La motivación de los alumnos en la clase Waldorf de lengua extranjera

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Aida Montenegro

Resumen

Este trabajo contribuye a la comprensión del concepto de motivación para el aprendizaje de una lengua extranjera. Teniendo en cuenta las experiencias óptimas de un grupo de maestros Waldorf de lengua extranjera (n = 18), este estudio presenta como conclusión dos relaciones que surgen en un proceso de aprendizaje de idiomas: la relación entre el alumno y su entorno de aprendizaje y la relación entre el alumno y su asignatura escolar. Estas relaciones muestran siete aspectos clave: interrelación/autonomía, contemplación, curiosidad, retroalimentación recibida/ofrecida, complejidad de la lengua, tolerancia hacia la lengua y activación sensorial. Estos aspectos se analizaron teniendo en cuenta un marco teórico centrado en la motivación del estudiante. Este artículo invita a los profesores e investigadores a analizar el enfoque Waldorf para la enseñanza de lenguas extranjeras, no sólo en las escuelas Waldorf, sino también en escuelas públicas y centros multiculturales que están aplicando este enfoque. 

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Montenegro, A. (2017). La motivación de los alumnos en la clase Waldorf de lengua extranjera. VERBEIA. Revista De Estudios Filológicos. Journal of English and Spanish Studies, 3(2), 66-87. https://doi.org/10.57087/Verbeia.2017.4213
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