Publication: La enseñanza-aprendizaje del español a angloamericanos mediante un enfoque comunicativo interactivo
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2019-07-12
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Universidad Complutense de Madrid
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Abstract
En la enseñanza del idioma español como segunda lengua y con fines específicos, los métodos y los libros de texto abundan, pero cada uno de ellos tiene características específicas que muchas veces no son una solución, especialmente cuando el estudiante angloparlante se involucra en clases de inmersión y muchas veces, en medio de una enorme presión para dominar el idioma con premura, condicionado a un curso intensivo de 680 a 750 horas. Desde esta perspectiva iniciamos esta investigación, dispuestos a conseguir una respuesta a la interrogante inicial: ¿qué características deben tener las actividades para la enseñanza del español a estudiantes adultos con fines específicos y que permanecen en el aula cinco a seis horas consecutivas? La pregunta tuvo su respuesta tras conocer la propuesta del sociolingüista Dell Hymes (1984: 51) sobre la enseñanza de las lenguas, quien, coincidiendo con Jakobson (1975: 355), afirma que, dominando el código lingüístico, es posible comunicarnos en un idioma. El mensaje de Hymes fue el punto de partida y la referencia de los procedimientos de análisis y actividades objeto de la presente investigación. Hymes sostiene también que, si nos centramos en el habla como modo de acción y no como un mecanismo inmotivado y monótono, nos servirá de apoyo para establecer las bases de cómo afrontar la enseñanza del español como segunda lengua. Esta premisa nos convenció de que nuestro enfoque debía ser esencialmente comunicativo e interactivo, tal como refiere Ellis (1990: 51) al explicar que la adquisición de la primera lengua se produce de modo natural y muy espontánea; en cambio, el aprendizaje de una segunda lengua implica la estructuración de un método para enseñar el código lingüístico...
In teaching Spanish as a second language and for specific purposes, a variety of methods and textbooks abound. However, these resources are often structured in a way that does not provide tailored solutions to the unique learning objectives that reflect the English-speaking students‟ professional needs or classes that involve “face to face” immersion. This is further complicated by the enormous pressure to master a language in a course comprised of 680 to 750 hours of intensive study. From this perspective, we began this investigation focusing on the initial question: What characteristics must teach activities have for educating Spanish to an adult learner with specific individual goals, especially when structured around five to six consecutive hours of directed study within the classroom? The answer came after reading the work of the North American sociolinguist Dell Hymes (1984:51) on the teaching of languages. Hymes, in accordance with Jakobson (1975: 355), affirms that through mastering the linguistic code, it is possible to communicate within a language. The message of Hymes served as the launching point for this research as well as references for the procedures of analysis and objective activities that are part of the present investigation. Hymes also argues that if we focus our work on speech as the mode of action, and not as an unmotivated and monotonous mechanism, it will serve to establish the bases for our approach to teaching Spanish as a second language. This premise convinced us that our approach should be both communicative and interactive, which is similarly suggested by Ellis (1990:51) who explains that while the acquisition of the primary language is produced from a natural and spontaneous method, the learning of a second language implies the structuring of a method to teach the linguistic code...
In teaching Spanish as a second language and for specific purposes, a variety of methods and textbooks abound. However, these resources are often structured in a way that does not provide tailored solutions to the unique learning objectives that reflect the English-speaking students‟ professional needs or classes that involve “face to face” immersion. This is further complicated by the enormous pressure to master a language in a course comprised of 680 to 750 hours of intensive study. From this perspective, we began this investigation focusing on the initial question: What characteristics must teach activities have for educating Spanish to an adult learner with specific individual goals, especially when structured around five to six consecutive hours of directed study within the classroom? The answer came after reading the work of the North American sociolinguist Dell Hymes (1984:51) on the teaching of languages. Hymes, in accordance with Jakobson (1975: 355), affirms that through mastering the linguistic code, it is possible to communicate within a language. The message of Hymes served as the launching point for this research as well as references for the procedures of analysis and objective activities that are part of the present investigation. Hymes also argues that if we focus our work on speech as the mode of action, and not as an unmotivated and monotonous mechanism, it will serve to establish the bases for our approach to teaching Spanish as a second language. This premise convinced us that our approach should be both communicative and interactive, which is similarly suggested by Ellis (1990:51) who explains that while the acquisition of the primary language is produced from a natural and spontaneous method, the learning of a second language implies the structuring of a method to teach the linguistic code...
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Tesis de la Universidad Complutense de Madrid, Facultad de Filología, Departamento de Lengua Española, Teoría de la Literatura y Literatura Comparada, leída el 17/12/2018