Classification of Nouns Based on the Reading of a Poem
Analysis of Didactic Sequences Applied in the High School Classroom
DOI:
https://doi.org/10.48035/rhsj-fd.20.6Keywords:
Grammar, disourse,, Cognitive-Prototypical Approach, secondary school, and literature didacticsAbstract
This paper shows the results of applying a didactic sequence in the first year of adults’ secondary schools in Buenos Aires city. The activities involved were crafted using the perspective of Cognitive-Prototypical Approach (CPA) (Langacker, 1987, 1991; Lakoff, 1987), which states Grammar is a system of tendencies
that reflects a certain society’s worldview. We start from the hypothesis that the discursive approach offered by the CPA overcomes the limitations of operating at sentence level, and therefore allows students a better understanding of grammar categories than the one reached through out-of-context methods.
Through the sequence analysis, we conclude that activities set from a discursive approach contributed to enhance the understanding of the grammar topic and the text interpretation.
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