DOI:
https://doi.org/10.14483/22487085.20823Published:
2024-10-23Issue:
Vol. 26 No. 2 (2024): CALJ : july-decemberSection:
Research ArticlesHabilidad metalingüística en inglés como L2 en estudiantes universitarios mexicanos
Metalinguistic Ability in English as a L2 among Mexican University Students
Keywords:
inglés L2, juicios de gramaticalidad, habilidad metalingüística (es).Keywords:
metalinguistic ability, English as L2, gramaticality judgments (en).Downloads
Abstract (es)
El problema con las Pruebas de Juicio de Gramaticalidad en el campo de la adquisición de L2 es que los sujetos hacen juicios intuitivos sobre la precisión de la forma y gramática de oraciones individuales y descontextualizadas en L2. Este artículo replica un estudio empírico utilizando una Prueba de Juicio de Gramaticalidad no cronometrada en el software PychoPy, en el que se evalúa la habilidad metalingüística de 13 estudiantes universitarios para distinguir entre construcciones gramaticalmente correctas e incorrectas en L2. Los participantes emitieron juicios sobre 68 estructuras consideradas universalmente difíciles de adquirir entre los aprendientes (Ellis, 2005). Los resultados variaron según la habilidad metalingüística de los participantes, el tipo de error en las oraciones (morfológico o sintáctico) y la dificultad para adquirir estructuras complejas. El análisis la base de datos reveló que la emisión de juicios gramaticales no depende del nivel de competencia lingüística en inglés como L2, sino de la capacidad para reflexionar sobre las formas y significados del lenguaje. Se concluye que cuando los participantes procesan oraciones individuales y descontextualizadas en L2, detectan más fácilmente errores morfológicos que sintácticos y que la adquisición de la lengua no es lineal.
Abstract (en)
The problem with grammaticality judgment tests in the field of L2 acquisition lies in the fact that language users make intuitive judgments about the accuracy of the form and grammar of individual, decontextualized L2 sentences. This article replicates an empirical study using an untimed grammaticality judgment test conducted through PsychoPy software, assessing the metalinguistic abilities of 13 university students in distinguishing between grammatically correct and incorrect L2 constructions. Participants evaluated 68 structures considered universally difficult for L2 learners to acquire (Ellis, 2005). Results varied based on participants’ metalinguistic abilities, the type of error (morphological or syntactic), and the complexity of structures. Analysis revealed that grammatical judgments depend less on participants' overall linguistic competence in English as an L2 and more on their ability to reflect on language forms and meanings. The study concludes that participants more easily detect morphological than syntactic errors when processing individual, decontextualized L2 sentences, highlighting the non-linear nature of language acquisition.
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