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Volume 37, Issue 1
  • ISSN 0213-2028
  • E-ISSN: 2254-6774
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Abstract

Resumen

El Aprendizaje Integrado de Lengua y Contenidos o (por sus siglas en inglés, ) constituye un enfoque ecléctico en el que la lengua meta se emplea como medio para la enseñanza de contenidos de diferentes áreas. En este contexto, las actividades comunicativas de mediación propuestas por el Marco Común Europeo de Referencia (MCER) cobran especial interés. Este estudio a pequeña escala compara, a partir de una actividad de mediación lingüística de procesamiento textual, el rendimiento de dos grupos de alumnos de alemán como lengua extranjera () de nivel A2-B1: uno inmerso en un programa CLIL y otro bajo un enfoque tradicional (grupo no CLIL). A la luz del análisis de los datos se comprueba que los alumnos CLIL demuestran mayor recursividad en el empleo de estrategias de reformulación en la presentación de un texto mediado. Igualmente, los datos permiten observar un efecto positivo en la integración de la L1 en actividades comunicativas de mediación.

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2023-12-01
2024-10-04

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La mediación textual a partir de estrategias de reformulación
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 37, 1 (2024); https://doi.org/10.1075/resla.21018.nad
/content/journals/10.1075/resla.21018.nad
/content/journals/10.1075/resla.21018.nad
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  • Article Type: Research Article
Keyword(s): análisis conversacional; CLIL; conversation analysis; DaF; GFL; mediación textual; procesamiento de textos; text processing; textual mediation

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