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Pedagogía para la Enseñanza de la Lingüística

Pedagogía para la Enseñanza de la Lingüística. Dr. Jorge Antonio Aguilar Rodríguez Universidad Autónoma de Sinaloa Dr. Tomás Moreno Valencia Universidad Internacional José Vasconcelos, Cuernavaca Morelos Lic. Orlando Guerrero Diego Centro de Idiomas Extranjeros, Chilpancingo, Guerrero

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Pedagogía para la Enseñanza de la Lingüística

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  1. Pedagogía para la Enseñanza de la Lingüística Dr. Jorge Antonio Aguilar Rodríguez Universidad Autónoma de Sinaloa Dr. Tomás Moreno Valencia Universidad Internacional José Vasconcelos, Cuernavaca Morelos Lic. Orlando Guerrero Diego Centro de Idiomas Extranjeros, Chilpancingo, Guerrero Mtro. Marco Antonio Aparicio Fernández Benemérita Universidad Autónoma de Puebla

  2. Based on H.D Brown CognitivePrinciples Socio-cognitivePrinciples • Lang Ego • Willingness to communicate Automaticity Meaningfullearning IntrinsicMotivation

  3. LinguisticPrinciples • Effect of L1 on L2 learning Commontraits: vocab, structures,sounds • Interlanguage In process of buildingproper rules • CommunicativeCompetence (our GOAL) ProperPronunciation, Fluency& Accuracy in L2

  4. Socio- cultural learningtheory: ZPD

  5. Stages of L1 & L2 Acquisition • PRE-PRODUCTION: MinimalComprehension. - No verbalization • EARLY PRODUCTION: Limited Comp. 1 or 2 Word response, keywords • SPEECH EMERGENCE: Goodcomp. Simple sentences, frequenterrors • INTERMEDIATE FLUENCY: Excellcomp.Discourse. Fewerrors

  6. Language as system Discourse Pragmatics Semantics Syntax Phonology Morphology

  7. Language as Discourse • Speech - actsTheory • ConversationAnalysis

  8. MY ROLES • Diagnoser • Facilitator, not a lecturer • Materials designer

  9. MY FRAMEWORK Task-based, discovery-oriented experiences • Where students are at • Disequilibrium • Helping students gain a good understanding • Helping students apply newly acquired linguistic knowledge • Language teaching implications

  10. Dialogue 1 Shop-girl (approaching): Are you being attended to, ladies? Mrs Brooke: No, not yet. Show me some Easter eggs, please. Shop-girl (pointing to a display of Easter eggs on the counter): In chocolate or marzipan? How do you like these? Mrs Brooke (to her companion): They are too large, aren't they? (She looks round). Why, here are some at sixpence; they will do splendidly. Shop-girl: Shall I mix in some of these plover's eggs? Mrs Brooke: Oh, how beautifully speckled they are! They look perfectly real, don't they? Are they filled with cream? Shop-girl: No, madam, they are solid chocolate. Anything else, please? Mrs Brooke: What does such an Easter-hare come to? Shop-girl: That one is two and nine. Mrs Brooke: What do they contain? Shop-girl: Oh, they are empty, you know. They have to be filled first. I can fill them for you with pralines or mixed chocolates or fondants, as you desire.

  11. Dialogue 2 Customer: Do you have any chocolate eggs? Assistant: Yes. One? Customer: Two, please. Assistant: 20p, please. Customer: Thank you. Assistant: Thank you. 'Bye. (from Taborn, 1983: 207-208)

  12. Enseñanza de la Lingüística

  13. Bases Didácticas Bases Pedagógicas Enseñanza de la Lingüística

  14. Bases Didácticas Bases Pedagógicas Vigotsky: Pensamiento y Lenguaje Piaget:Estadíos del conocimiento del niño Enseñanza de la Lingüística Chomsky: Competencia Lingüística Hymes: Competencia Comunicativa Teorías de Adquisición de Primeras y Segundas Lenguas

  15. Bases Didácticas Bases Pedagógicas Vigotsky: Pensamiento y Lenguaje Planeación didáctica Piaget:Estadíos del conocimiento del niño Estrategias docentes Enseñanza de la Lingüística Chomsky: Competencia Lingüística Aprendizaje en equipo y grupal Hymes: Competencia Comunicativa Técnicas y actividades de análisis lingüístico Teorías de Adquisición de Primeras y Segundas Lenguas Estrategias particulares para la enseñanza de la lingüística

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