¿qué quieres decir? secuencia didáctica para trabajar la exposición oral en clase de e/le
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ID: 146527
2016
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Abstract
El cometido del presente artículo es dar a conocer una propuesta didáctica que permita a los estudiantes de E/LE mejorar sus capacidades para preparar y producir exposiciones orales de acuerdo con las exigencias del Marco Común Europeo de Referencia para las Lenguas (2002) en ámbitos académicos y/o profesionales. Concretamente, nuestra propuesta constituye una «secuencia didáctica» (Dolz, 1994: 21-34; Dolz y Schneuwly, 2006; Vilà i Santasusana, coord., 2005; Camps, 2003a; Palou y Bosch, coord., 2005) que aspira a perfeccionar las habilidades expresivas y comprensivas de los estudiantes en diferentes niveles. Las secuencias didácticas constituyen unidades de programación que aportan coherencia a la enseñanza/aprendizaje de la lengua, ya que centran su objetivo en el desarrollo de actividades concebidas y secuenciadas con una finalidad comunicativa, en el trabajo de diferentes géneros discursivos. En definitiva, pretendemos paliar las posibles carencias de nuestros alumnos a la hora de expresarse oralmente en un registro formal.
Palabras clave: secuencia didáctica, exposición oral, enfoque comunicativo, registro formal
What do you want to say? Didactic sequence to work the oral presentation at Spanish as a foreign language class
Abstract: The aim of this paper is to show a didactic offer that allows to the students of Spanish as a foreign language to improve their aptitudes to prepare and produce oral presentations according to the requirements of the Common European Framework of Reference for Languages (2002) in academic and/or professional areas. Concretely, our offer constitutes a «didactic sequence» (Dolz, 1994: 21-34; Dolz and Schneuwly, 2006; Vilà i Santasusana, coord., 2005; Camps, 2003a; Palou and Bosch, coord., 2005) that aspires to perfect the expressive and comprehensive skills of the students in different levels. The didactic sequences constitute units that contribute coherence to the education / learning of the language, since they center his aim on the development of activities conceived and sequenced with a communicative purpose, in the work of different discursive genres. Definitively, we try to relieve the possible lacks of our pupils at the moment of expressing orally in a formal register.
Keywords: sequence didactic, oral presentation, communicative approache, formal register
| Reference Key |
gimnez2016foroqu
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| Authors | ;Montserrat Pérez Giménez |
| Journal | Organic & biomolecular chemistry |
| Year | 2016 |
| DOI |
10.7203/foroele.v12i1.9182
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