Las estrategias de aprendizaje en la instrucción de lenguas extranjeras

Díaz, González; Luís, José

doi:10.1174/02109399860341942

Cited by 2 publications

(5 citation statements)

References 16 publications

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“…Miras (2000) discussed the aspects that potentially make writing a particularly powerful instrument for intellectual self-regulation and awareness, and she also supported the role of instruction on reflective writing. Learning strategies also appear associated with particular disciplines, for example, mathematics (Barberà, 1995); natural sciences (Pozo et al, 1995;Balluerka & Gorostiaga, 2002); social sciences (Pozo, 2002;Quinquer, 2005); and foreign languages (González & Asensio, 1998). Most of the research mentioned has been done in secondary schools, but there have also been projects carried out by teachers in their own pre-school classrooms (Real & Tena, 2005).…”

Section: Learning Strategiesmentioning

confidence: 99%

The development of learning to learn in Spain

Moreno

Martín

2007

The Curriculum Journal

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In this article, we describe how the concept of 'learning to learn' has developed in Spain, and give you an overview of relevant Spanish projects. First, we sketch out how this approach has developed in Spanish educational laws. We then give examples of research projects, assessment instruments and instructional programmes pertinent to each of the four main concepts of learning to learn in Spain-study techniques, learning to reason, learning strategies and metacognitive learning. We also try to focus on the social and emotional aspects of learning to learn. To this end, we discuss cooperative learning, the parent's role in academic self-regulation, motivation and self-esteem. We come to the conclusion that the Spanish school system and Spanish research groups are both profoundly interested in learning to learn. Nevertheless, we still find weak points in the results achieved by students and teachers, as well as in the theoretical models and assessment tools. Therefore, we propose some improvements to learning to learn in Spain.

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Section: Learning Strategiesmentioning

confidence: 99%

The development of learning to learn in Spain

Moreno

Martín

2007

The Curriculum Journal

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“…Pero estas posiciones han sido muy criticadas y, en su contra, los datos neurolingüísticos indican dos ideas interesantes: 1 ª) el aprendizaje de L2 parece ser mejor y más fácil, al menos en las etapas iniciales, cuanto mayor es el individuo; 2ª) los adultos pueden obtener niveles se mejantes a los del hablante nativo en fonología, sintaxis y comprensión. En definitiva, no hay razones conceptuales ni empíricas suficientes para justificar la toma de decisiones educativas basadas en la hipótesis del período crítico, aunque pueda haber otros tipos de factores relacionados con la edad que sí puedan ser relevantes para la educación (como hemos indicado en González, 1995) .…”

Section: La Gu Y La Aslunclassified

“…basada en la activación del conocimien to previo de Ll en combinación con otras variables instruccionales, en tre ellas el uso del feedback negativo, tal vez podría conseguir mejorar dicho problema. Con el objetivo de comprobar esta hipótesis hemos rea li zado dos de los estudios presentados en González (1995). (Anderson, 1983(Anderson, , 1985.…”

Section: F) Las Teorías Cognitivas L La Teoría Cognitiva Y El Aprendunclassified

“…Evidentemente, vamos a exponer las propuestas generales de los principales y más diferenciados marcos teóricos sobre la ASL (in cluyendo a partir de ahora en este concepto, tanto la adquisición de se gundas lenguas estrictamente hablando como el aprendizaje de lenguas extranjeras o ALE). Una exposición más detallada puede verse en las revisiones de Ellis (1985), McLaughlin (1987), Beebe (1988), Larsen Freeman & Long (199 1), y González (1995). Además, en español dis ponemos de la traducción de bastantes trabajos fundamentales en Liceras (199 1) y de la traducción de la obra general ya mencionada de Larsen-Freeman & Long.…”

Section: Introduccion 155unclassified

“…Habitualmente, y en un sentido general, las siglas "L2" hacen re ferencia al término "segundas lenguas". Sin embargo, como ya explica mos en González (1995), consideramos que esta interpretación general pe rmite también una distinción fundamental en nuestro objeto de estu dio: la diferencia entre las "segundas lenguas" (L2) en sentido estricto y las "lenguas extranjeras" (LE). Por otro lado, más adelante iremos vien do que hay autores (sobre todo Krashen) que distinguen la "adquisi ció n" del "aprendizaje".…”

Section: Introduccion 155unclassified

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Las Teorías sobre el Aprendizaje de Segundas Lenguas

Díaz¹,

Asensio²

1996

AFIAL

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In this work we reflect on the main theoretical models which have been formulated with the intention of explaining second language learning. We have chosen six approaches: the interlanguage theory, the linguistic theories (mainly the linguistic universals and Universal Grammar model, derived from the writings of Chomsky), the neurolinguistic or neurofunctional perspectives, the sociolinguistic and psychosocial approaches, the Monitor Model (elaborated by Krashen and very well-known by second/foreign language teachers), and finally the contributions made from cognitive psychology (that is to say, the two models proposed by Bialystok, McLaughlin's theory and the lntegrated Theory of lnstructional Second Language Learning formulated by Ellis). Given the great importance that this curricular content has got lately, we also give some comments on which ones of these principal theories could fit better on the educational reality of a kind of learning which is very complex and difficult to achieve appropriately. As it is shown here, we need a deeper and slower reflection than that which is currently done on the curricular level, and a reflection which, although has not an immediate direct application, we are convinced that will be the basis of an interesting work in the medium and long-term.

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Las estrategias de aprendizaje en la instrucción de lenguas extranjeras

Cited by 2 publications

References 16 publications

The development of learning to learn in Spain

The development of learning to learn in Spain

Las Teorías sobre el Aprendizaje de Segundas Lenguas

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