Estímulos emocionales en el contexto de aprendizaje y su efecto en la memoria léxica
DOI:
https://doi.org/10.58859/rael.v24i1.717Palabras clave:
aprendizaje de L2, estímulos emocionales, memoria léxica, recuperación léxica, contextos de aprendizajeResumen
Este trabajo analiza cómo afectan los estímulos emocionales a la memoria léxica en el proceso de aprendizaje de una L2. Nos planteamos dos preguntas de investigación: a) ¿las experiencias emocionales en el aula -afectivas y sensoriales- favorecen el aprendizaje del vocabulario?; b) ¿hay relación entre este efecto, el tipo de recuperación y el nivel de competencia? Para dar respuesta, hemos llevado a cabo un estudio de enfoque cuantitativo en el que han participado 42 estudiantes de español de habla inglesa, organizados en dos grupos: experimental y control. En cada uno se ha implementado la misma secuencia didáctica, en la que se trabajaba un conjunto de 26 términos del ámbito de la gastronomía. En el grupo experimental, la secuencia se ha acompañado de dos estímulos altamente emocionales. Los datos recogidos muestran tasas de recuperación léxica más altas en el grupo experimental, lo que evidencia el impacto positivo de los estímulos en la memoria. El nivel de competencia no ha influido en ninguno de los casos, pero sí el tipo de recuperación.
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