ECLECTICISMO BASADO EN EVIDENCIAS EN LA ENSEÑANZA DE INGLÉS COMO LENGUA EXTRANJERA

Palabras clave: Psicología Experimental, Didáctica Específica de los Idiomas, Eclecticismo, Educación Basada en Evidencias

Resumen

El uso del eclecticismo como un método en la enseñanza del idioma inglés (ELT) ha sido promovido aproximadamente desde los finales de la década de los 60. Esto es el resultado de la carencia de un método universal que pueda garantizar la adquisición de competencias lingüísticas y comunicativas en los aprendientes. No obstante, el eclecticismo como un método es una espada de doble filo. El autor arguye que un procedimiento ad hoc hacia la selección de técnicas para la enseñanza de idiomas (por ejemplo, uno basado meramente en si las técnicas suenan divertidas o inclusivas) puede llevar al detrimento del proceso de aprendizaje. Este artículo reconoce que el eclecticismo es la única opción viable para los docentes de idiomas (dado el panorama actual en la investigación dentro de la psicología y la didáctica de idiomas), pero arguye a favor de un proceso de selección de técnicas basado en evidencias. Más aún, este proceso viene con un criterio para la selección de técnicas de enseñanza y modelos instruccionales, cuyo propósito es el de filtrar cualquier técnica, método o teoría que difícilmente provea alguna manera de mejorar el aprendizaje.

Descargas

La descarga de datos todavía no está disponible.

Biografía del autor/a

Freddy José Molero Ramírez, Universidad del Zulia U. E. P. Colegio Colón
Estudiande de educación, mención idiomas modernos. Lector ávido en áreas como la filosofía, la ciencia cognitiva y la enseñanza de una segunda lengua.

Citas

AGOSTINI, Evi; FRANCESCONI, Denis. Introduction to the special issue "embodied cognition and education". Phenomenology and the Cognitive Sciences, v. 20, 2021. https://doi.org/10.1007/s11097-020-09714-x.

AKBARI, Ramin. Postmethod discourse and practice. TESOL Quarterly, v. 42, n. 4, 2008. https://doi.org/10.1002/j.1545-7249.2008.tb00152.x.

EVANS, Amy L.; BULLA, Andrew J; KIETA, Andrew R. The precision teaching system: a synthesized definition, concept, analysis, and process. Behavior Analysis in Practice, v. 14, 2021. https://doi.org/10.1007/s40617-020-00502-2.

ATKINSON, D. Extended, embodied cognition and second language acquisition. Applied Linguistics, v. 31, n. 5, 2010. doi:10.1093/applin/amq009.

ATKINSON, Richard Chatham; SHIFFRIN, Richard M. The control of short-term memory. Scientific American, Inc., 1971.

BARBIERI, Marcello. Code biology, Peircean biosemiotics, and Rosen's relational biology. Biological Theory, v. 14, 2019. 10.1007/s13752-018-0312-z.

BARNES, HOLMES, Yvonne; KAVANAGH, Deirdre; MURPHY, Carol. Relational frame theory: implications for education and developmental disabilities. En ZETTLE, R. D.; HAYES, Steven C.; BARNES-HOLMES, Dermot; BIGLAN, A. (Org.). The Wiley handbook of contextual behavioral science. Wiley Blackwell, 2016.

BERMÚDEZ, José Luis. Cognitive science. An introduction to the science of the mind. 3. ed. Cambridge University Press, 2020.

CELCE-MURCIA, Marianne; BRINTON, Donna M.; SNOW, Marguerite Ann. Teaching English as a second or foreign language. 4. ed. Heinle ELT, 2013.

CHIESA, Mecca. Radical behaviorism. The philosophy and the science. Authors Cooperative, Inc., Publishers, 1994.

CUEVAS, Josh. An analysis of current evidence supporting two alternate learning models: learning styles and dual coding. Journal of Education Sciences & Technology, v. 6, n. 68, 2016.

DEYES, Tony. Eclecticism in language teaching. World Language Teaching, v. 2, n. 1.

DRISCOLL, Marcy P.; BURNER, Kerry J. Psychology of learning for instruction. 4. ed. Pearson, 2022.

DUCHESNE, Susan; MCNAUGH, Anne. Educational psychology for learning and teaching. 5. ed. Cengage Learning Australia, 2016.

FACCHIN, Marco; VIOLA, Marco; ZANIN, Elia. Retiring the "Cindirella view": the spinal cord as an intrabodily cognitive extension. Biology and Philosophy, v. 36, n. 45, 2021. https://doi.org/10.1007/s10539-021-09822-1.

FARINA, Mirko. Embodied cognition: dimensions, domains and applications. Adaptive Behavior, v. 29, n. 1, 2020. https://doi.org/10.1177/1059712320912963.

