Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2

Este artículo presenta un modelo integral y progresivo de desarrollo lingüístico, concebido para facilitar el aprendizaje efectivo de una segunda lengua o lengua extranjera (L2). Este modelo se basa en teorías educativas como el enfoque por tareas, la teoría de la metacognición y la lingüística cogn...

Full description

Autores:: Luchini, Pedro

Tipo de recurso:: Article of journal

Fecha de publicación:: 2024

Institución:: Universidad de Cartagena

Repositorio:: Repositorio Universidad de Cartagena

Idioma:: spa

id	UCART2_ef45ed84ee95c423c924e774279e520d
oai_identifier_str	oai:repositorio.unicartagena.edu.co:11227/18393
network_acronym_str	UCART2
network_name_str	Repositorio Universidad de Cartagena
repository_id_str
dc.title.spa.fl_str_mv	Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2
dc.title.translated.eng.fl_str_mv	Sequential Linguistic Development Model in L2 (PFIAP): Enhancing Effective Learning of an L2
title	Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2
spellingShingle	Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2 linguistic development L2 teaching comprehensible approach cognitive and metacognition theories pedagogy desarrollo lingüístico enseñanza de L2 enfoque integral teorías cognitivas y metacognitivas pedagogía
title_short	Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2
title_full	Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2
title_fullStr	Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2
title_full_unstemmed	Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2
title_sort	Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2
dc.creator.fl_str_mv	Luchini, Pedro
dc.contributor.author.spa.fl_str_mv	Luchini, Pedro
dc.subject.eng.fl_str_mv	linguistic development L2 teaching comprehensible approach cognitive and metacognition theories pedagogy
topic	linguistic development L2 teaching comprehensible approach cognitive and metacognition theories pedagogy desarrollo lingüístico enseñanza de L2 enfoque integral teorías cognitivas y metacognitivas pedagogía
dc.subject.spa.fl_str_mv	desarrollo lingüístico enseñanza de L2 enfoque integral teorías cognitivas y metacognitivas pedagogía
description	Este artículo presenta un modelo integral y progresivo de desarrollo lingüístico, concebido para facilitar el aprendizaje efectivo de una segunda lengua o lengua extranjera (L2). Este modelo se basa en teorías educativas como el enfoque por tareas, la teoría de la metacognición y la lingüística cognitiva, y tiene como propósito fomentar la participación, la reflexión metacognitiva, la utilización de diversas estrategias de aprendizaje y la aplicación práctica de habilidades lingüísticas en situaciones reales. Estructurado en cinco etapas: Percepción, Focalización, Internalización, Aplicación y Producción (PFIAP), cada una complementada con actividades sugeridas, ofrece una visión concreta de su aplicación. Para demostrar su efectividad, se presentan los resultados de una prueba piloto realizada en un colegio secundario privado en Mar del Plata, donde tres docentes participaron en un grupo focal para evaluar la efectividad del modelo. Los comentarios obtenidos reflejaron tanto los beneficios como los desafíos de su implementación. A partir de estos datos, se destacan algunas implicaciones pedagógicas que subrayan la importancia de adoptar enfoques didácticos dinámicos y centrados en los estudiantes para mejorar el aprendizaje en el aula. Además, se identifican algunas limitaciones y desafíos potenciales en su aplicación. Se sugiere que, con adaptación y revisión continua, este enfoque podría convertirse en una valiosa herramienta pedagógica para la enseñanza de lenguas segundas o extranjeras.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-09-21T15:39:57Z 2024-09-22T10:00:18Z
dc.date.available.none.fl_str_mv	2024-09-21T15:39:57Z 2024-09-22T10:00:18Z
dc.date.issued.none.fl_str_mv	2024-09-21
dc.type.spa.fl_str_mv	Artículo de revista
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.version.spa.fl_str_mv	info:eu-repo/semantics/publishedVersion
dc.type.coarversion.spa.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.spa.fl_str_mv	http://purl.org/coar/resource_type/c_6501
dc.type.content.spa.fl_str_mv	Text
