El desarrollo de la competencia pragmática en estudiantes de EL/E: enfoque basado en datos y uso de corpus específicos

• Rabadán Gómez, Marina ^[1]
  1. [1] University of Liverpool

     University of Liverpool

     Reino Unido

     
• Localización: Doblele: revista de lengua y literatura, ISSN-e 2462-3733, Nº. 7, 2021 (Ejemplar dedicado a: La creación de materiales y la enseñanza del español en las universidades del Reino Unido / coord. por Paula Cerdeira Núñez, Alba del Pozo García )
• Idioma: español
• DOI: 10.5565/rev/doblele.86
• Títulos paralelos:
  • Developing pragmatic competence in students of Spanish FL: A Data-Driven Approach
• Enlaces
  • Texto completo  1    2  
• Resumen
  • español

    Este artículo presenta un proyecto de investigación-acción en el que se usó de un corpus especialmente diseñado y orientado a la enseñanza, como se describe en Timmis (2015), para abordar la falta de conciencia pragmática de los estudiantes de ELE. Este es un problema identificado en estudios de pragmática de la interlengua por más de dos décadas (García García, 2012; Ruiz Fajardo, 2012; Gironzetti y Koike, 2016). Las actividades diseñadas para ser utilizadas con este corpus se basan en los principios de la creación de conciencia y del aprendizaje basado en datos y los resultados proporcionan evidencia empírica del impacto positivo que dichos materiales pueden tener en el desarrollo de la conciencia pragmática en los estudiantes de español como lengua extranjera.

  • English

    This paper reports on an action research which investigated the use of a purpose-built, teaching-oriented corpus, as described in Timmis (2015), to tackle Spanish FL learners’ lack of pragmatic awareness as consistently reported in interlanguage pragmatics studies over the past two decades (García García, 2012, Ruiz Fajardo, 2012, Gironzetti and Koike, 2016). The activities designed to be used with this corpus are based on Consciousness Raising and Data Driven Learning approaches and the results of this research provide empirically validated evidence of the positive impact that such materials may have in developing pragmatic awareness in learners of Spanish as a foreign language.

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