Didactics of conversational competence in foreign languages: towards a new sequential-intercultural model
DOI:
https://doi.org/10.47553/rifop.v99i38.3.106830Abstract
The article analyzes that current approaches to the didactics of conversational competence in foreign languages are still descriptive for the achievement of spontaneous, creative and contextualized conversational practices by learners. To address this problem, the article proposes a theoretical model that integrates the problematizing systematization of conversational topics and the co-construction of intercultural dialogue, from a coherent didactic logic. Additionally, the article presents a proposal of methodological actions that guide the teacher in the development of conversational practice in the foreign language classroom. The holistic dialectical method was used in the theoretical conception of the model and a small-scale qualitative study was conducted to test the effectiveness of its application. This study included conversation analysis as a technique to collect and interpret the data obtained from an oral corpus created ad hoc. Data processing was performed with the free corpus processing software LancsBox, version 6.0. The proposed methodological actions had a positive effect on the students, who demonstrated enhanced command of sequential, interactive, politeness and sociocultural structures. The results suggest that the didactic systematization of the sequential-thematic structure of conversation from a contextualized interpretation of intercultural relations represents a novel approach for teachers to develop conversational competence in foreign languages. Consequently, it is deemed essential to extend the proposal to groups of foreign language learners from diverse national and linguistic backgrounds, as evidence to the pedagogical value of these outcomes.
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