Desarrollando pares de adyacencia de petición-respuesta a través de un enfoque pragmático basado en conceptos
DOI:
https://doi.org/10.58859/rael.v24i1.663Palabras clave:
competencia pragmática, pragmática instruccional, teoría sociocultural, instrucción basada en conceptos, pares adyacentes petición-respuestaResumen
Este estudio, basado en la Teoría Sociocultural de la Mente de Vygotsky (1978) aplicada a la adquisición de una segunda lengua/lengua extranjera (L2) (Lantolf & Poehner, 2014), presenta un enfoque instruccional basado en conceptos para enseñar pares de adyacencia de petición-respuesta a estudiantes de inglés como L2. La propuesta pedagógica, dividida en orientación, ejecución y control, emplea escenas de la serie Young Sheldon (Lorre & Molaro, 2017) para crear un contexto de aprendizaje auténtico. En la atapa de orientación, los estudiantes exploran los conceptos de peticiones y respuestas y sus aplicaciones contextuales. La etapa de ejecución incluye tareas controladas y comunicativas para internalizar estos conceptos, mientras que la etapa de control se centra en reflexionar y consolidar el rendimiento comunicativo, promoviendo la autonomía en el uso de la lengua. Este enfoque aborda las limitaciones de los libros de texto de inglés, que a menudo simplifican la enseñanza de estos actos de habla, y fomenta una comprensión más profunda, una aplicación práctica y mayor autonomía en contextos reales.
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Derechos de autor 2025 Iván José Gil-Ejarque, Esther Usó-Juan
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