Vol. 36 (2026): Volumen 36
Artículos de Investigación

Factores que contribuyen a la dificultad de aprendizaje implícita y explícita de estructuras gramaticales del inglés

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  • Luis Humberto Rodríguez Silva,
  • Silvia Rodríguez Narciso,
  • Cristina Eslava Heredia,
  • Blanca Elena Sanz Martin,
  • Saida Eréndira Arenas Díaz
Luis Humberto Rodríguez Silva
Universidad Autónoma de Aguascalientes
Silvia Rodríguez Narciso
Universidad Autónoma de Aguascalientes
Biografía
Cristina Eslava Heredia
Universidad Autónoma de Aguascalientes
Biografía
Blanca Elena Sanz Martin
Biografía
Saida Eréndira Arenas Díaz
Biografía
DOI: https://doi.org/10.15174/au.2026.4468

Publicado 2026-02-25

Cómo citar

Rodríguez Silva, L. H., Rodríguez Narciso, S., Eslava Heredia, C., Sanz Martin, B. E., & Arenas Díaz, S. E. (2026). Factores que contribuyen a la dificultad de aprendizaje implícita y explícita de estructuras gramaticales del inglés. Acta Universitaria, 36, 1–16. https://doi.org/10.15174/au.2026.4468

Derechos de autor 2026 Luis Humberto Rodríguez Silva, Silvia Rodríguez Narciso, Cristina Eslava Heredia, Blanca Elena Sanz Martin, Saida Eréndira Arenas Díaz

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.

Resumen

Este es un estudio exploratorio y de correlación que representa una réplica conceptual del estudio de R. Ellis (2006). El objetivo de este estudio fue evaluar 17 estructuras gramaticales en términos de la dificultad de aprendizaje explícita e implícita de estudiantes. Para ello, se reclutaron 33 estudiantes con tres niveles diferentes de competencia lingüística (A1 a B1) inscritos en una licenciatura en enseñanza del inglés en México. Se usó una prueba de imitación oral y otra de juicio de gramaticalidad para medir el conocimiento implícito, así como una prueba gramatical y otra de conocimiento metalingüístico para medir el conocimiento explícito. Los resultados mostraron que los estudiantes tuvieron un mejor desempeño en las pruebas de conocimiento explícito que en las de conocimiento implícito; además, se obtuvo una correlación débil y no significante (rho = -0.18, p = NS) entre las medias de los resultados combinados de los instrumentos de conocimiento implícito y explícito.

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Citas

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