Modelos de secuenciación en la didáctica de las lenguas extranjeras

Autores/as

  • Paolo Torresan Università Ca’ Foscari, Venezia

Palabras clave:

Secuenciación didáctica, posmétodo, estrategias didácticas

Resumen

Este ensayo tiene como objeto la representación de los modelos de secuenciación más notables en la didáctica de las lenguas extranjeras. Empezamos con la secuenciación didáctica de tipo PPP (Presentation, Practice, Production), que tuvo una especial difusión a través del método estructural. A continuación consideramos un modelo de secuenciación que se reconoce como compatible con un enfoque comunicativo: el modelo de la unidad didáctica, planteado por autores italianos (Freddi 1979, 1994, Porcelli, 1994; Balboni, 1994, 2008, 20082; Vedovelli 2002). Seguimos con el modelo de la Deep-end Strategy, formulado por Johnson (1980) y reformulado por Harmer (2001). Finalmente describimos la didáctica por threads, de Woodward (1998), la cual, en nuestra opinión, encaja con la concepción estético-narrativa de la didáctica avanzada de Thornbury (1999a).

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Publicado

2015-03-26

Cómo citar

Torresan, P. (2015). Modelos de secuenciación en la didáctica de las lenguas extranjeras. Huarte De San Juan. Filología Y Didáctica De La Lengua, (15), 9–21. Recuperado a partir de http://revista-hsj-filologia.unavarra.es/article/view/3095

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Estudios