FRIMAN, Patrick C. Dissemination of direct instruction: Ponder these while pursuing that. Perspectives on Behavior Science, v. 44, 2021. https://doi.org/10.1007/s40614-021-00285-z.

FRISTON, Karl J.; WIESE, W.; HOBSON, J. A. Sentience and the origins of consciousness: from Cartesian duality to Markovian monism. Entropy, v. 22, n. 5, 2020. 10.3390/e22050516.

GUDNASON, Jackie. Learning styles in education: a critique. ERIC. EJ1230420.

GUEVARA-BENITEZ, Cármen Yolanda. Análisis interconductual de algunos elementos que constituyen la enseñanza básica. Revista Mexicana de Investigación Educativa, v. 11, n. 30, 2006.

HAYES, Steven C.; BARNES-HOLMES, Dermot; ROCHE, Bryan. Relational frame theory: a post-Skinnerian account of human language and cognition. 1. ed. Springer, 2002.

HENLEY, Tracy B. Hergenhahn’s an introduction to the history of psychology. 8. ed. Cengage Learning, 2018.

HEWARD, William L.; KIMBALL, Jonathan, W.; HECKAMAN, Kelly A.; DUNNE, James D. In his own words: Siegfried "Zig" Engelmann talks about what's wrong with education and how to fix it. Behavior Analysis in Practice, v. 14, 2021. https://doi.org/10.1007/s40617-021-00636-x.

HEWARD, William L.; TWYMAN, Janet S. Teach more in less time: introduction to the special section on direct instruction. Behavior Analysis in Practice, v. 14, 2021a. https://doi.org/10.1007/s40617-021-00639-8.

HEWARD, William L.; TWYMAN, Janet S. Whatever the kid does is the truth: Introduction to the special section on direct instruction. Perspectives on Behavior Science, v. 44, 2021b. https://doi.org/10.1007/s40614-021-00314-x.

HUTTO, Daniel D; MYIN, E. Radicalizing enactivism: basic minds without content. 1. ed. MIT Press, 2012.

KAME'EMUI, Edward J. Ode to Zig (and the bard): in support of an incomplete logical-empirical model of direct instruction. Perspectives on Behavior Science, v. 44, 2021. https://doi.org/10.1007/s40614-021-00302-1.

KIRSCHNER, Paul A.; SWELLER, John; CLARK, Richard E. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, v. 41, n. 2, 2006. https://doi.org/10.1207/s15326985ep4102_1.

KUMARAVADIVELU, B. The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, v. 28, n. 27, 1994. https://doi.org/10.2307/3587197.

KUMARAVADIVELU, B. toward a postmethod pedagogy. TESOL Quarterly, v. 35, n. 4, 2001.

KUPZYK, Sara; LABROT, Zachary, C. Teaching future school personnel to train parents to implement explicit instruction interventions. Behavior Analysis in Practice, v. 14, 2021. https://doi.org/10.1007/s40617-021-00612-5.

LAND, S.; JONASSEN, D. Theoretical foundations of learning environments. 2. ed. Routledge, 2011.

LARSEN-FREEMAN, Diane; ANDERSON, Marti. Techniques and principles in language teaching. 3. ed. Oxford University Press, 2011.

LETRUD, Kare. A rebuttal of NTL Institute's learning pyramid. Education, v. 133, n. 1, 2012. EJ996977.

LOVITZ, Elizabeth D.; CIHON, Traci M.; ESHLEMAN, John W. Exploring the effects of daily, timed, and typed technical term definition practice on indicators of fluency. Behavior Analysis in Practice, v. 14, 2020. https://doi.org/10.1007/s40617-020-00481-4.

MASON, Lee; OTERO, Maria. Just how effective is direct instruction? Perspectives on Behavior Science, v. 44, 2021. https://doi.org/10.1007/s40614-021-00295-x.

MELLOW, J. Dean. Toward principled eclecticism in language teaching: the two-dimensional model and the centring principle. TESL-EJ, v. 5, n. 4, 2002.

MILLER, George Armitage. The cognitive revolution: a historical perspective. Trends in Cognitive Sciences, v. 7, n. 3, 2003. https://doi.org/10.1016/S1364-6613(03)00029-9.

NICKERSON, R. S. Confirmation bias: a ubiquitous phenomenon in many guises. Review of General Psychology, v. 2, 1998. https://doi.org/10.1037/1089-2680.2.2.175.

OLAGOKE, D. O. Eclecticism in theoretical approaches to the teaching of foreign languages. System, v. 10, n. 2, 1982.

SACKETT, David L.; ROSENBERG, William M. C.; GRAY, J. A. Muir; HAYNES, R. Brian; RICHARDSON, W. Scott. Evidence based medicine: what it is and what it isn't. BMJ, v. 312, n. 7023. 10.1136/bmj.312.7023.71.

