{"id":14330,"date":"2019-06-11T12:29:09","date_gmt":"2019-06-11T10:29:09","guid":{"rendered":"https:\/\/clic.es\/formacion\/?p=14330"},"modified":"2019-06-11T12:55:30","modified_gmt":"2019-06-11T10:55:30","slug":"aprendiendo-espanol-chats-ii","status":"publish","type":"post","link":"https:\/\/clic.es\/formacion\/aprendiendo-espanol-chats-ii\/","title":{"rendered":"APRENDIENDO ESPA\u00d1OL A TRAV\u00c9S DE LOS CHATS (II)"},"content":{"rendered":"

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En el primer art\u00edculo dedicado al uso de los chats en el aula de espa\u00f1ol<\/a><\/em> como lengua segunda y extranjera comentamos las semejanzas y diferencias entre la conversaci\u00f3n oral y escrita. Toca ahora el turno de ver qu\u00e9 posibles aplicaciones pr\u00e1cticas se derivan de todo ello para el proceso de aprendizaje y ense\u00f1anza del espa\u00f1ol.<\/p>\n

Hace poco tiempo, mi colega de formaci\u00f3n de los cursos de profesores de ingl\u00e9s, Mike Carter, nos habl\u00f3 de las actividades basadas en la reconstrucci\u00f3n de mensajes y las t\u00e9cnicas de noticing <\/em>(concienciaci\u00f3n y foco). En sus propias palabras se trata de \u201cuna predisposici\u00f3n sicol\u00f3gica para notar algo conscientemente\u201d del mismo modo que cuando una pareja est\u00e1 embarazada no hace m\u00e1s que ver embarazos y coches de beb\u00e9s, o cuando est\u00e1 pensando en comprarse un coche de cierta marca los ve circular por la calle m\u00e1s que nunca.<\/p>\n

Al parecer esta t\u00e9cnica refuerza la adquisici\u00f3n y aprendizaje: No noticing, no acquisition <\/em>(Ellis, 1989). Hay dos argumentos b\u00e1sicos para ello:<\/p>\n

    \n
  1. El alumno necesita poner atenci\u00f3n a las caracter\u00edsticas ling\u00fcisticas <\/strong>del input<\/em> para apropiarse de \u00e9l:<\/li>\n
  2. El alumno necesita comparar las diferencias <\/strong>entre el input<\/em> nativo y su propia producci\u00f3n: notice the gap<\/em>.<\/strong><\/li>\n<\/ol>\n

    Es decir, la concienciaci\u00f3n es un atajo para la adquisici\u00f3n y el aprendizaje. Si recordamos algunas de las caracter\u00edsticas propias de la conversaci\u00f3n escrita veremos que el alumno ha de reconstruir un mensaje, en cierto modo, \u201cdeconstruido\u201d.<\/p>\n

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    As\u00ed pues, la idea es seleccionar mensajes de chat <\/em>genuinos que tengan que ver con el tema de la clase y pedir a los alumnos que lo reconstruyan. Estos ejemplos han sido extra\u00eddos de una investigaci\u00f3n de Sonia S\u00e1nchez sobre la escritura de los j\u00f3venes en los chats en el s. XXI (2015):<\/p>\n

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    Algunas de las simplificaciones analizadas por la autora nos demuestran un cierto consenso en la comunidad de usuarios que va cambiando con las modas de manera muy continua y paulatina:<\/p>\n

    \u201cted-\u201c por \u201cte echo de menos\u201d<\/p>\n

    \u201ct tien lokta\u201d por \u201cte tiene loquita\u201d<\/p>\n

    \u201ces nbidioso\u201d por \u201ces envidioso\u201d<\/p>\n

    \u201cya toy aki\u201d por \u201cya estoy aqu\u00ed\u201d<\/p>\n

    \u201cqrs ablar?\u201d por \u201c\u00bfQuieres hablar?\u201d<\/p>\n

    \u201cq tl stas wapa?\u201d por \u201cQu\u00e9 tal est\u00e1s guapa?<\/p>\n

    \u201cxfa, ns bmos dspues d kls\u201d por \u201cPor favor, nos vemos despu\u00e9s de clase\u201d<\/p>\n

    \u201cQtal? e vst a juan st smn no sldr el sbad q aces t?\u201d por \u201c\u00bfQu\u00e9 tal? He visto a<\/p>\n

    Juan esta semana, no saldr\u00e1 el s\u00e1bado. \u00bfQu\u00e9 haces t\u00fa?\u201d<\/p>\n

