The Teaching of Grammar
DOI:
https://doi.org/10.26754/ojs_misc/mj.199511679Resumen
El objetivo de este artículo es examinar una serie de principios teóricos relativos a la enseñanza de la gramática inglesa en contextos de EFL. La sección uno comienza con un examen de los puntos fuertes y los inconvenientes de los enfoques de producto y proceso, argumentando que no existe una única metodología correcta para la enseñanza de la gramática y abogando por un equilibrio variable entre las perspectivas de producto y proceso. La sección segunda reconoce el papel de las diferencias individuales en el estilo de aprendizaje. La tercera sección se centra en la relación entre la enseñanza y el aprendizaje de una segunda lengua, sugiriendo que los alumnos necesitan una enseñanza formal y una exposición informal, y que las dos juntas funcionan mejor que cada una por separado. Por último, la Sección Cuatro considera el papel de la toma de conciencia en la adquisición de la estructura gramatical. Examina la cuestión de si el aprendizaje de una segunda lengua es consciente o inconsciente. Aunque no debe ignorarse la relevancia de los procesos inconscientes, es necesario reevaluar seriamente la noción de conciencia y su papel en el aprendizaje de lenguas.
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