| Journal: | Núcleo (Caracas) |
| Database: | CLASE |
| System number: | 000314349 |
| ISSN: | 0798-9784 |
| Authors: | Mayora Pernía, Carlos Alberto1 |
| Institutions: | 1Universidad Simón Bolívar, Departamento de Idiomas, Caracas, Distrito Federal. Venezuela |
| Year: | 2009 |
| Number: | 26 |
| Pages: | 99-125 |
| Country: | Venezuela |
| Language: | Español |
| Document type: | Artículo |
| Approach: | Analítico, descriptivo |
| Spanish abstract | En las dos últimas décadas, la literatura especializada en metodología de lenguas extranjeras (LE) ha enfatizado un cambio de paradigma en lo referente a la manera de enseñar las cuatro destrezas del lenguaje. Dicho cambio implica el paso desde una perspectiva separatista (cada destreza por separado y en un orden rígido) hacia una más integracionista (integrando dos o más destrezas en tareas realistas y significativas). Esta tendencia ha sido denominada el enfoque de las destrezas integradas. Sin embargo, en muchas aulas de LE parecen predominar aún prácticas de naturaleza separatista. El presente trabajo representa una primera aproximación a dicha disparidad entre teoría y práctica, al exponer de manera breve, pero sistemática, los orígenes y fundamentos teóricos y pedagógicos que subyacen al mencionado enfoque. El ar tículo finaliza con una propuesta de cómo esta problemática pudiese encararse de una manera más empírica a través de la investigación de campo |
| English abstract | In the last two decades, specialized literature on Foreign Language (FL) teaching methodology has emphasized a paradigm shift regarding the way the four language skills are taught. This implies a shift from a segregationist perspective on the skills (each taught unconnectedly and in a fixed sequence) towards a more integrationist one (two or more skills integrated in realistic and meaningful tasks). The latter has been labeled as the skills-integrated approach. However, in many FL classrooms segregationist practices still seem to be dominant. This article proposes a first step towards solving the above mentioned disparity between theory and practice by briefly, yet systematically, describing the origins and main underlying bases of the approach. The author ends with a proposal on how this issue might be fur ther addressed through field research |
| Portuguese abstract | In the last two decades, specialized literature on Foreign Language (FL) teaching methodology has emphasized a paradigm shift regarding the way the four language skills are taught. This implies a shift from a segregationist perspective on the skills (each taught unconnectedly and in a fixed sequence) towards a more integrationist one (two or more skills integrated in realistic and meaningful tasks). The latter has been labeled as the skills-integrated approach. However, in many FL classrooms segregationist practices still seem to be dominant. This article proposes a first step towards solving the above mentioned disparity between theory and practice by briefly, yet systematically, describing the origins and main underlying bases of the approach. The author ends with a proposal on how this issue might be fur ther addressed through field research |
| Disciplines: | Literatura y lingüística |
| Keyword: | Lenguas extranjeras, Destreza, Integración, Fundamentos teóricos, Autenticidad, Enseñanza |
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