SCHUNK, Dale H. Learning theories. An educational perspective. 6. ed. Pearson, 2012.

SHAPIRO, Lawrence. Embodied cognition. 2. ed. Routledge, 2019.

SHAPIRO, Lawrence; STOLZ, Steven A. Embodied cognition and its significance for education. Theory and Research in Education, 147787851882214. 10.1177/1477878518822149.

SHEDLER, Jonathan. Where is the evidence for "evidence-based" therapy? Psychiatric Clinics of North America, v. 41, n. 2, 2018. 10.1016/j.psc.2018.02.001.

SLAVIN, Robert E. Educational psychology: theory and practice. 12. ed. Pearson, 2018.

SOLMS, Mark. New project for a scientific psychology: general scheme. Neuropsychoanalysis, v. 22, n. 1-2, 2020. 10.1080/15294145.2020.1833361.

STOLZ, Steven A. (Org.). The body, embodiment, and education. An interdisciplinary approach. Routledge, 2021.

SULLIVAN, J. V. Learning and embodied cognition: a review and proposal. Psychology Learning & Teaching, v. 17, n. 2, 2018. 10.1177/1475725717752550.

SWELLER, John. Cognitive load during problem solving: effects on learning. Cognitive Science, v. 12, n. 2, 1988.

SWELLER, John; van MERRIËNBOER, Jeroen J. G.; PAAS, Fred G. W. C. Cognitive architecture and instructional design. Educational Psychology Review, v. 10, 1998. https://doi.org/10.1023/A:1022193728205.

SWELLER, John; van MERRIËNBOER, Jeroen J. G.; PAAS, Fred. Cognitive architecture and instructional design: 20 years later. Educational Psychology Review, v. 31, 2019. https://doi.org/10.1007/s10648-019-09465-5.

THAGARD, Paul. Mind: Introduction to cognitive science. 2. ed. MIT Press, 2005.

TÖRNEKE, Niklas. Learning RFT: An introduction to relational frame theory and its clinical application. 1. ed. Context Press, 2010.

TRUJILLO, Wender; GÓMEZ, Marbelis. La enseñanza de la gramática en lenguas extranjeras. Del método tradicional a la perspectiva accional. Paradigma, v. 40(1). 10.37618/PARADIGMA.1011-2251.2019.p126 – 138.id722.

VARELA, Francisco. Autopoiesis, orígenes de una idea. 1. ed. Valparaíso: Universidad de Valparaíso, 2014.

VARELA, Francisco J.; THOMPSON, Evan; ROSCH, Eleanor. The embodied mind. Cognitive science and human experience. Revised edition. 1. ed. MIT Press, 2017.

VIDELA-REYES, Ronnie; AGUAYO, Claudio. Pedagogy of uncertainty. Laying down a path in walking with STEAM. SoTEL- Scholarship of Technology Enhanced Learning, 2022. https://doi.org/10.24135/pjtel.v4i1.147.

VIDELA-REYES, Ronnie; AGUAYO, Claudio; VELOZ, Tomas. From STEM to STEAM: an enactive and ecological continuum. Frontiers in Education, 6:709560, 2021. https://doi.org/10.3389/feduc.2021.709560.

VIDELA-REYES, Ronnie; ROSSEL-SALAS, Sebastián; BUGUEÑO-EGAÑA, Héctor; URRUTIA-URRUTIA, Carlos. Diseño e implementación del entorno educativo STEM en estudiantes de tercer año básico: abordaje enactivo y ecológico de la experiencia de aprendizaje. REXE- Revista de Estudios y Experiencias en Educación, v. 20, n. 44, 2021. https://doi.org/10.21703/0718-5162.v20.n43.2021.023.

WEIDMAN, Joseph; BAKER, Keith. The cognitive science of learning. Concepts and strategies for the educator and learner. Anesthesia & Analgesia, v. 121, n. 6, 2015. 10.1213/ANE.0000000000000890.

WOOLFOLK, Anita. Educational psychology: active learning edition. 14. ed. Pearson, 2020.

ZAFAR, Manmay. Monitoring the 'monitor': a critique of Krashen's five hypotheses. Dhaka University Journal of Linguistics, v. 2, n. 4, 2011. https://doi.org/10.3329/dujl.v2i4.6903.

Publicado
2022-07-02
Métricas
  • Visualizaciones del Artículo 66
  • PDF downloads: 21
Cómo citar
Molero Ramírez, F. J. (2022). ECLECTICISMO BASADO EN EVIDENCIAS EN LA ENSEÑANZA DE INGLÉS COMO LENGUA EXTRANJERA. PARADIGMA, 43(2), 740-760. https://doi.org/10.37618/PARADIGMA.1011-2251.2022.p740-760.id1151
Sección
Artículos