Publicación:

Estrategias de enseñanza basadas en los procesos metacognitivos de estudiantes de FLE para el aprendizaje de la ortografía en la conjugación de los verbos en francés

Resumen

The purpose of the work carried out begins by observing and identifying in the opaque spelling of French ( when grapheme-phoneme do not correpond ) one of the barriers that prevent the correct writing by students of French as a foreign language - FLE and, therefore, various cognitive difficulties and conflicts in language learning. Thus, how to design a pedagogical strategy that was novel and could reduce these difficulties, based on the stimulation of the metacognitive processes of the students and the implementation of the principles and guidelines of the Universal Design of Learning DUA (CAST. 2007), became the question. The research is carried out under the postulates of qualitative research and the hermeneutical approach. The subjects participating in the field work were young and adult foreign languages students, in this case. French as a FLE course, in private lessons and language institutes and also French teachers. The methodology used to determine the learning strategies of FLE students were: the application of a test, designed by Rebecca Oxford (1990), to characterize the study strategies used by students in learning foreign languages. The test was adapted for the case of FLE, additionally, a characterization and a teachers survey was carried out regarding pedagogical strategies for teaching verb conjugation forms in French. As a final product of the research, a methodological proposal was designed accompanied by a didactic tool, consisting of French verbs conjugation charts, with different presentation modes and in accordance with the principles of Universal Learning Design and the methodology proposed in the Bescherelle conjugation book (2019) on the forms of conjugation of verbs.