el uso del lenguaje en el nivel C del Marco Común Europeo de Referencia para las Lenguas (MCER) fue prácticamente inexistente. Estos resultados nos llevan a concluir que si los estudiantes no están suficientemente expuestos a lenguaje del nivel C del MCER, es posible que no se promueva el desarrollo y la mejora del lenguaje oral en los cursos de EMI. Estos resultados indican que se debe prestar más atención a la formación de docentes de EMI.

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