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/article
dc.type.local.eng.fl_str_mv	Journal article
format	http://purl.org/coar/resource_type/c_6501
status_str	publishedVersion
dc.identifier.issn.none.fl_str_mv	2248-485X
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/11227/18393
dc.identifier.doi.none.fl_str_mv	10.32997/RVP-vol.18-num.2-2024-4865
dc.identifier.eissn.none.fl_str_mv	2619-4023
dc.identifier.url.none.fl_str_mv	https://doi.org/10.32997/RVP-vol.18-num.2-2024-4865
identifier_str_mv	2248-485X 10.32997/RVP-vol.18-num.2-2024-4865 2619-4023
url	https://hdl.handle.net/11227/18393 https://doi.org/10.32997/RVP-vol.18-num.2-2024-4865
dc.language.iso.spa.fl_str_mv	spa
language	spa
dc.relation.ispartofjournal.spa.fl_str_mv	Visitas al Patio
dc.relation.bitstream.none.fl_str_mv	https://revistas.unicartagena.edu.co/index.php/visitasalpatio/article/download/4865/3768 https://revistas.unicartagena.edu.co/index.php/visitasalpatio/article/download/4865/3769
dc.relation.citationendpage.none.fl_str_mv	256
dc.relation.citationissue.spa.fl_str_mv	2
dc.relation.citationstartpage.none.fl_str_mv	242
dc.relation.citationvolume.spa.fl_str_mv	18
dc.relation.references.spa.fl_str_mv	Azevedo, R. (2020). Reflections on the field of metacognition: Issues, challenges, and opportunities. Metacognition and Learning, 15(1), 91–98. https://doi.org/10.1007/s11409-020-09231-x. Bialystok, D. M. (1990). Metacognition in second language learning. Applied Psycholinguistics, 11(3), 273-291. Bjork, R. A. (1988). Memory and metamemory considerations in the training of human beings. En Metcalfe, J. y Shimamura, A. P. (Eds.). Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: MIT Press. Bjork, R. A. (1999). Assessing our own competence: Heuristics and illusions. En Gopher, D. y Koriat, A. (Eds.). Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application (pp. 435-459). Cambridge, MA: MIT Press. Brown, A. (1980). Metacognitive development and reading. En Spiro, R., Bruce, B. y Brewer, W. Theoretical issues in reading comprehension (pp.453-481). Hillsdale, NJ: Lawrence Erlbaum. Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. En Weinert, F. E., y Kluwe, R. H. (Eds.). Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Associates. Condemarín, M., Galdames, V. y Medina, A. (1995). Taller de lenguaje. Santiago de Chile: Editorial Dolmen. Cook, V. (2008). Second language learning and language teaching (4th ed.). Londres: Routledge. Djigunovic, J. M. (2001). Beyond language learning strategies: A look at the affective link. Studia Romanica Et Anglica Zagrabiensia (SRAZ), XLV-XL, 1, 11-23. https://core.ac.uk/reader/19891860 Djigunović, J.M. (2000). Beyond language learning strategies: A look at the affective link. Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277-287. Ellis, R. (2003). Task-Based language learning and teaching. Oxford: Oxford University Press. Ellis, R. (2005). Planning and task performance in a second language. Amsterdam: John Benjamins Publishing. Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press. Ellis, R. (2017). Attention, awareness, and individual differences in language learning. En DeKeyser, R. M. (Ed.). The Cambridge handbook of second language acquisition (pp. 190-209). Cambridge: Cambridge University Press. Evans, V. (2009). How words mean: Lexical concepts, cognitive models, and meaning construction. Oxford: Oxford University Press. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. Flavell, J.H. (1985). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall. Gass, S. M. y Selinker, L. (Eds.). (2008). Second language acquisition: An introductory course (3rd ed.). Londres: Routledge. Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann. Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press. Lakoff, G. y Johnson, M. (2003). Metaphors we live by. Chicago, IL: University of Chicago Press. Langacker, R. (2000). Grammar and conceptualization. Berlín: De Gruyter Mouton. Langacker, R. W. (2008). Cognitive grammar: A basic introduction. Oxford: Oxford University Press. Lantolf, J. P. y Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press. Larsen-Freeman, D. (2018). