Linguistic landscape and pragmatic competence development: Towards an integrative pedagogical model

Manuel Macías Borrego

doi:10.30827/portalin.viXII.33268

Autores/as

Manuel Macías Borrego Universidad Rey Juan Carlos

DOI:

https://doi.org/10.30827/portalin.viXII.33268

Palabras clave:

Competencia pragmática, inglés lengua extranjera, Paisaje lingüístico, Pragmática

Resumen

Este artículo explora el concepto de paisaje lingüístico, refiriéndose al lenguaje escrito en espacios públicos, y su papel en el desarrollo de la competencia pragmática en inglés como lengua extranjera (ILE). Presenta un método de enseñanza que incorpora señalización instructiva dentro del paisaje lingüístico para ayudar a los estudiantes a comprender los aspectos pragmáticos de la cortesía. El enfoque se aplicó en un curso de Traducción en nivel B2, donde los estudiantes analizaron y revisaron señales para reflejar diferentes objetivos pragmáticos. Los resultados se evaluaron utilizando el Modelo Integrado de Competencia Pragmática de Mao et al. (2021) El estudio destacó que la cortesía y la descortesía van más allá del vocabulario y la gramática, alentando a los estudiantes a involucrarse de manera crítica con estos conceptos. Los hallazgos subrayan el valor de integrar elementos lingüísticos del mundo real en la educación de lenguas para una comprensión más profunda de los contextos pragmáticos.

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Biografía del autor/a

Manuel Macías Borrego, Universidad Rey Juan Carlos

University professor in English Philology at Rey Juan Carlos University (URJC), specializing in Applied Linguistics, particularly Pragmatics and Error Analysis in second and foreign language acquisition. He holds a Ph.D. in English Philology from Complutense University of Madrid, with honors, and a Master's in Digital and Contemporary Humanities. He has authored several monographs and scientific articles published in prestigious journals, focusing on language learning and applied linguistics.

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