Teaching irony in the Spanish/L2 classrooman empirical study with intermediate and advanced level students

  1. Martín-Gascón, Beatriz
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2023

Número: 39

Páginas: 213-230

Tipo: Artículo

DOI: 10.30827/PORTALIN.VI39.24084 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Objetivos de desarrollo sostenible

Resumen

Este artículo presenta un estudio empírico sobre la implementación de un material cognitivo para la enseñanza de la ironía partiendo de investigaciones previas sobre detección irónica en tweets en español e inglés (Autora 1, 2019, en prensa). Los participantes fueron 87 estudiantes de nivel intermedio y 82 de nivel avanzado de una universidad norteamericana. Los datos se recogieron durante una sesión de 75 minutos a través de un diseño pretest/posttest que midió la producción e identificación irónicas. Previamente se administró un cuestionario lingüístico. Los datos cuantitativos de los tests de identificación se analizaron a través de un sistema de puntuación. Los datos mixtos de los tests de producción se codificaron a partir de un esquema basado en la doble categorización de ironía verbal (Ruiz de Mendoza, 2017). Los resultados revelaron una mejora significativa tras la intervención en ambos niveles. Los estudiantes avanzados realizaron la tarea de producción significativamente mejor; sin embargo, no se encontraron diferencias significativas entre grupos en tareas de identificación irónica. Los resultados destacan la importancia de enseñar ironía explícitamente –un aspecto desatendido en el aula– desde niveles principiantes para evitar malentendidos en la L2 y potenciar la conciencia intercultural y la competencia comunicativa en el aprendiente.

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Fuente de los datos: Dialnet