Estrategias lingüodidácticas para desarrollar la competencia discursiva de los futuros profesores
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.10Palabras clave:
Competencia discursiva, lingüodidáctica, futuro profesor, estrategia didáctica, comunicación, educación lingüísticaResumen
Mejorar la calidad de la formación lingüística de los futuros profesores en su educación profesional es una tarea importante de la pedagogía moderna. El objetivo del estudio era determinar la eficacia de distintos tipos de estrategias lingüodidácticas en el desarrollo de componentes individuales de la competencia lingüística, identificar su estructura interna y analizar los cambios tras la intervención pedagógica. El estudio utilizó dos cuestionarios estandarizados: la Escala de Competencia Comunicativa Autopercibida (SPCC) y el Inventario de Competencia Lingüística del Profesor (TLCI). Se aplicaron el coeficiente de correlación de Pearson, el análisis factorial por el método de componentes principales con rotación varimax, así como la regresión lineal y multifactorial. El análisis factorial del inventario de competencia discursiva pedagógica identificó tres factores: pragmático normativo (adecuación pragmática - 0,516), léxico (precisión léxica - 0,714) y prosódico (expresividad de la entonación - 0,867). El modelo de regresión multifactorial mostró el mayor impacto positivo de la estrategia gamificada (β = 1,962) y la estrategia cognitiva (β = 1,106), mientras que la estrategia situacional mostró un efecto negativo (β = -2,142). El análisis de correlación no reveló relaciones estadísticamente significativas, pero registró varias tendencias positivas. Futuras investigaciones podrían centrarse en la modelización estructural de las conexiones y en el seguimiento longitudinal de los cambios en la competencia del habla a lo largo del tiempo.
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Derechos de autor 2025 Natalia Dyka, Svitlana Horobets, Marharyta Kozyr, Viktorija Mykytenko, Oleksandra Glazova
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
