El impacto del disfrute y la ansiedad en la voluntad de comunicarse de los estudiantes del idioma inglés
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La voluntad de comunicarse (WTC por sus siglas en inglés) juega un rol fundamental en el aprendizaje de una segunda lengua (Clément et al., 2003; Kang, 2005; Yashima et al., 2004) porque un alto nivel de WTC puede ayudar a los estudiantes a lograr el dominio del idioma (MacIntyre et al., 2003; Yashima et al., 2004). Por tanto, MacIntyre et al. (1998, p. 547) afirmó que el objetivo principal del aprendizaje de idiomas debería ser el WTC. La voluntad de comunicarse en un idioma extranjero está vinculada a una variedad de emociones negativas (es decir, ansiedad y aburrimiento) y emociones positivas (es decir, disfrute y orgullo). Inspirado por el cambio de la psicología negativa a la psicología positiva en el campo del aprendizaje de una segunda lengua, el presente estudio tuvo como objetivo investigar si el disfrute del lenguaje y la ansiedad son predictores potenciales del WTC. Se encuestó a un grupo de 349 estudiantes de pregrado de Inglés como Lengua Extranjera (EFL por sus siglas en inglés) (mujeres = 226, hombres = 123) matriculados en universidades públicas de Arabia Saudita. Se recogieron datos cuantitativos durante un mes. Los análisis descriptivos revelaron niveles superiores a la media de WTC de los participantes. Los análisis de regresión múltiple revelaron que el disfrute del idioma extranjero (FLE por sus siglas en inglés) era un predictor del WTC, pero la ansiedad hacia el idioma extranjero en el aula (FLA por sus siglas en inglés) no se correlacionó significativamente con el WTC de los estudiantes. Estos resultados sugieren que los niveles más altos de disfrute pueden haber neutralizado los efectos de la ansiedad en el WTC, lo que indica el rol de las emociones positivas. Se discuten las implicaciones para los profesores de lenguas extranjeras.
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