Comparative Study between Intuitive Knowledge and Reflective Knowledge in the Acquisition of Spanish as a Foreign Language (ELE) from a Cognitive Perspective
DOI:
https://doi.org/10.31185/lark.4690Keywords:
practireflective knowledge; intuitive knowledge; acquisition or learning; significant learning; motivation.Abstract
The theoretical frameworks of Language Sciences, in general, make it possible to make the right decisions when planning our didactic proposals. Considering language as a code or a system of signs or as the personal and individual manifestation of the act of enunciation, produced in a specific communicative situation, makes a great difference in the modality that as teachers we design to enhance the effective and efficient learning of a foreign language.
The interest lies in seeking an improvement in language education. For this reason, we consider it extremely important to articulate the field of knowledge that concerns us with its teaching. In this lies the benefit of bringing the discursive world of the various linguistic theories closer to a public that is not specialized in the area of this knowledge; but who finds appropriate the appropriation of said knowledge to use it in teaching practices.
In this line, we will propose a series of examples that make it possible to think of alternative formats to generate classroom activities that allow reflective and conscious use as opposed to a mechanistic execution.
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