https://orcid.org/0000-0002-0347-1751
https://orcid.org/0000-0002-0347-1751
https://orcid.org/0000-0002-0347-1751
Número del Artículo
Vol. 4 Núm. 2 (2020)
ISSN: 2603-5820
Publicado: 2020-09-25
Como podemos experimentar mientras leemos esta oración, la lectura silenciosa a menudo implica escuchar nuestra “voz interior” y pronunciar palabras mentalmente. Vygotsky determinó que esta voz interior es el producto de un proceso llamado internalización en el que el habla externa se transforma en habla interna. Sin embargo, queda por determinar cómo los estudiantes de inglés comienzan a usar su voz interior para internalizar este idioma mediante una serie de lecturas rápidas. Implementamos un estudio de tipo constructivista-interpretativo para determinar los usos iniciales de la voz interior en la internalización del inglés a través de la lectura de textos escritos en lengua extranjera. El estudio se llevó a cabo en una universidad pública de Popayán (Colombia) en una clase de 17 estudiantes de inglés como lengua extranjera. Se recopilaron datos a través de informes verbales y una técnica de recuerdo estimulado. Este estudio sugiere que los estudiantes principiantes usan su habla interna principalmente para subvocalizar, vocalizar, repetir y traducir mentalmente lo que leen. El estudio también sugiere que los estudiantes usan el habla interna para hacer asociaciones con imágenes visuales a medida que su habilidad lectora se desarrolla. Investigaciones adicionales podrían explicar cómo la lectura rápida contribuye al uso del habla interna para hacer asociaciones con imágenes visuales.
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