The use of oral presentations in Higher Education: CLIL vs. English as a foreign language

Autores/as

  • Francisco Gallardo del Puerto Universidad de Cantabria
  • María Martínez Adrián Universidad del País Vasco

DOI:

https://doi.org/10.58265/pulso.5072

Palabras clave:

Oral Presentation, CLIL, English as a Foreign Language, Higher Education

Resumen

El objeto del presente trabajo es recabar información sobre el uso de las presentaciones orales en inglés en Educación Superior. Treinta y cinco estudiantes divididos en dos grupos –Aprendizaje-integrado-de-contenido-y-lengua-extranjera (AICLE) e Inglés-como-lengua-extranjera (ILE) fueron encuestados sobre su experiencia con esta herramienta de aprendizaje, recibieron formación teórica y práctica sobre cómo hacer una buena presentación oral en inglés, realizaron tareas en las que tenían que llevar a cabo una presentación oral en inglés, que era juzgada tanto por ellos mismos como por el resto de compañeros, y por último evaluaron la experiencia educativa. Se administraron dos cuestionarios, uno al inicio de la experiencia de innovación educativa y otro al final. El análisis de las respuestas obtenidas a través del cuestionario final demostró que, en comparación con las ganancias significativas percibidas por los estudiantes ILE, el alumnado AICLE no percibía que sus habilidades en lengua inglesa hubieran mejorado después del tratamiento con presentaciones orales, lo que sugiere que quizá las clases AICLE, en contraste con las de ILE, se centran principalmente en el contenido y se olvidan considerablemente del componente lingüístico. En consecuencia, hacemos una llamada a una mejor integración del contenido y la lengua y al uso de técnicas de atención a la forma en los contextos AICLE en la universidad

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2015-10-30

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Gallardo del Puerto, F. ., & Martínez Adrián, M. . (2015). The use of oral presentations in Higher Education: CLIL vs. English as a foreign language. Pulso. Revista De educación, (38), 73–106. https://doi.org/10.58265/pulso.5072

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