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Action Research on Affective Factors and Language Learning Strategies: A Pathway to Critical Reflection and Teacher and Learner Autonomy
Investigación-acción sobre factores afectivos y estrategias para el aprendizaje de lengua: una ruta hacia la reflexión crítica y la autonomía del profesor y del estudiante
Keywords:
Action research, teacher and learner autonomy, critical reflection, affective factors, language learning strategies (LLS) (en)Investigación-acción, autonomía del profesor y del estudiante, reflexión crítica, factores afectiva, estrategias de aprendizaje de lengua (es)
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This paper argues the importance of action research and critical reflection in the study of affective factors and language learning strategies in foreign language teaching. The starting point is a description of what affective factors and language learning strategies are and why Colombian EFL teachers should address these issues. Critical reflection and action research are, then, presented as rigorous and systematic activities that teachers could engage in to help their students deal with the emotional difficulties of social interaction and language learning, to open their own work to inspection and, more importantly, to construct valid accounts of their educational practices. Finally, action research is proposed as a powerful means for developing teacher and learner autonomy.
En este artículo se argumenta la importancia de la investigación-acción y la reflexión crítica en el estudio de los factores afectivos y las estrategias de aprendizaje en la enseñanza de idiomas extranjeros. Se parte de una descripción de los factores afectivos y las estrategias de aprendizaje de lengua y por qué los profesores colombianos de lengua extrajeras deberían investigar estos temas. Luego se presentan la reflexión crítica y la investigación-acción como actividades sistemáticas y rigurosas que los profesores pueden emplear para ayudar a sus estudiantes a enfrentar dificultades emocionales de la interacción social y del aprendizaje de lengua, para abrir su trabajo a inspección y para construir relatos válidos sobre sus prácticas educativas. Finalmente, se propone la investigación-acción como un medio para desarrollar la autonomía del profesor y del estudiante.
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Copyright (c) 2008 Yamith José Fandiño Parra
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