Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references

The article focuses on the development of conversational competence in the teaching-learning process of foreign languages (FL). Current studies around this category demand a didactics to be oriented towards awareness, practice and reflection on the structural elements and mechanisms of conversation...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Lizandra Rivero Cruz, Yaritza Tardo Fernández, Pura de la Caridad Rey Rivas
Formato:	article
Lenguaje:	ES
Publicado:	Universidad de Cienfuegos 2020
Materias:	conversational competence teaching-learning process dynamics foreign languages Education L Education (General) L7-991
Acceso en línea:	https://doaj.org/article/2212b4fea5e744268f200ede9f688465
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:2212b4fea5e744268f200ede9f688465
record_format	dspace
spelling	oai:doaj.org-article:2212b4fea5e744268f200ede9f6884652021-11-10T15:30:06ZConversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references 1990-8644https://doaj.org/article/2212b4fea5e744268f200ede9f6884652020-09-01T00:00:00Zhttps://conrado.ucf.edu.cu/index.php/conrado/article/view/1487/1471https://doaj.org/toc/1990-8644The article focuses on the development of conversational competence in the teaching-learning process of foreign languages (FL). Current studies around this category demand a didactics to be oriented towards awareness, practice and reflection on the structural elements and mechanisms of conversation in order to achieve an optimal communicative performance in the students. However, the current methodology needs to deepen, from more critical and reflective positions, in the dynamics of the teaching-learning process, as the integration of knowledge, skills, strategies and attitudes that intervene in the conversational interactive dynamics has not been sufficiently addressed, especially in their relationship with context and intercultural exchange. The position argued in this work is that the dynamics of the teaching-learning process of conversational competence must be based on the development of collaborative relationships and symmetry among the students in order to co-construct a common interactive discourse, marked by the use of communicative and socio-affective strategies that allow to enhance the conversational skills of FL learners.Lizandra Rivero Cruz Yaritza Tardo Fernández Pura de la Caridad Rey RivasUniversidad de Cienfuegosarticleconversational competenceteaching-learning processdynamicsforeign languagesEducationLEducation (General)L7-991ESRevista Conrado, Vol 16, Iss 76, Pp 287-294 (2020)
institution	DOAJ
collection	DOAJ
language	ES
topic	conversational competence teaching-learning process dynamics foreign languages Education L Education (General) L7-991
spellingShingle	conversational competence teaching-learning process dynamics foreign languages Education L Education (General) L7-991 Lizandra Rivero Cruz Yaritza Tardo Fernández Pura de la Caridad Rey Rivas Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references
description	The article focuses on the development of conversational competence in the teaching-learning process of foreign languages (FL). Current studies around this category demand a didactics to be oriented towards awareness, practice and reflection on the structural elements and mechanisms of conversation in order to achieve an optimal communicative performance in the students. However, the current methodology needs to deepen, from more critical and reflective positions, in the dynamics of the teaching-learning process, as the integration of knowledge, skills, strategies and attitudes that intervene in the conversational interactive dynamics has not been sufficiently addressed, especially in their relationship with context and intercultural exchange. The position argued in this work is that the dynamics of the teaching-learning process of conversational competence must be based on the development of collaborative relationships and symmetry among the students in order to co-construct a common interactive discourse, marked by the use of communicative and socio-affective strategies that allow to enhance the conversational skills of FL learners.
format	article
author	Lizandra Rivero Cruz Yaritza Tardo Fernández Pura de la Caridad Rey Rivas
author_facet	Lizandra Rivero Cruz Yaritza Tardo Fernández Pura de la Caridad Rey Rivas
author_sort	Lizandra Rivero Cruz
title	Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references
title_short	Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references
title_full	Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references
title_fullStr	Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references
title_full_unstemmed	Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references
title_sort	conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references
publisher	Universidad de Cienfuegos
publishDate	2020
url	https://doaj.org/article/2212b4fea5e744268f200ede9f688465
work_keys_str_mv	AT lizandrariverocruz conversationalcompetenceintheteachinglearningprocessofforeignlanguagesgnoseologicalanddidacticreferences AT yaritzatardofernandez conversationalcompetenceintheteachinglearningprocessofforeignlanguagesgnoseologicalanddidacticreferences AT puradelacaridadreyrivas conversationalcompetenceintheteachinglearningprocessofforeignlanguagesgnoseologicalanddidacticreferences
_version_	1718439850841997312

Conversational competence in the teaching-learning process of foreign languages: gnoseological and didactic references

Ejemplares similares