scholarly journals El Pueblo de los idiomas (das Sprachdorf): un recurso metodológico basado en realia para desarrollar la competencia comunicativa

2019 ◽  
Vol 15 ◽  
Author(s):  
Tomás Córcoles Molina
Keyword(s):  
Nineteenth Century ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cooperative Learning ◽  
The Netherlands ◽  
Communicative Competence ◽  
Palabras Clave ◽  
Siglo Xix ◽  
Oral Interaction ◽  
Aprendizaje Cooperativo

Resumen: En este artículo se presenta un recurso metodológico conocido en alemán como Sprachdorf que permite desarrollar la competencia comunicativa de nuestros alumnos a través de interacciones orales contextualizadas e integrar el aprendizaje de contenidos léxicos, gramaticales, pragmáticos y culturales. Este tipo de proyecto se está llevando a cabo en Alemania y Países Bajos, pero posee una larga tradición desde finales del siglo XIX basada en el concepto de realia. Su implementación en centros de secundaria puede solucionar el problema de falta de prácticas orales y ayudar a ofrecer una visión significativa de la adquisición de lenguas extranjeras.   Palabras clave: realia, competencia comunicativa, ASL, interacción oral, contexto, aprendizaje significativo, aprendizaje cooperativo Abstract: This paper introduces a methodological resource known as Sprachdorf in German, which allows students to develop their communicative competence through contextualized oral interactions and to integrate lexical, grammatical, pragmatic and cultural contents. This kind of project is being carried out in Germany and The Netherlands, but it finds its roots at the end of the nineteenth century based on the concept of realia. If Sprachdorf is implemented in secondary schools, it could provide a solution for the lack of oral exercises in class and a meaningful perspective of second-language acquisition. Keywords: realia, communicative competence, SLA, oral interaction, context, meaningful learning, cooperative learning

scholarly journals El Pueblo de los idiomas (das Sprachdorf): un recurso metodológico basado en realia para desarrollar la competencia comunicativa

2019 ◽  
Author(s):  
Tomás Córcoles Molina
Keyword(s):  
Nineteenth Century ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cooperative Learning ◽  
The Netherlands ◽  
Communicative Competence ◽  
Palabras Clave ◽  
Siglo Xix ◽  
Oral Interaction ◽  
Aprendizaje Cooperativo

Resumen: En este artículo se presenta un recurso metodológico conocido en alemán como Sprachdorf que permite desarrollar la competencia comunicativa de nuestros alumnos a través de interacciones orales contextualizadas e integrar el aprendizaje de contenidos léxicos, gramaticales, pragmáticos y culturales. Este tipo de proyecto se está llevando a cabo en Alemania y Países Bajos, pero posee una larga tradición desde finales del siglo XIX basada en el concepto de realia. Su implementación en centros de secundaria puede solucionar el problema de falta de prácticas orales y ayudar a ofrecer una visión significativa de la adquisición de lenguas extranjeras.   Palabras clave: realia, competencia comunicativa, ASL, interacción oral, contexto, aprendizaje significativo, aprendizaje cooperativo Abstract: This paper introduces a methodological resource known as Sprachdorf in German, which allows students to develop their communicative competence through contextualized oral interactions and to integrate lexical, grammatical, pragmatic and cultural contents. This kind of project is being carried out in Germany and The Netherlands, but it finds its roots at the end of the nineteenth century based on the concept of realia. If Sprachdorf is implemented in secondary schools, it could provide a solution for the lack of oral exercises in class and a meaningful perspective of second-language acquisition. Keywords: realia, communicative competence, SLA, oral interaction, context, meaningful learning, cooperative learning

Observations in the computer room: L2 output and learner behaviour

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 124-144 ◽  
Author(s):  
CHRISTINE LEAHY
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Problem Solving ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Task ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Area Of Interest ◽  
Oral Interaction

