Grammar as a function of textual comprehension from the cognitive-communicative and sociocultural approach

Authors

DOI:

https://doi.org/10.58594/rtest.v4i3.132

Keywords:

Difficulties, teaching, grammar, comprehension, approach

Abstract

When students reach pre-university level, they have difficulties with grammar, as one of the most important components of the subject of Literature and Language. This paper deals with the teaching of grammar based on textual comprehension according to the cognitive, communicative and sociocultural approach with 10th grade students. It shows the authors' reflections in relation to this topic, which has as its essential objective the development of the communicative competence of the students. This has opened a new horizon in terms of the study of grammatical structures to solve the inadequacies found in students of high school.

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References

Alonso Tapia, J. (1993). La comprensión lectora. McGraw-Hill.

Bello A (1994) Gramática de la lengua castellana destinada al uso de los americanos. Imprenta del progreso.

Colás-Téllez, O. (2016). La aplicación del enfoque cognitivo – comunicativo y sociocultural: una necesidad para el logro de la competencia comunicativa eficiente en los escolares primarios. Maestro Y Sociedad, 11(1), 61–68. https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/1649

Dorta, M., Rodríguez, Y., & Souto, M. (2020). La enseñan¬za- aprendizaje de la oración compuesta mediante un texto literario. Educación y Sociedad, 18(1). https://revistas.unica.cu/index.php/edusoc/article/download/1238/pdf/7586

González Labrada, (2023). El enfoque cognitivo, comunicativo y sociocultural en la enseñanza de la lengua. Redipe.

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Roméu, A. (2003). Teoría y práctica del análisis del dis¬curso. Su aplicación en la enseñanza. Pueblo y Educación.

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Vásquez Sierra, A. J. (2022). Comprensión lectora: fundamentos teóricos y estrategias de acercamiento al texto. Ciencia Latina Revista Científica Multidisciplinar, 6(4), 618-633. https://doi.org/10.37811/cl_rcm.v6i4.2607 DOI: https://doi.org/10.37811/cl_rcm.v6i4.2607

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Published

2024-09-01

How to Cite

Pileta-Romero, I., & Rodríguez-Domínguez, Ángel A. (2024). Grammar as a function of textual comprehension from the cognitive-communicative and sociocultural approach. Revista Transdiciplinaria De Estudios Sociales Y Tecnológicos, 4(3), 67–72. https://doi.org/10.58594/rtest.v4i3.132

Issue

Vol. 4 No. 3 (2024): Confluencias sociales: dialogando desde la ciencia multidisciplinar e interconectada (septiembre-diciembre)

Section

Artículos

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Copyright (c) 2024 Islen Pileta-Romero, Ángel Agustín Rodríguez-Domínguez

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