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press. Leow, R. P. y Cai, G. (2015). Individual differences, attention, and awareness in language learning. En Rebuschat, P. (Ed.). Implicit and explicit learning of languages (pp. 143-165). Amsterdam: John Benjamins Publishing Company. Long, M. (1985). Input and second language acquisition Theory. En Gass, S. y Madden, C. (Eds.). Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House. Long, M. (2015). Second language acquisition and task-based language teaching. Chichester: Wiley Blackwell. Long, M. H. (1996). Interaction and second language development: A Vygotskian perspective. Harlow: Pearson Education. Long, M. H. (2007). Methodological issues in the study of learner-learner interaction. En Mackey, A. (Ed.). Conversational interaction in second language acquisition: A collection of empirical studies (pp. 349-377). Oxford: Oxford University Press. Lyster, R. y Ranta, L. (2013). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 35(1), 167-179. Mackey, A. y Gass, S. M. (2016). Second language research: Methodology and design. Londres: Routledge. Mosley, P. (2017). Metacognition in the adult beginner. Cham: Springer. Nelson, T. O. y Narens, L. (1994). Why investigate metacognition? En Metcalfe, J. y Shimamura, A. P. (Eds.). Metacognition: Knowing about knowing (pp. 1-25). Cambridge, MA: MIT Press. Norris, J. M. y Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and qualitative meta-analysis. Language Learning, 50(3), 417-528. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. Oxford, R. (2017). Applied linguistics and second language acquisition. Oxford: Oxford University Press. Oxford, R. y Cohen, A. D. (Eds.). (2003). Language learning motivation: Pathways to the new century. Honolulu, HI: University of Hawaii Press. Pica, T. y Doughty, C. (2016). Learning to learn and teach with collaborative tasks. En Task-based language teaching: Insights from and for L2 writing (pp. 50-67). Amsterdam: John Benjamins Publishing Company. Richard-Amato, P. A. y Snow, M. A. (2015). Academic success for English language learners: Strategies for K-12 mainstream teachers. Upper Saddle River, NJ: Pearson Education. Robinson, P., et al (2012). Attention and awareness in second language acquisition. In S. Gass & A. Mackey (Eds.). The Routledge handbook of second language acquisition (pp. 247-267). Routledge. Robinson, P. (2015). Attention and memory in SLA. En Hinkel, E. (Ed.). Handbook of research in second language teaching and learning Vol. 2 (pp. 435-451). Londres: Routledge. Schmidt, R. (2019). Attention, awareness, and individual differences in language learning. En Han, Z. (Ed.), The Routledge handbook of SLA and psycholinguistics (pp. 61-78). Londres: Routledge. Schraw, G. y Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371. Schumann, J. H. (2017). The neurobiology of learning: Implications for second language acquisition. Cambridge: Cambridge University Press. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press. Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1-14. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. En Gass, S. y Madden, C. (Eds.). Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House. Swain, M. (2000). The Output Hypothesis and beyond: Mediating acquisition through collaborative dialogue. En Lantolf, J. P. (Ed.). Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press. VanPatten, B. y Williams, J. (Eds.). (2015). Theories in second language acquisition: An introduction. Londres: Routledge. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M. y Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14. Williams, J. (2012). The interactional feedback dimension in instructed second language learning: Linking theory, research, and practice. Language and Linguistics Compass, 6(7), 425-439. Willis, J. (1996). A Framework for task-based learning. Londres: Pearson Education. Willis, J. y Willis, D. (2007). Doing task-based teaching. Oxford: Oxford University Press. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. En Boekaerts, M., Pintrich,P. R. y Zeidner, M. (Eds.). Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press. Zimmerman, B. J. (2002). Self-regulated learning and academic achievement: Theory, research, and practice. Nueva York, NY: Springer.
dc.rights.uri.spa.fl_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0