This article draws on second language theory, particularly output theory as defined by Swain (1995), in order to conceptualise observations made in a computer-assisted language learning setting. It investigates second language output and learner behaviour within an electronic role-play setting, based on a subject-specific problem solving task and the Internet as source of primary information. Students were given a task which includes the collaborative development of a marketing strategy for a chosen product. Data collected consists of the following corpora: emails exchanged between groups, the recorded discussions between each group’s members while engaged in the problem solving activity, oral presentation of the groups’ results as well as the individually written summaries. One area of particular interest is the analysis of the oral L2 output while solving a computer-assisted language learning task. How can the oral interaction be characterised? What kind of conclusions regarding the use of CALL can be drawn from the comparison of the oral interaction and the written output? Another area of interest is the analysis of the written L2 output. Is there evidence of second language acquisition and/or acquisition of content? Can such a CALL setting promote second language acquisition (SLA) and/or acquisition of content? Finally, the study aims to identify whether student-initiated focus on language form can be found. The article answers the questions posed above. Furthermore, the results of this study show that a very high percentage of all communication took place in L2 and occurrences of acquisition of content and language can be demonstrated.

scholarly journals El Drama Mestizo y la Recuperación del Sentido en la Acción Colectiva: La Crítica Social Latinoamericana en el Pensamiento de Rodolfo Kusch

2016 ◽  
pp. 71
Author(s):  
Cristián Valdés Norambuena
Keyword(s):  
Nineteenth Century ◽  
Collective Action ◽  
Palabras Clave ◽  
Siglo Xix ◽  
Siglo Xx

ResumenEl presente artículo tiene por objetivo ensayar una interpretación del sentido de la acción colectiva a partir de la obra del pensador argentino Rodolfo Kusch, en vista de explicitar sus fuentes en el siglo XIX, sus re- percusiones en el siglo XX, y las posibilidades filosóficas que otorga su idea de “historia como estética”.Palabras clave: acción colectiva, política, drama mestizo, historia.AbstractThis article aims attempting to interpret the meaning of collective action from the work of Argentine thinker Rodolfo Kusch, in order to explicit his sources in the Nineteenth Century, his impact on the Twentieth Centuryand the philosophical possibilities given by his idea of “history as aesthetic”.Keywords: collective action – politics – mestizodrama – history.Resumo O presente artigo tem como objetivo testar uma interpretação do significado da ação coletiva a partir do trabalho do pensador argentino Rodolfo Kusch, tendo presente a necessidade de explicitar suas fontes no século XIX, seu impacto no século XX, e as possibilidades filosóficas que entrega sua ideia de “história como estética”. Palavras-chave: Ação Coletiva – Política – Drama Mestiço – História

scholarly journals Reescrituras decimonónicas del siglo XV español: el Suspiro del Moro en la narrativa de Manuel Fernández y González

2016 ◽  
pp. 11
Author(s):  
María Teresa del Préstamo Landín
Keyword(s):  
Nineteenth Century ◽  
Key Words ◽  
Historical Consciousness ◽  
Palabras Clave ◽  
Novela Historica ◽  
Siglo Xix

<p>El topónimo Suspiro del Moro tiene su origen en la leyenda que narra la huida del rey Boabdil. La<br />confrontación entre la derrota nazarí y la conquista de la España cristiana constituyó un motivo de<br />extraordinaria pertinencia literaria en el siglo que da a luz los nacionalismos, la necesidad de crear un<br />sentimiento de unión del pueblo frente a lo extranjero y una conciencia histórica. En el presente artículo<br />abordaré este constructo histórico-nacional, así como su función dentro del historicismo naciente del xix<br />y las diferentes manifestaciones literarias que se llevaron a cabo, tomando como ejemplo las redactadas<br />por Manuel Fernández y González.</p><p>Palabras Clave: Manuel Fernández y González, Suspiro del Moro, siglo xix, novela histórica, reescritura</p><p>The Suspiro del Moro place-name has its origin in King Boabdil’s escape. The confrontation among the<br />Nazari loss to the conquest of Christian Spain, was a motif of extraordinary literary relevance in the<br />century that gave birth to nationalism and the need to create a sense of unity nation against the foreign<br />and historical consciousness. In this article, I will present this historical-national construct, as well as<br />its role in the nascent historicism of the nineteenth century and the different manifestations that were<br />carried out taking as an example the ones written by Manuel Fernández y González.</p><p>Key Words: Manuel Fernández y González, Suspiro del Moro, ninetenth-century, historic novel, rewrite</p>

scholarly journals GEOGRAFIA: relações científicas e análise de métodos

2020 ◽  
Vol 15 (02) ◽  
pp. 347-367
Author(s):  
Christian Yago Vieira de Souza ◽  
Fábio da Silva Gonçalves Pereira
Keyword(s):  
Nineteenth Century ◽  
Scientific Knowledge ◽  
Historical Evolution ◽  
Geographic Thought ◽  
Alexander Von Humboldt ◽  
Palabras Clave ◽  
Geographic Knowledge ◽  
Bibliographical Survey ◽  
Siglo Xix

