PROGRAMA NACIONAL DE FORMACIÒN Y CAPACITACIÒN PERMANENTE 2011
UNIVERSIDAD NACIONAL “SAN LUIS GONZAGA” DE ICA
Spanish speakers use these two verbs correctly, accurately and automatically as they have "acquired" thatability in the normal development of language.In many cases, it is only through the study of English to realize the difference in meaning of these two verbs.Would you say being in the presence of a case in which one learns about through learning?Widdowson, seems to favor the use of mother tongue in language teaching. He proposes the scheme-to-Discourse Discourse which is based on 3 principles, the principle of rational appeal, the principle of integrationand the principle of control. When explaining the first principle states the following: "... language learnersshould be aware of what they are doing when performing language tasks, should be guided to recognize thatthese tasks relate to how they use their own language for the achievement of genuine communication. Thisprinciple naturally leads to the association of the language is learned is already known and use of language for the exploration and extension of their knowledge. "This author suggests exercises "instead of illocutionary acts or speech acts operating in the acts of theindividual, which makes call students' attention to the way in which these events differ in their realization in 2languages ".It is important to note that at times some exercises in the textbooks of the students have instructions toperform them are given in a language level higher than students have. If you want the students to performproperly, it is advisable to give instructions on what to allow compliance with the objective of the exercise in aproper way. Similarly, the student should be allowed to use their own language to ask for some clarification onthe language aspect that should be familiar with.Bolitho, states that "at times in language teaching you have to allow students to say what they mean, and if they do that, you're going to have to let them use their mother tongue at times."Whorf quotes Clark6 who "believes that different languages impose different worldviews in their speakers andto learn a new language involves a new conceptual framework." At this point, there is the light of experience, that learning a language is not simply changing the labels fromone language to another. It is book which said book or change the word house to house or maison. In thisregard, Widdowson4 states that "knowledge of a language means not only knowledge of the rules thatgenerate an infinite number of sentences, but the knowledge of the rules governing the use of prayers for appropriate addresses," and to generate proper addresses, adding that more than a simple change of labels.Take for example the word lunch in Spanish. When spoken, heard or read, have a different implication for different Spanish speakers. Lunch does not mean the same to a Cuban for an Argentine or a native of Andalusia in Spain. And this happens within the framework of a common language. This word will evokedifferent experiences in each of the speakers mentioned, according to their own experiences and culture, timeto do it, you eat food, where is, and so on. So what would be the result of simply teaching that lunch in Spanishis to Have lunch déjeuner in English or in French?One of the most significant arguments against the use of language is that it is responsible for a series of errors, so-called interlingual causes of errors or external interference or negative language transfer. On this,Clark said: "If we try to apply the stimulus-response theory to the problem of translation, we become entangledin a web of conflicting arguments. For example, we argue that learning to produce words in a new languagethe student acquires an additional set of responses to stimuli that originally caused only answers in thelanguage. Two sets of answers to the same stimuli must be kept distinct if it is to not interfere with each other.This seems to be the argument which has influenced those opposed to the use of language in the classroom.However, one could also argue that when the subject is learning the meaning of words in the new language,language can be very useful. "