Comprensión de Expresiones Idiomáticas en Inglés por parte de Estudiantes de Segunda Lengua en una Universidad Pública Costarricense
DOI:
https://doi.org/10.47633/cc2ds988Palabras clave:
Educación superior, enseñanza de una lengua extranjera, lenguaje familiar, obstáculo lingüístico, reforma educativaResumen
Este artículo examina la producción de expresiones idiomáticas por estudiantes y algunos aspectos de la capacitación recibida. La enseñanza de expresiones idiomáticas ha recibido gran atención en los últimos años; sin embargo, no se ha incorporado completamente en contextos actuales. Este estudio involucró 26 estudiantes de EILE inscritos en un bachillerato en inglés o enseñanza del inglés en una universidad pública costarricense. Se utilizó un diseño cuantitativo de evaluación directa de necesidades. El investigador recopiló datos utilizando una encuesta diseñada para obtener opiniones de estudiantes sobre este tema y una prueba para determinar su habilidad para reconocer expresiones idiomáticas en inglés. Los datos se analizaron utilizando estadística descriptiva. El análisis indica que: 1) la habilidad de los estudiantes para producir expresiones idiomáticas es baja (X̄ = 4.31; DE = 2.64); 2) cuanto más opaca es la expresión idiomática en comparación con su lengua materna, más difícil es para los estudiantes producir su equivalente en inglés; 3) los estudiantes consideran muy importante (n = 16; 61.5%) o importante (n = 9; 34.6%) la enseñanza de expresiones idiomáticas; y 4) el plan de estudios no satisface las necesidades del estudiantado en capacitación de expresiones idiomáticas. Finalmente, los hallazgos sugieren que la instrucción explícita mejoraría la comprensión estudiantil de las expresiones idiomáticas.
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