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Boletín de filología

versión On-line ISSN 0718-9303

Resumen

LIVINGSTONE, Kerwin Anthony  y  FERREIRA, Anita. The effectiveness of a mixed methodological model for the teaching and learning of Spanish as a foreign language. Boletín de Filología [online]. 2009, vol.44, n.2, pp.89-118. ISSN 0718-9303.  http://dx.doi.org/10.4067/S0718-93032009000100004.

This preset article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-est, but without control group. The findings will help to provide researchers, educators and language teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language Learning. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ nguistic and communicative competence. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suited for Second and Foreign Language Acquisition.

Palabras clave : task-ased language learning and teaching; task-ased approach; cooperative approach; cooperative learning; mixed methodological model.

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