Aprendizaje del español mediante de la predicció́n en discursos acadé́micos
A Prediction Model-Driven Spanish Learning Design in a Academic-Oriented Communication
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Until now teachers of a foreign language have become class dictators, without taking into account the level and type of knowledge that our students possess. In this sense, it is necessary and urgent that the teachers of the foreign language assume a task that allows to recover the academic and pedagogical discourse in the classroom considering them. From this perspective we also can observe that the difficulty of developing communicative-cognitive competence in a foreign language may be due to the inability to predict the speaker's discursive intentions in the contexts of the foreign language. This is why we conceive the learning of a foreign language as a process of incorporating a set of communicative-cognitive elements along which a student appropriates a new code using his inductive and deductive prediction. The objective of this work is to propose a new approach to a prediction model-driven Spanish learning design in a academically oriented communication. This approach will lead us to understand deeper the development of communication within a discursive context of their mother tongue. Likewise, the observation of cognitive, social and linguistic factors interrelated in the context of their mother tongue enables the students to obtain a vision of the phenomenon of the development of communicative-cognitive competence in a foreign language.
Abstract
Until now teachers of a foreign language have become class dictators, without taking into account the level and type of knowledge that our students possess. In this sense, it is necessary and urgent that the teachers of the foreign language assume a task that allows to recover the academic and pedagogical discourse in the classroom considering them. From this perspective we also can observe that the difficulty of developing communicative-cognitive competence in a foreign language may be due to the inability to predict the speaker's discursive intentions in the contexts of the foreign language. This is why we conceive the learning of a foreign language as a process of incorporating a set of communicative-cognitive elements along which a student appropriates a new code using his inductive and deductive prediction. The objective of this work is to propose a new approach to a prediction model-driven Spanish learning design in a academically oriented communication. This approach will lead us to understand deeper the development of communication within a discursive context of their mother tongue. Likewise, the observation of cognitive, social and linguistic factors interrelated in the context of their mother tongue enables the students to obtain a vision of the phenomenon of the development of communicative-cognitive competence in a foreign language.
참고문헌 (52)
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