dc.rights.coar.spa.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.accessrights.spa.fl_str_mv	info:eu-repo/semantics/openAccess
rights_invalid_str_mv	https://creativecommons.org/licenses/by-nc-nd/4.0 http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.mimetype.spa.fl_str_mv	application/pdf text/html
dc.publisher.spa.fl_str_mv	Universidad de Cartagena
dc.source.spa.fl_str_mv	https://revistas.unicartagena.edu.co/index.php/visitasalpatio/article/view/4865
institution	Universidad de Cartagena
bitstream.url.fl_str_mv	https://repositorio.unicartagena.edu.co/bitstreams/77cdf952-af75-4842-9f72-046fa07ca713/download
bitstream.checksum.fl_str_mv	021f5f528485c493ad1cccfe332b82bc
bitstream.checksumAlgorithm.fl_str_mv	MD5
repository.name.fl_str_mv	Biblioteca Digital Universidad de Cartagena
repository.mail.fl_str_mv	bdigital@metabiblioteca.com
_version_	1812210156927188992
spelling	Luchini, Pedro2024-09-21T15:39:57Z2024-09-22T10:00:18Z2024-09-21T15:39:57Z2024-09-22T10:00:18Z2024-09-212248-485Xhttps://hdl.handle.net/11227/1839310.32997/RVP-vol.18-num.2-2024-48652619-4023https://doi.org/10.32997/RVP-vol.18-num.2-2024-4865Este artículo presenta un modelo integral y progresivo de desarrollo lingüístico, concebido para facilitar el aprendizaje efectivo de una segunda lengua o lengua extranjera (L2). Este modelo se basa en teorías educativas como el enfoque por tareas, la teoría de la metacognición y la lingüística cognitiva, y tiene como propósito fomentar la participación, la reflexión metacognitiva, la utilización de diversas estrategias de aprendizaje y la aplicación práctica de habilidades lingüísticas en situaciones reales. Estructurado en cinco etapas: Percepción, Focalización, Internalización, Aplicación y Producción (PFIAP), cada una complementada con actividades sugeridas, ofrece una visión concreta de su aplicación. Para demostrar su efectividad, se presentan los resultados de una prueba piloto realizada en un colegio secundario privado en Mar del Plata, donde tres docentes participaron en un grupo focal para evaluar la efectividad del modelo. Los comentarios obtenidos reflejaron tanto los beneficios como los desafíos de su implementación. A partir de estos datos, se destacan algunas implicaciones pedagógicas que subrayan la importancia de adoptar enfoques didácticos dinámicos y centrados en los estudiantes para mejorar el aprendizaje en el aula. Además, se identifican algunas limitaciones y desafíos potenciales en su aplicación. Se sugiere que, con adaptación y revisión continua, este enfoque podría convertirse en una valiosa herramienta pedagógica para la enseñanza de lenguas segundas o extranjeras.This article presents a comprehensive and progressive model of linguistic development, conceived to facilitate the effective learning of a second or foreign language (L2). This model is based on educational theories such as task-based learning, metacognition theory, and cognitive linguistics, aiming to promote active participation, metacognitive reflection, the use of diverse learning strategies, and the practical application of language skills in real-life situations. Structured into five litstages: Perception, Focus, Internalization, Application, and Production (PFIAP), each complemented with suggested activities, it offers a concrete view of its application. To &nbsp;demonstrate &nbsp;its effectiveness, the results of a pilot test conducted at a private secondary school in Mar del Plata are presented, where three teachers participated in a focus group to evaluate the effectiveness of the model. The collected feedback reflected both the benefits and challenges of its implementation. Based on these data, some pedagogical implications were highlighted, emphasizing the importance of adopting dynamic and student-centered teaching approaches to enhance learning in the classroom. Additionally, some limitations and potential challenges in its application were identified. It is suggested that, with continuous adaptation and review, this approach could become a valuable pedagogical tool for teaching second or foreign languages.application/pdftext/htmlspaUniversidad de CartagenaVisitas al Patiohttps://revistas.unicartagena.edu.co/index.php/visitasalpatio/article/download/4865/3768https://revistas.unicartagena.edu.co/index.php/visitasalpatio/article/download/4865/3769256224218Azevedo, R. (2020). Reflections on the field of metacognition: Issues, challenges, and opportunities. Metacognition and Learning, 15(1), 91–98. https://doi.org/10.1007/s11409-020-09231-x.Bialystok, D. M. (1990). Metacognition in second language learning. Applied Psycholinguistics, 11(3), 273-291.Bjork, R. A. (1988). Memory and metamemory considerations in the training of human beings. En Metcalfe, J. y Shimamura, A. P. (Eds.). Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: MIT Press.Bjork, R. A. (1999). Assessing our own competence: Heuristics and illusions. En Gopher, D. y Koriat, A. (Eds.). Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application (pp. 435-459). Cambridge, MA: MIT Press.Brown, A. (1980). Metacognitive development and reading. En Spiro, R., Bruce, B. y Brewer, W. Theoretical issues in reading comprehension (pp.453-481). Hillsdale, NJ: Lawrence Erlbaum.Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. En Weinert, F. E., y Kluwe, R. H. (Eds.). Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Associates.Condemarín, M., Galdames, V. y Medina, A. (1995). Taller de lenguaje. Santiago de Chile: Editorial Dolmen.Cook, V. (2008). Second language learning and language teaching (4th ed.). Londres: Routledge.Djigunovic, J. M. (2001). Beyond language learning strategies: A look at the affective link. Studia Romanica Et Anglica Zagrabiensia (SRAZ), XLV-XL, 1, 11-23. https://core.ac.uk/reader/19891860Djigunović, J.M. (2000). Beyond language learning strategies: A look at the affective link.Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-regulation and co-regulation. European Psychologist, 13(4), 277-287.Ellis, R. (2003). Task-Based language learning and teaching. Oxford: Oxford University Press.Ellis, R. (2005). Planning and task performance in a second language. Amsterdam: John Benjamins Publishing.Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.Ellis, R. (2017). Attention, awareness, and individual differences in language learning. En DeKeyser, R. M. (Ed.). The Cambridge handbook of second language acquisition (pp. 190-209). Cambridge: Cambridge University Press.Evans, V. (2009). How words mean: Lexical concepts, cognitive models, and meaning construction. Oxford: Oxford University Press.Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.Flavell, J.H. (1985). Cognitive development. Englewood Cliffs, NJ: Prentice-Hall.Gass, S. M. y Selinker, L. (Eds.). (2008). Second language acquisition: An introductory course (3rd ed.). Londres: Routledge.Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Portsmouth, NH: Heinemann.Krashen, S. D. (1981). Second language acquisition and second language learning. Oxford: Pergamon Press.Lakoff, G. y Johnson, M. (2003). Metaphors we live by. Chicago, IL: University of Chicago Press.Langacker, R. (2000). Grammar and conceptualization. Berlín: De Gruyter Mouton.Langacker, R. W. (2008). Cognitive grammar: A basic introduction. Oxford: Oxford University Press.Lantolf, J. P. y Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.Larsen-Freeman, D. (2018). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press.Leow, R. P. y Cai, G. (2015). Individual differences, attention, and awareness in language learning. En Rebuschat, P. (Ed.). Implicit and explicit learning of languages (pp. 143-165). Amsterdam: John Benjamins Publishing Company.Long, M. (1985). Input and second language acquisition Theory. En Gass, S. y Madden, C. (Eds.). Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House.Long, M. (2015). Second language acquisition and task-based language teaching. Chichester: Wiley Blackwell.Long, M. H. (1996). Interaction and second language development: A Vygotskian perspective. Harlow: Pearson Education.Long, M. H. (2007). Methodological issues in the study of learner-learner interaction. En Mackey, A. (Ed.). Conversational interaction in second language acquisition: A collection of empirical studies (pp. 349-377). Oxford: Oxford University Press.Lyster, R. y Ranta, L. (2013). