Reflexive and cross-linguistic grammar teaching in foreign languages: Curricular analysis for the design of two didactic grammar sequences on the expression of obligation
DOI:
https://doi.org/10.48035/rhsj-fd.23.4Keywords:
grammar instruction, cross-linguistic transfer, didactic sequences, curriculum, foreign languagesAbstract
The reality of language teaching in Spain is still far from a reflexive and cross-linguistic grammar instruction, which is necessary to achieve language proficiency. This situation accounts for the need of methodological devices that facilitate the implementation of such instruction in the classroom. This paper addresses this issue through the analysis of the grammatical elements that students are required to know, and related discursive-cognitive operations that they are expected to perform in the Spanish foreign language curricula (English and French) of Secondary Education. The results showed that knowledge of modalization, the compound sentence, and deixis is relevant at this educational stage, as well as the discursive-cognitive operations of «remembering», «applying», «evaluating» and «creating». These results and previous research findings guided the design of two Egramint didactic grammar sequences (EDGS) in English and French, which followed curricular demands, and addressed curricular shortcomings with activities leading to metalinguistic awareness, and cross-linguistic transfer.
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