     <\/p>\n

    \u00bfQu\u00e9 se te ocurre hacer en tus clase con todo este material?<\/p>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section][et_pb_section bb_built=\u00bb1″ admin_label=\u00bbsection\u00bb fullwidth=\u00bboff\u00bb specialty=\u00bboff\u00bb transparent_background=\u00bboff\u00bb background_color=\u00bb#f9f9f9″ allow_player_pause=\u00bboff\u00bb inner_shadow=\u00bboff\u00bb parallax=\u00bboff\u00bb parallax_method=\u00bboff\u00bb padding_mobile=\u00bboff\u00bb make_fullwidth=\u00bboff\u00bb use_custom_width=\u00bboff\u00bb width_unit=\u00bbon\u00bb make_equal=\u00bboff\u00bb use_custom_gutter=\u00bboff\u00bb custom_padding=\u00bb10||10|\u00bb custom_css_main_element=\u00bbpadding-top: 10px;||padding-bottom: 10px;||margin-bottom: 3em;\u00bb custom_padding_tablet=\u00bb50px|0|50px|0″ custom_padding_last_edited=\u00bbon|desktop\u00bb prev_background_color=\u00bb#ffffff\u00bb inner_width=\u00bbauto\u00bb inner_max_width=\u00bbnone\u00bb global_module=\u00bb12256″][et_pb_row admin_label=\u00bbrow\u00bb global_parent=\u00bb12256″ make_fullwidth=\u00bbon\u00bb use_custom_width=\u00bboff\u00bb width_unit=\u00bbon\u00bb use_custom_gutter=\u00bbon\u00bb padding_mobile=\u00bboff\u00bb allow_player_pause=\u00bboff\u00bb parallax=\u00bboff\u00bb parallax_method=\u00bboff\u00bb make_equal=\u00bboff\u00bb gutter_width=\u00bb2″ background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb background_size=\u00bbinitial\u00bb module_class=\u00bb et_pb_row_fullwidth et_pb_row_fullwidth\u00bb width=\u00bb94%\u00bb width_tablet=\u00bb80%\u00bb width_last_edited=\u00bbon|desktop\u00bb max_width=\u00bb94%\u00bb max_width_tablet=\u00bb80%\u00bb max_width_last_edited=\u00bbon|desktop\u00bb][et_pb_column type=\u00bb1_4″][et_pb_image admin_label=\u00bbAntonio Pic\u00bb global_parent=\u00bb12256″ src=\u00bbhttps:\/\/clic.es\/formacion\/wp-content\/uploads\/2015\/08\/antonio-orta-150.png\u00bb show_in_lightbox=\u00bboff\u00bb url_new_window=\u00bboff\u00bb animation=\u00bboff\u00bb sticky=\u00bboff\u00bb align=\u00bbleft\u00bb force_fullwidth=\u00bboff\u00bb always_center_on_mobile=\u00bbon\u00bb use_border_color=\u00bboff\u00bb border_color=\u00bb#ffffff\u00bb border_style=\u00bbsolid\u00bb use_overlay=\u00bboff\u00bb animation_style=\u00bbnone\u00bb animation_duration=\u00bb1000ms\u00bb animation_intensity_slide=\u00bb50%\u00bb show_bottom_space=\u00bbon\u00bb align_last_edited=\u00bbon|desktop\u00bb align_tablet=\u00bbcenter\u00bb]<\/p>\n

    \u00a0<\/p>\n

    [\/et_pb_image][\/et_pb_column][et_pb_column type=\u00bb3_4″][et_pb_text admin_label=\u00bbAntonio Orta\u00bb global_parent=\u00bb12256″ background_layout=\u00bblight\u00bb text_orientation=\u00bbleft\u00bb use_border_color=\u00bboff\u00bb border_color=\u00bb#ffffff\u00bb border_style=\u00bbsolid\u00bb text_font=\u00bb|on|||\u00bb text_font_size=\u00bb18″ custom_margin=\u00bb||5|\u00bb background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb background_size=\u00bbinitial\u00bb]<\/p>\n

    Antonio Orta<\/p>\n

    [\/et_pb_text][et_pb_text admin_label=\u00bbAuthor Title\u00bb global_parent=\u00bb12256″ background_layout=\u00bblight\u00bb text_orientation=\u00bbleft\u00bb use_border_color=\u00bboff\u00bb border_color=\u00bb#ffffff\u00bb border_style=\u00bbsolid\u00bb text_font=\u00bb||on||\u00bb custom_margin=\u00bb5|||\u00bb text_font_size=\u00bb14″ background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb background_size=\u00bbinitial\u00bb]<\/p>\n

    Responsable del departamento de espa\u00f1ol de Clic International House Sevilla<\/p>\n

    [\/et_pb_text][et_pb_divider global_parent=\u00bb12256″ color=\u00bb#a5a5a5″ show_divider=\u00bbon\u00bb divider_style=\u00bbsolid\u00bb divider_position=\u00bbtop\u00bb hide_on_mobile=\u00bbon\u00bb height=\u00bb5px\u00bb disabled_on=\u00bbon|on|off\u00bb]<\/p>\n

    \u00a0<\/p>\n

    [\/et_pb_divider][et_pb_text admin_label=\u00bbAuthor Bio\u00bb global_parent=\u00bb12256″ background_layout=\u00bblight\u00bb text_orientation=\u00bbleft\u00bb use_border_color=\u00bboff\u00bb border_color=\u00bb#ffffff\u00bb border_style=\u00bbsolid\u00bb background_position=\u00bbtop_left\u00bb background_repeat=\u00bbrepeat\u00bb background_size=\u00bbinitial\u00bb]<\/p>\n

    Antonio Orta es director del departamento de formaci\u00f3n de profesores de Clic International House Sevilla. Licenciado en Filolog\u00eda Hisp\u00e1nica y Doctor en Lenguas Modernas y Espa\u00f1ol como Lengua Extranjera. Profesor colaborador en programas de posgrado de las universidades Pablo Olavide, Valencia y Barcelona. Coautor de Soy profesor\/a. Aprender a ense\u00f1ar<\/em> de la editorial Edelsa y de La formaci\u00f3n del profesorado de espa\u00f1ol: innovaci\u00f3n y reto<\/em> de la editorial Difusi\u00f3n.<\/p>\n

    Si quieres, puedes leer otras contribuciones suyas en este blog.<\/a><\/span><\/p>\n

    [\/et_pb_text][\/et_pb_column][\/et_pb_row][\/et_pb_section]<\/p>\n","protected":false},"excerpt":{"rendered":"

    \n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t\t\n\t\t\t<\/div> En el primer art\u00edculo dedicado al uso de los chats en el aula de espa\u00f1ol como lengua segunda y extranjera comentamos las semejanzas y diferencias entre la conversaci\u00f3n oral y escrita. 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