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 35(1), 167-179.Mackey, A. y Gass, S. M. (2016). Second language research: Methodology and design. Londres: Routledge.Mosley, P. (2017). Metacognition in the adult beginner. Cham: Springer.Nelson, T. O. y Narens, L. (1994). Why investigate metacognition? En Metcalfe, J. y Shimamura, A. P. (Eds.). Metacognition: Knowing about knowing (pp. 1-25). Cambridge, MA: MIT Press.Norris, J. M. y Ortega, L. (2000). Effectiveness of L2 instruction: A research synthesis and qualitative meta-analysis. Language Learning, 50(3), 417-528.Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.Oxford, R. (2017). Applied linguistics and second language acquisition. Oxford: Oxford University Press.Oxford, R. y Cohen, A. D. (Eds.). (2003). Language learning motivation: Pathways to the new century. Honolulu, HI: University of Hawaii Press.Pica, T. y Doughty, C. (2016). Learning to learn and teach with collaborative tasks. En Task-based language teaching: Insights from and for L2 writing (pp. 50-67). Amsterdam: John Benjamins Publishing Company.Richard-Amato, P. A. y Snow, M. A. (2015). Academic success for English language learners: Strategies for K-12 mainstream teachers. Upper Saddle River, NJ: Pearson Education.Robinson, P., et al (2012). Attention and awareness in second language acquisition. In S. Gass & A. Mackey (Eds.). The Routledge handbook of second language acquisition (pp. 247-267). Routledge.Robinson, P. (2015). Attention and memory in SLA. En Hinkel, E. (Ed.). Handbook of research in second language teaching and learning Vol. 2 (pp. 435-451). Londres: Routledge.Schmidt, R. (2019). Attention, awareness, and individual differences in language learning. En Han, Z. (Ed.), The Routledge handbook of SLA and psycholinguistics (pp. 61-78). Londres: Routledge.Schraw, G. y Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.Schumann, J. H. (2017). The neurobiology of learning: Implications for second language acquisition. Cambridge: Cambridge University Press.Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1-14.Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. En Gass, S. y Madden, C. (Eds.). Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.Swain, M. (2000). The Output Hypothesis and beyond: Mediating acquisition through collaborative dialogue. En Lantolf, J. P. (Ed.). Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.VanPatten, B. y Williams, J. (Eds.). (2015). Theories in second language acquisition: An introduction. Londres: Routledge.Veenman, M. V. J., Van Hout-Wolters, B. H. A. M. y Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3-14.Williams, J. (2012). The interactional feedback dimension in instructed second language learning: Linking theory, research, and practice. Language and Linguistics Compass, 6(7), 425-439.Willis, J. (1996). A Framework for task-based learning. Londres: Pearson Education.Willis, J. y Willis, D. (2007). Doing task-based teaching. Oxford: Oxford University Press.Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. En Boekaerts, M., Pintrich,P. R. y Zeidner, M. (Eds.). Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.Zimmerman, B. J. (2002). Self-regulated learning and academic achievement: Theory, research, and practice. Nueva York, NY: Springer.https://creativecommons.org/licenses/by-nc-nd/4.0http://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessEsta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.https://revistas.unicartagena.edu.co/index.php/visitasalpatio/article/view/4865linguistic developmentL2 teachingcomprehensible approachcognitive and metacognition theoriespedagogydesarrollo lingüísticoenseñanza de L2enfoque integralteorías cognitivas y metacognitivaspedagogíaModelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2Sequential Linguistic Development Model in L2 (PFIAP): Enhancing Effective Learning of an L2Artículo de revistainfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articleJournal articlePublicationOREORE.xmltext/xml2598https://repositorio.unicartagena.edu.co/bitstreams/77cdf952-af75-4842-9f72-046fa07ca713/download021f5f528485c493ad1cccfe332b82bcMD5111227/18393oai:repositorio.unicartagena.edu.co:11227/183932024-09-22 05:00:18.562https://creativecommons.org/licenses/by-nc-nd/4.0metadata.onlyhttps://repositorio.unicartagena.edu.coBiblioteca Digital Universidad de Cartagenabdigital@metabiblioteca.com

Modelo de desarrollo lingüístico secuencial en L2 (PFIAP): potenciando el aprendizaje efectivo de una L2

Publicaciones similares