6533b827fe1ef96bd1287091

RESEARCH PRODUCT

Disfemia y ansiedad en el aprendizaje de inglés como lengua extranjera.

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espanolEste trabajo fundamentalmente cualitativo explora la interrelacion entre disfemia, ansiedad en una lengua extranjera (ALE), y aprendizaje de ingles para identificar las areas de mayor dificultad de aprendizaje en estudiantes disfemicos adolescentes y adultos espanoles aprendices de esta lengua. De una muestra de treinta y dos alumnos, dieciseis con disfemia (ACD) y dieciseis sin disfemia (ASD), se analizaron entrevistas realizadas con los primeros, y se compararon sus respuestas con las de los ASD a dos escalas de ALE. Los resultados indican que la disfemia y la ALE afec-tan al aprendizaje linguistico de los ACD negativamente, provocando el rechazo de su identidad linguistica. La lectura en voz alta y la interaccion oral frente al profesor y el grupo clase fueron las areas mas problematicas con niveles de ALE significati-vamente mayores en ACD. Ello subraya la necesidad de implementar practicas pe-dagogicas que reduzcan la ALE de estos estudiantes y refuercen su auto-concepto. EnglishThis study, which is primarily qualitative, explores the interrelationship between stut-tering, foreign language anxiety (FLA), and English as a foreign language learning in order to identify the areas of greatest learning difficulty in stuttering adolescent and adult students who learn this language. From a sample of thirty-two learners, sixteen learners who stutter (LWS) and sixteen learners who do not stutter (LWDNS), interviews that were conducted with the former were analysed, and their responses to two FLA scales were compared to those of the LWDNS. Results indicate that stuttering and FLA negatively affect language learning in LWS, producing rejection of their linguistic identity. Reading aloud and oral interaction in front of the teacher and peers in class were the most problematic areas with significantly higher anxiety levels in LWS. This underscores the need to implement pedagogical practices that reduce these students’ FLA, and reinforce their self-concept.