Affective Limitations in Second Language Acquisition by Spanish Adult Learners in Vocational Training Programs

Sergio Bernal Castañeda

doi:10.5294/laclil.2017.10.1.6

Autores/as

Sergio Bernal Castañeda Autor/a University of Seville

DOI:

https://doi.org/10.5294/laclil.2017.10.1.6

Palabras clave:

educación para adultos, enseñanza del inglés, motivación, nuevas metodologías de enseñanza, diversidad en edades

Resumen

El presente artículo da cuenta de las crecientes di cultades del orden motivacional, personal o afectivo que enfrentan los aprendices desempleados de inglés cuando deciden retomar su educación en los Programas de Entrenamiento Vocacional para diversas edades en el sistema educativo de España. Los resultados que aquí se presentan están basados en un estudio de caso cualitativo múltiple desarrollado en dos áreas diferentes. Los participantes fueron profesores del área vocacional, quienes tomaron parte en una entrevista semiestructurada. Ellos con rmaron el creciente nivel de frustración y deserción que los estudiantes españoles adultos experimentan en el aprendizaje de una segunda lengua en estos programas, esto debido en gran medida a sus habilidades orales y de comprensión. Los resultados de este estudio muestran los numerosos inconvenientes de adaptación que esta población de adultos experimenta con relación a los con- tenidos y a la metodología de aprendizaje de la segunda lengua; generalmente estos aprendices están rodeados por adolescentes y aprendices jóvenes, quienes poseen más experiencia con la lengua extranjera y un conocimiento lingüístico más amplio. Se explica más adelante cómo esta heterogeneidad en el salón de clase conlleva di cultades para la adquisición de la lengua, la falta de adaptación a las metodologías de enseñanza actuales y la falta de inclusión con respecto al resto del grupo, debido a limitaciones motivacionales derivadas del miedo al ridículo, a las barreras afectivas autoimpuestas y a los niveles de ansiedad en el aula de clase de inglés.

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