Publication: Un estudio correlacional entre la motivación y la identidad de los licenciados chinos en filología hispánica y la propuesta didáctica para la enseñanza de ELE en China
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2018
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Abstract
Este estudio ha presentado la relación correlacional entre la motivación de aprender ELE y el cambio de Identidad de los licenciados chinos con el objetivo de fortalecer la insuficiente didáctica de enseñanza de ELE en China. Los datos están cogidos desde la facultad de filología hispánica de 3 universidades públicas Chinas (Heilongjiang University, Sichuan Internattional Studies University, Changzhou University) a través de un cuestionario online. Análisis factorial para identificar tipos de motivaciones, análisis descriptivo para definir los grupos de grado motivacional y los cambios de identidad, MANOVA para comprobar si hay influencia entre factores personales en motivación y en cambios de identidad, análisis correlación para buscar la relación entre motivación y cambios de identidad. El estudio mostró 5 tipos de motivaciones principales de aprendizaje de ELE; 3 grupos de grado de motivación y 6 cambios de identidad. Los factores personales influyen en motivaciones y el cambio de identidad. Tipos de motivación están correlacionados con el cambio de identidad. Las sugerencias de mejora para desarrollar nuevas didácticas de enseñanza ELE en China también están discutidas.
This study is trying to find the correlation between the motivation of learining spanish as L2 and the identity changes of the chinese spanish mayor college students, in order to strengthen the teaching didactic methods of spanish in China. The datas were collected from the spanish philology faculty of 3 chinese public universities (Heilongjiang University, Sichuan Internattional Studies University, Changzhou University) by an online questionnaire. The factor analysis was used for identifying the motivation types; descriptive analysis was used for defining the motivational grades and identity change groups; MANOVA was implicated for checking if existes influence of personal factors on the motivation and identify changes; correlational analysis is used for finding the relation between motivation and the identity changes. The results showed 5 principal motivation types for learning spanish as L2, 3 diferentes motivational grades and 6 identity changes. The personal factors did influence on the motivation and the identity changes. The motivation types were correlationated with the identity changes. The suggestion for improvement for the new teaching didactic about ELE also were discussed.
This study is trying to find the correlation between the motivation of learining spanish as L2 and the identity changes of the chinese spanish mayor college students, in order to strengthen the teaching didactic methods of spanish in China. The datas were collected from the spanish philology faculty of 3 chinese public universities (Heilongjiang University, Sichuan Internattional Studies University, Changzhou University) by an online questionnaire. The factor analysis was used for identifying the motivation types; descriptive analysis was used for defining the motivational grades and identity change groups; MANOVA was implicated for checking if existes influence of personal factors on the motivation and identify changes; correlational analysis is used for finding the relation between motivation and the identity changes. The results showed 5 principal motivation types for learning spanish as L2, 3 diferentes motivational grades and 6 identity changes. The personal factors did influence on the motivation and the identity changes. The motivation types were correlationated with the identity changes. The suggestion for improvement for the new teaching didactic about ELE also were discussed.
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