Embora a sistematização da Geografia remonte apenas no século XIX, na Prússia, atual Alemanha, por Alexandre Von Humboldt e Karl Ritter, já se observava a existência do conhecimento geográfico desde os tempos primitivos. Ao longo da evolução dessa ciência diferentes abordagens a caracterizaram, como a Positivista, a Neopositivista, a Humanística e a Crítica. Atualmente a Geografia que se tem buscado (re)fazer é de cunho holístico, uma Geografia plural. Contudo, esta visão criou uma excessiva fragmentação do conhecimento geográfico, que promoveu um distanciamento da identidade do geógrafo. Diante disso, o objetivo deste trabalho é apresentar o panorama do pensamento geográfico e a relação com o conhecimento científico ao longo da evolução histórica do pensamento geográfico, bem como os principais métodos que a tangenciou nesse processo. O caminho metodológico está baseado em levantamento bibliográfico que permitirá analisar os métodos utilizados na trajetória da Geografia enquanto ciência. Palavras- chave: Geografia; Método; Epistemologia Geográfica.   GEOGRAPHY: scientific relations and analysis of methods Abstract Although the systematization of Geography dates back only to the nineteenth century, in Prussia, present Germany, by Alexandre Von Humboldt and Karl Ritter, the existence of geographic knowledge had been observed since the earliest times. Throughout the evolution of this science different approaches have characterized it, as Positivist, Neopositivist, Humanistic and Critical. Nowadays the Geography that has been tried to make and to remake is of holistic character, a plural Geography. However, this view created an excessive fragmentation of geographic knowledge, which promoted a distancing of the geographer's identity. Therefore, the objective of this article is to present the panorama of geographic thought and the relation with the scientific knowledge along the historical evolution of the geographic thought, as well as the main methods that concern it in this process. The methodological path is based on a bibliographical survey that will allow to analyze the methods used in the trajectory of Geography as science. Keywords: Geography; Method; Geographical Epistemology.   GEOGRAFÍA: asuntos científicos y métodos de análisis Resumen A pesar de que la sistematización de Geografía so lamente volver a montar em el siglo XIX, em Prusia, ahora Alemania, por Alexander von Humboldt y Karl Ritter, ya se ha observado la existencia de conocimiento geográfico desde los primeros tiempos. Longo da la evolución de esta ciencia diferentes enfoques caracterizados como un positivista, el neopositivista, la a geografía Humanístico y Crítica. Atualmente que ha intentado rehacer y la naturaleza holística, una geografía plural. Sin embargo, esta visión ha creado una excesiva fragmentación Del conocimiento geográfico, que promovió um distanciamiento de la identidaddel geógrafo. Por lo tanto, el objetivo de este trabajo es presentar el panorama del pensamiento geográfico y La relación com el conocimiento científico a lo largo de la evolución histórica del pensamiento geográfico y los principales métodos que tangenciou este proceso. El enfoque metodológico se basa em la literatura que examinará los métodos utilizados em la trayectoria de la geografía como una ciencia. Palabras clave: Geografía; Métodos; Epistemología Geográfica.

Indexen Voor Beurtwisselingsinitiatief in Tweede-Taal Verwerving

1996 ◽  
Vol 54 ◽  
pp. 103-115
Author(s):  
Resi Damhuis
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Communicative Competence ◽  
Classroom Interactions ◽  
Turn Taking ◽  
Language Data ◽  
The Mean ◽  
Children's Development ◽  
Incomplete Picture

For optimal second language acquisition (SLA) classroom interactions have to allow normative speaking children to participate actively, because such initiative-rich participation enhances the children's development of linguistic and communicative competence. This article focuses on turn-taking initiatives. Turn-taking initiatives vary in their initiative strength. Restricting analysis exclusively to strong initiatives yields an incomplete picture of the contribution of a conversation to SLA. Less strong initiatives, too, must be taken into account. To analyze each utterance for its initiative value, a turn-taking taxonomy was developed, leading to turn-taking indices that represent the mean initiative value of all utterances by a speaker. Language data from kindergarten conversations show that only results on strong initiatives differ from results on turn-taking indices. It is argued that in order to assess the value of a conversation for SLA both kinds of measures, strong initiatives as well as indices, are necessary.

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