Writing High-Frequency Words at Early Stages of L2 Acquisition: Gender and School Differences
Resumen
Dentro del ámbito de educativo, hay dos aspectos que generan importante controversia con respecto a su influencia o no en los procesos de enseñanza-aprendizaje de segundas lenguas: género del alumnado y tipo de colegio. El objetivo de este estudio consiste en ver si dichos elementos pueden estar relacionados con la escritura de determinadas palabras de alta frecuencia en inglés, las cuales aparecen en las listas Dolch y Fry, respectivamente, en un total de 623 estudiantes españoles con edades comprendidas entre los 8-9 años. Partiendo del análisis con SPSS de los errores cometidos por dichos estudiantes, se llevó a cabo un posterior estudio más en profundidad en el que se hizo uso de los siguientes instrumentos: la prueba de Kolmogorov-Smirnov para identifican las diferencias significativas existentes; la prueba de Kruskal-Wallis para comparar los errores encontrados atendiendo al tipo de colegio (mixto o segregado); y la prueba U de Mann-Whitney para comparar los errores cometidos atendiendo al género de los estudiantes. Los resultados evidencian que lo que más influyó en la escritura de determinadas palabras de alta frecuencia no era el género de los alumnos sino el tipo de colegio donde recibían formación. A fin de tener una base más sólida en lo que respecta a las conclusiones, sería necesaria una mayor colaboración entre los profesores EFL de los tipos de colegios y un seguimiento sistemático de la escritura de palabras de alta frecuencia a largo de cursos posteriores.
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