Análisis de la secuenciación de actividades en materiales de phrasal verbs: una propuesta didáctica basada en el modelo PC

Aitor Garcés-Manzanera

Resumen


En los últimos años, han surgido una gran cantidad de materiales destinados a la enseñanza-aprendizaje de phrasal verbs para estudiantes de inglés como lengua extranjera. En este sentido, la mayoría de estos materiales no sigue ningún patrón fijado en lo que respecta a la secuenciación de actividades, así como en lo que concierne a la presentación del concepto. Por ende, el presente artículo persigue analizar las carencias existentes en materiales de diversas editoriales desde un punto de vista cognitivo y pedagógico (relacionándolos, en este caso, con el tradicional modelo de secuenciación P-P-P). Así, se ha realizado un análisis pedagógico-cognitivo de una selección de materiales de phrasal verbs de diferentes niveles de competencia. A la luz de las carencias observadas, se ha planteado una propuesta didáctica con una secuencia eficiente dentro del modelo PC (basado en Procesos Comunicativos) para promover la automatización de estas estructuras particulares en el repertorio activo de uso de la lengua por estudiantes de niveles diversos.


Palabras clave


secuenciación de actividades; modelo PC; materiales de phrasal verbs; desarrollo de materiales

Texto completo:

PDF (English)

Referencias


Anderson, J., & Fincham, J. (1994). Acquisition of Procedural skills from examples. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1322-1340.

Anderson, J., & Schunn, C. (2000) Implications of the ACT-R Learning Theory: No Magic Bullets. In R. Glaser (Ed.) Volume 5: Educational Design and Cognitive Science. Advances in Instructional Psychology (pp. 1-34) London: Routledge.

Brumfit, C. J. (1979). ‘Communicative’ language teaching: an educational perspective. In C. J. Brumfit & K. Johnson (Eds.), The communicative approach to language teaching (pp. 183-191). Oxford: Oxford University Press.

Criado, R. (2008). Patterns of activity sequencing in the teaching of English as a foreign language and their effects on learning: a quasi-experimental study. Dissertation. University of Murcia, Spain. 4th July 2016. http://www.tesisenred.net/handle/10803/10817;jsessionid=65E- 2D3E5211A2BD18FA7FD8C2D08DE22

Criado, R. (2009). The “Communicative Processes-Based Model of Activity Sequencing” (CPM): A cognitively and pedagogically sound alternative to the P-P-P sequencing Model in ELT. Odisea: Revista de Estudios Ingleses, 10, 33-56.

Criado, R. (2010). The impact of activity sequencing on the difference between ELT methods: A critical analysis of sample units. Porta Linguarum, 14(1), 7-28.

Criado, R. (2013). A critical review of the Presentation-Practice-Production Model (PPP) in Foreign Language Teaching. In R. Monroy (Ed.), Homenaje a Francisco Gutiérrez Díez (pp. 97-115). Murcia: Edit.um.

Dainty, P., & Kent, P. (1991). PVs in context. Macmillan.

DeKeyser, R. (1998). “Beyond focus on form: cognitive perspectives on learning and practicing second language grammar”. In C. Doughty and J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 42-63). Cambridge: Cambridge University Press.

DeKeyser, R. (2009). Cognitive-psychological processes in second language learning. In M. Long & C. Doughty (Eds.), Handbook of second language teaching (pp. 119-138). Oxford: Blackwell.

DeKeyser, R. (2015). Skill Acquisition Theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd ed., pp. 94-112). New York: Routledge.

DeKeyser, R., & Criado, R. (2013). Automatization, skill acquisition, and practice in second language acquisition. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1-5). London: Blackwell.

Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Gibbons, J. (1989). Instructional cycles. English Teaching Forum, 27(3), 6-11.

Howatt, A. (1984). A history of English language teaching. Oxford: OUP.

Johnson, K. (1982). Communicative syllabus design and methodology. Oxford: Pergamon Press Ltd.

Johnson, K. (1994). Teaching declarative and procedural knowledge. In M. Bygate, A. Tonkin & E. Williams (Eds.), Grammar and the language teacher (pp. 121-131). London: Prentice Hall.

Johnson, K. (1996). Language teaching and skill learning. Oxford: Blackwell.

Lewis, M. (1993). The Lexical Approach. Hove, England: LTP Teacher Training.

