Paisaje lingüístico y el desarrollo de la competencia pragmática: hacia un modelo integrador

• Autores: Manuel Macías Borrego
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 12, 2025 (Ejemplar dedicado a: Riqueza del paisaje lingüístico en el aula), págs. 137-152
• Idioma: español
• DOI: 10.30827/portalin.viXII.33268
• Enlaces
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• Resumen

  • Este artículo explora el concepto de paisaje lingüístico, refiriéndose al lenguaje escrito en espacios públicos, y su papel en el desarrollo de la competencia pragmática en inglés como lengua extranjera (ILE). Presenta un método de enseñanza que incorpora señalización instructiva dentro del paisaje lingüístico para ayudar a los estudiantes a comprender los aspectos pragmáticos de la cortesía. El enfoque se aplicó en un curso de Traducción en nivel B2, donde los estudiantes analizaron y revisaron señales para reflejar diferentes objetivos pragmáticos. Los resultados se evaluaron utilizando el Modelo Integrado de Competencia Pragmática de Mao et al. (2021) El estudio destacó que la cortesía y la descortesía van más allá del vocabulario y la gramática, alentando a los estudiantes a involucrarse de manera crítica con estos conceptos. Los hallazgos subrayan el valor de integrar elementos lingüísticos del mundo real en la educación de lenguas para una comprensión más profunda de los contextos pragmáticos.

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