Lewis, M. (1996). Implications of a lexical view of language. In D. Willis & J. Willis (Eds.), Challenge and change in language teaching (pp. 10-16). Oxford: Heinemann.

Littlewood, W. (1981). Communicative language teaching. An introduction. Cambridge: Cambridge University Press.

Maftoon, P., & Sarem, S. (2012). A critical look at the Presentation, Practice, Production (PPP) approach: challenges and promises for ELT. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 3(4), 31-36.

Marks, L., & Devlin, E. (2015). English world student’s book ESO 4. Chittenden: Burlington.

McCarthy, M., & O’Dell, F. (2004). English PVs in use. Ernst Klett Sprachen. procedural Model”. Cognition, 92, 231-270.

Roberts, J. T. (2004). The communicative approach to language teaching: The king is dead! Long live the king!. International Journal of English Studies, 4(1), 1-37.

Salaberry, M. R. (2018). Declarative versus procedural knowledge. The TESOL Encyclopedia of English language teaching, 1-7.

Sánchez, A. (1993). Hacia un método integral en la enseñanza de idiomas. Madrid: SGEL, S. A.

Sánchez, A. (2001). “Sequencing of Activities and Motivation”. In V. Codina Espurz & E. Alcón Soler (Eds), Language learning in the foreign language classroom (pp. 116-132). Castellón: Universidad Jaume I.

Sánchez, A. (2004). Enseñanza y aprendizaje en la clase de idiomas. Madrid: SGEL, S. A.

Scrivener, J. (1994). PPP and after. The Teacher Trainer, 8(1), 15-16.

Sharwood-Smith, M. (2008) ‘Input enhancement in instructed SLA’. Studies in Second Language Acquisition, 15(2), pp. 165–179. doi: 10.1017/S0272263100011943.

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.

Sharwood Smith, M. (1993). Input enhancement in treatment SLA: theoretical bases. Studies in Second Language Acquisition, 15, 165-179.

Spada, N. (2007). Communicative language teaching. In C. Davison & J. Cummins (Eds.), International handbook of English language teaching (pp. 271-288). Springer, Boston, MA.

Thim, S. (2012). PVs. The English verb-particle construction and its history. Berlin, Germany: Walter DeGruyter.

Tomlinson, B. (2009). Principles of effective materials development. In N. Harwood (Ed.), English language teaching materials: theory and practice (pp. 81-108). Cambridge: Cambridge University Press.

Tomlinson, B. (2011). Introduction: Principles and procedures of materials development. In B. Tomlinson (Ed.), Materials Development in Language Teaching. (pp. 1-32), Cambridge: Cambridge University Press.

Towell, R., & Hawkins, R. D. (1994). Approaches to second language acquisition. Multilingual matters.

Ullman, M. T. (2004). Contributions of Memory Circuits to Language: The declarative/procedural model. Cognition, 92(1-2), 231-270.

Ullman, M. T. (2016). The declarative/procedural model: A neurobiological model of language learning, knowledge, and use. In Neurobiology of language (pp. 953-968). Academic Press

Ullman, M. T., Estabrooke, I. V., Seinhaure, K., Brovetto, C., Pancheva, R. Ozawa, K., et al. (2002). Sex differences in the neurocognition of language. [Abstract]. Brain and Language, 83, 141-143.

White, L. (1987). Against comprehensible input: the input hypothesis and the development of second-language competence. Applied Linguistics, 8(2), 95-110.

Wilkins, D. A. (1974). Second-language learning and teaching. London: Edward Arnold.

Willis, J. (1996). A framework for task-based learning. Essex: Addison Wesley Longman.

Wong, W., & Van Patten, B. (2003). The best English: A claim for the superiority of received standard English. Society for Pure English, 39, 603-621.

Woodward, T. (1993). Changing the basis of pre-service TEFL training in the U.K. IATEFL TT SIG Newsletter, 13, 3-5.




DOI: https://doi.org/10.1344/did.2020.8.156-175

Enlaces refback

  • No hay ningún enlace refback.




Copyright (c) 2020 Aitor Garcés-Manzanera

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-CompartirIgual 4.0 Internacional.

Licencia de Creative Commons
Este obra está bajo una licencia de Creative Commons Reconocimiento-CompartirIgual 4.0 Internacional.
RCUB revistesub@ub.edu Avís Legal RCUB Universitat de Barcelona